HAVE YOU GUYS HEARD ABOUT THE SPEEDGRADER APP FOR IPAD YET?
IF NOT, LET ME TELL YOU ABOUT HOW THIS WONDERFUL PROGRAM CAN HELP MAKE YOUR GRADING LIFE EASIER.
First, you log in to your Canvas account. Then, it gives you a view of all your current classes. From a computer, whatever you have in your dropdown “Courses” menu will show up as notebooks.
You will notice that anything that has things to be graded will have a little red flag on it with how many items that need grading. Once you click on a notebook, you get a list of assignments that need grading.
Then, you can go student-by-student and grade their items. But wait…there’s one more amazing thing.
You can easily reply with a video comment. Or, if you don’t want to send your students an image of you, you can use the talk-to-text button in your keyboard to dictate your message to the student.
Mind just blown on how easy and quick grading can be with this tremendous app.
I have to tell you that I was so excited to find this that I stayed up late grading in bed. The interface is so easy and even tells me when I have things I need to grade. I’m sold.
There is so much out there, having some expert guidance on where to look is much appreciated! Yay, librarians!
Originally posted on SPSCC Center for Innovative Teaching & Learning:
Just wanted to share a great OER resource. Margaret Mickibben, a librarian at North Seattle College has recently created an excellent search guide for quality OER.
It doesn’t simply list a bunch of OER sites – it describes and rates them for size, ease of searching and quality controls. It also sorts OERs by subject areas and format of materials offered: textbooks, simulations, lectures, images, articles, or complete courses. It stands out from the usual run of OER lists in that it aims to be selective and judgmental, in the spirit of Consumer Reports.
Canvas Conversations is an informal opportunity for faculty to get together for support and training.
There are two ways to participate:
1. Meet in eLearning office Fridays at noon.
2. Join the Canvas classroom to look at and participate in conversations and helpful tutorials>>email Linda Foss at firstname.lastname@example.org to be added to the class
Topics of discussion include quizzes, Quality Matters: course design criteria, home page and navigation, announcements, modules, discussions, assignments, gradebook options, tegrity and conferences.
Join the conversation! Hope to see you soon
Flipped, Backwards and Every Which Way – What’s all this talk about “flipped” classrooms and backwards design?
Have You Seen