Copyright and Fair Use in Academia

Thank you to Academic Technology Librarian, Irene McGarrity for leading a session on copyright and fair use on March 25, 2014.

Mason Library resources:
http://libguides.keene.edu/CopyrightandFairUse

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Part 2:

 

2015 Academic Technology Institute

Each year 10 faculty from each of the USNH institutions (GSC, KSC, PSU and UNH) are invited to attend the annual USNH Academic Technology Institute (ATI).  This year the ATI will be hosted by Granite State College in Concord, May 26-29 (from noon, Tuesday to noon, Friday). The theme for this year’s event is “Open Access: Pedagogy & Scholarship in a Connected Environment” covering topics such as open educational resources, open access pedagogy and open access publishing.  Robin DeRosa, (PSU English Faculty & ATI Alum 2014) tells you a little more about this year’s theme here.

This popular multi-day, hands-on learning experience focuses on helping you enhance teaching and learning in your subject area using educational technology for meaningful innovation. There will be a series of workshops, demos, guest speakers and work sessions that will provide basic skills while also inspiring participants.  The ultimate goal is to identify an instructional challenge that you face and identify a solution based on the integration of one or more educational technologies or methodologies.  Visit the ATI website to learn more about the ATI and past events.

Benefits of Participation:

Faculty who participate in the ATI leave with a new or renewed sense of enthusiasm for what is possible in teaching in the 21st century.  They also leave with new connections with faculty throughout the University System.  As two ATI alumni noted:

“I kept finding moments of inspiration, little light bulb moments, all throughout the institute.”

“What a terrific opportunity to talk with peers across institutions.”

 

Apply here by Thursday, March 19th: http://goo.gl/forms/b9UWrJJaGM
Questions about the application process or the 2015 ATI program? Contact Jenny Darrow: jdarrow@keene.edu

Keene State ATI alumni:

2014 (host UNH)
Chitra Akkor, Angela Barlow, Ellen Nuffer, Lisa Prospert, Lynn Richardson, Emily Robins-Sharpe, Wanda Swiger, Scot Ward, Griselda Witkowski, Joe Witkowski.

2013 (host PSU)
Debbie Black, Chris Burke, Karen Cangialosi, Julio DelSesto, Fitni Destani, Mike Goudzwaard, Amanda Guthorn, Judy Lister, Nigel Malcolm, Peggy Walsh.

2012 (host KSC)
Elizabeth Dolinger, Lisa Hix, Darrell Hucks, Craig Lindsay, Ted Mann, Niall Moran, Tanya Sturtz, Craig Sylvern, Debra White-Stanley, Susan Whittemore.

2011 (host GSC)
Leigh Corrette, Jen Ditkoff, Bill Fleeger, Dick Jardine, Kathy Johnson, John Lund, Allyson Mount, Celine Perron, Nancy Ritchie, Barbara Ware.

ATI is funded by the USNH Long Range Technology Plan.

Word Docs and iPads – It’s Getting Easier

ipadCan I edit Word docs on my iPad? The answer, which used to be “No”,  is now “it’s getting easier.”  However, a tablet is not a desktop computer so, even if you have a keyboard added to your ipad, and the official Microsoft Word iPad app,  the user interface will not be the same as the desktop app.

There are 3 challenges to editing word docs on an iPad:

  • Getting the document into the iPad

  • Editing the document

  • Getting the edited document out of the iPad

Below are three apps that allow Word editing, arranged in order of least like the desktop Word to most like it.  Since you can not duplicate the functionality and user interface of Microsoft Word on an iPad, it is important to know which functions are most important to you. How you will be working: where are your documents coming from? Will you be creating them? Editing them for a second time? Do you need a little editing or comprehensive, track-changes-type editing? Do you need to share them after you edit them? Depending on your answers one of these will fill the bill better than the others.

quickoffoceQuickOffice

QuickOffice is Google’s solution for those who want to edit Word docs. It allows you to either create a word document or open one that has been mailed to you.  A small editing set allows bold, italic, underline and fonts. Commenting is possible and there is a track changes option but no highlighting. The main issue is how to get the document out of your iPad. The only option is to save it in Google docs. This might make distribution to students easy but will make re-editing the document difficult.  Cost: Free

cloudonCloud On

CloudOn is an app that allows you open a mailed document or create one on your iPad. You save your documents to the cloud. CloudOn had the wisdom not to create yet another cloud. They allow you to use existing cloud storage like Dropbox, Google Drive, and OneDrive,  This means that there is little problem getting documents in or off the iPad.  The editing functions available are much more robust than with QuickOffice. The ribbon menu has options for formatting, page layout, and references The Review.menu contains track changes.  Cost: Free

wordMicroSoft Word for Ipad

For those who must have Word functionality most like the desktop application, MicroSoft recently made available a Word app for iPad. The app by itself only allows you view word documents on your iPad. It must be used with a subscription to Office365 in order to create or edit documents. You save your documents both to the iPad and to the Office 365 cloud. They are therefore available online from any computer with an internet connection. While the word app probably has the functionality most like the desktop version of Word it’s not exactly the same.  For one thing, the document does not exist on your desktop computer unless you download it. The developers have tried to make good use of tactile editing when it makes sense so the user interface is a combination of desktop and app. Strangely, there is no print function.  App: free. Office365 subscription  $69.99 a year (personal subscription)

 

SoundCloud and Dragon for Recording and Transcribing Interviews

Submitted by Professor Peggy Walsh. ATI ’13

At the 2013 faculty technology summer institute I discovered more solutions to my instructional challenges than I thought possible by learning from colleagues and experimenting under the direction of the experts. Exploring the scenic Pemigewasset River and climbing Rattlesnake Mountain near Plymouth State University was a bonus at the end of the week.

Looking at my handwritten notes which sloppily covered one of the handouts, I noticed that I wrote and circled “SoundCloud” several times, which led me to return to that “app” last fall when I needed a tool to show students how to create a recording for an oral history project for the Granny D library archives that focused on the theme, “The Power of One.”

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I was delighted that most students in Sociological Research Methods had heard of SoundCloud.  None had used it for creating audio files, so this was a good opportunity to try it out together.  To prepare, students created a guide and used old-fashioned note taking as well as a digital recorder as backup for their interviews when our guests came to class. The free version of SoundCloud offers two hours of audio to be uploaded — gratis. After that, you will need to sign up for a professional subscription. Wi-Fi is also required.  (Note that the library has (or had) corners where the wireless signal is weak!)

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Students learned to use the features of SoundCloud with little difficulty.  They conducted their interviews according to plan using the skills and techniques learned in class and uploaded them. We did not use editing features, although that is a goal for the future.

To teach students how to transcribe we tried a few different approaches.  The first was to play the audio and type the words verbatim.  Working in groups is a slow process, but with several people working at once, it is possible to create an accurate transcript of an interview.

To give you a sense of how transcription looks, here is a 30 second clip of an interview:

(:33) Now you’ve got to remember that the context of this is the early ‘60s. I don’t react well — I never have — to someone telling what I have to do. It just frosts my butt. (Laughter.) You know. I don’t want to be obnoxious, but if you can’t tell me why I should do that, I am going to say, ‘I’m not doing that.’ Give me a break. I think the first word out of my mouth that my parents encouraged us to do, was say, ‘Why?’ And if it didn’t make sense, I’m not buying it. And I don’t care if you buy it, but I’m not buying it!” (1:04)

You can listen to the audio to assess accuracy. We also experimented with the voice recognition software, Dragon. Unfortunately, the app does not “hear” the voice recordings nearly as well as a clear speaker with careful diction talking directly into a speaker.  (I find the program helpful for dictating field notes, and the IPhone version is free.)   This gives you a sense of how poorly Dragon transcribed one of our audio recordings – huh?

Mark at the start of the first transcription. (:33) Had a government the context of this Betterly 60s I don’t react well perhaps somebody tell me what I have to do just Frostwood I don’t have helped Alexis but that you can’t tell me why I should do that say to give me Kennybeck persuadable enough that occurrence occurred Cysta Dhoop say why it didn’t make sense about it and I will give you buy it but I am selling some.

I am astounded by how many tools are available to help students (and us) with our work.  One of the aftereffects of the institute for me was very simple.  I began talking with all the teachers I know about their use of technology in the classroom. My education and my comfort with trying out new ideas continues.  Recently a high school teacher in my neighborhood told me about PechaKucha 20×20. You can check it out here: http://www.pechakucha.org/channels/pechakucha/blogs/data-science-for-social-good

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For more information about the Granny D project, call me or read:  http://www.keene.edu/news/stories/detail/how-does-a-person-make-a-difference-in-the-world/

Be Aware of Large PDF Files

Do you have large PDF files that need to be uploaded?  Please consider reducing the file size before doing so.  Large files can clog up already full mailboxes, open slowly or sometimes not at all and can take up allotted space in your LMS (learning management system) course.

How do you easily reduce the file size and avoid possible problems?  One way is to go to:  http://compress.smallpdf.com/ for a free, easy to use tool that compresses these files.  How does it work?  You upload your file to their server; it is compresses and then sent back to you almost immediately.  There is no limit on size or the number of times you can use the service.

Once at the site, simply drag and drop your PDF file to the specified location or locate your file by clicking on Choose file.  Note:  You can ignore the big green Download button at the top of the screen.  Once the file has been compressed click the small Download PDF link and then save the file.  It’s now ready for uploading.  Be aware that not all files will compress.  If a file is already optimized, you may not be able to reduce the file size any more than it is.

SMALLPDF2                                                               Click on image to access the compression tool.

 

 

2014 Academic Technology Institute

image. Nigel Malcolm and Julio DelSesto - ATI 2013

Nigel Malcolm and Julio DelSesto – ATI ’13

Ten KSC faculty have the opportunity to attend the USNH Academic Technology Institute this summer, May 27-30 (Tuesday, Noon – Friday, Noon). It will be hosted by the University of New Hampshire in Durham.  If you are interested in attending, please apply here: http://goo.gl/6RW4W2 Applications are being accepted now through March 7th.

The theme for this year’s event is “Tools you can use: Teaching and learning with technology” and the speaker will be Cable Green of Creative Commons:
http://creativecommons.org/staff#cablegreen

Participants will leave with a renewed inspiration to address their courses with the insights gleaned from Institute sessions, including topics such as technology as the teacher’s tool (not the teacher’s taskmaster), assignment design, (rich media) assessment strategies, and related technological issues pertinent to teaching and learning in higher education.

ATI participant Debbie Black (Education) had this to say about her experience:

“I am the most unlikely person to be writing this statement since I resist technology on so many levels. However, the Academic Technology Institute that I attended last summer broadened my thinking about ways that I can use technology as a tool to capture student learning. I now use Coaches Eye, Educreations, Google Docs and Pages on a regular basis in my work. I am teaching my Methods II students how to use this technology as well as elementary-aged students and their teachers. Currently I have three co-investigation science projects going on between a school in Cheshire County and three schools in the North Country. We are all using these technologies.”

Keene State ATI alumni:

2013 (host PSU)
Debbie Black, Chris Burke, Karen Cangialosi, Julio DelSesto, Fitni Destani, Mike Goudzwaard, Amanda Guthorn, Judy Lister, Nigel Malcolm, Peggy Walsh.

2012 (host KSC)
Elizabeth Dolinger, Lisa Hix, Darrell Hucks, Craig Lindsay, Ted Mann, Niall Moran, Tanya Sturtz, Craig Sylvern, Debra White-Stanley, Susan Whittemore.

2011 (host GSC)
Leigh Corrette, Jen Ditkoff, Bill Fleeger, Dick Jardine, Kathy Johnson, John Lund, Allyson Mount, Celine Perron, Nancy Ritchie, Barbara Ware.

If you have questions contact Jenny Darrow or Jeff Timmer who are members of the USNH Academic Technology Steering Committee.

ATI is funded by the USNH Long Range Technology Plan.

Teaching Naked – a presentation by Dr. Jose Bowen

This post was originally written by Reta Chaffee (Granite State College) who with her colleagues, attended this presentation.

On October 17, 2013,  Dr. José Bowen presented his workshop,  Teaching Naked: How Moving Technology Out of Your College Classroom Will Improve Student Learning, at Keene State College.  Dr. Bowen is Dean of the Meadows School of the Arts at Southern Methodist University.  He is also a musician, scholar and author.

He started the workshop with an overview of what Clayton Christensen describes as disruptive innovation, when a  seemingly “unattractive or inconsequential to industry” innovation eventually redefines the industry.  Think about film cameras, online banking or even the post office.   In the case of education, the disruption is the fact that “knowledge” is no longer confined to libraries and universities.  Knowledge and information can now be found online any time you want it.    And more particularly, knowledge via courses can be free in the case of MOOCs (Massive Open Online Courses) as modeled at some of the most prestigious universities such as Harvard, MIT and Stanford.   (See WIRED article about the next generation of MOOCs.)

So the challenge then is to find the value proposition for coming to class?   What is it that students cannot get on the Web that they can get in the classroom?  They can get lectures from highly qualified experts around the world.  They can find the content for most anything.  The premise of Dr. Bowen’s workshop is that it is the faculty interaction and the ability to change the student’s mind is what makes the difference.  While he advocates for getting the technology out of the classrooms (i.e. Teaching Naked), he does not advocate for dismissing technology as a tool.  In fact, he provides many examples of how you can use technology to deliver the content and communications outside of the classroom which allow for deeper, richer conversations and interactions when you are together with the students in the classroom.  One of his examples is having students watch a video prior to class and write a reaction, for example “What did you really like/dislike about ___.”  When the students get to class, he has them exchange index cards and write a rebuttal.   GSC instructor, Gail Poitrast, tried this in her own course and noted, “I asked students to watch a math video, take notes, and come to class with math questions on 3 separate index cards to share with others.  The students were engaged, and it exceeded my expectations.”    She also pointed out that it works out if it is well-planned which speaks to another point made by Dr. Bowen.   Course design is now more important given that content is so readily available online.   Instructors need to think more about how to engage the students with strategic learning activities.

In the end, he suggests that the answer to MOOCs are MBCs…or Massively Better Classrooms.   To learn more about Jose Bowen and Teaching Naked, you can watch the 17 minute TedX video or visit his website   Teaching Naked.

Explain Everything Anywhere

Video Playing in Explain Everything

Video Playing in Explain Everything

A professor was presenting a paper in a distant international city. Her accompanying PowerPoint had some videos embedded.  She didn’t want to carry her laptop with her.  Would her IPad do the job?

There are many cloud-based ways to store and show a presentation, AuthorStream, SlideShare,  Google Drive for example, that would be accessible on your IPad.  You should definitely have one of those for a backup. But for true independence it would be best to have the complete presentation, videos and all, downloaded to your Ipad.  No internet needed.  Not even any electricity needed if you power up the IPad before the presentation.

eeEnter ExplainEverything, the little app that does big things. It’s a white board on which you can Import or draw pictures.  And it will import a PowerPoint presentation flawlessly. To top it off, you can insert a video file from your camera roll, DropBox or Google Drive and that too is saved to your IPad inside ExplainEverything.  Now you have everything in one place on your IPad. The presentation options are easy to use, including the ability to easily write on a slide.

You can rest easy knowing your presentation is in your hand.

Backing up the Blackboard Grade Center

You already know that it’s a good idea to back up your grade center on a regular basis, right? But, do you do it?  If you don’t, you probably should.  It’s pretty rare to have something go wrong and have the whole grade center wiped clean, but it can happen.  Why take the chance of losing important information when it’s so easy to prevent such a catastrophe in the first place?   Why don’t you back up your grade center right now – you’ll sleep better knowing your students’ grades are safe and sound.

  1. Go to the Grade Center.
  2. Click the Work Offline button at the top right of the page and then select Download.
    Bb - full grade center
  3. On the Download Grades screen, select the following options.
    • Select Data to Download:  Full Grade Center
    • Delimiter type:  Tab
    • Include Hidden Information:  Yes
    • Download Location:  My Computer
    • Click SubmitCopy_grdctr_blog_image2
  4. After submitting, click Download to save the file to your computer as a backup of your grade center.  The file can then be uploaded back to Blackboard if needed, or it can be opened in Microsoft Excel.  Copy_grdctr_blog_image3

See how easy that was?

Anatomy of Academic Technology Support

When faculty think of our Academic Technology unit I suspect their mind races right to questions about how to solve a technology conundrum. Sure, that’s part of it but faculty can really benefit from our expertise and our broad experience.  We’ve worked with, collaborated with, completed projects for, and listened and learned from hundreds of faculty who have brought us unique instructional challenges. Some of those challenges are easily resolved but the tough ones are disguised as “solvable with technology”. The hard problems always have to do with the faculty perception that their design isn’t the problem; it’s the technology that’s not letting them get the result they want. It’s easy to understand why this happens since they’ve taught using the same or similar methodology multiple times and it’s been pretty successful. If technology would just let them do “X” then everything would be perfect.

When we work with faculty we’ll start with a standard question: “what are you trying to do”? It’s a simple question but it supports a conversation about the strategies and the motivation behind the design approach. This is where the collaboration begins. The benefit to faculty is it encourages them to talk through the process with an unbiased and non-judgmental person. We ask questions. They explain. We offer suggestions. Remember, we’ve worked with hundreds of faculty and have a lot of experience with good ideas and can spot a poor idea a mile away.

Here’s the thing: faculty tend to get stuck doing the same things the same way. In fact, many may have the experience building courses, but basically it’s the same course a hundred times rather than a hundred different courses.

So my message to faculty is this: the AT unit can help solve technology problems but we’re also adept at addressing instructional challenges that have nothing to do with tech and everything to do with design.

Drop by and visit us in our new location at Cheshire House. We would love to talk with you about your courses.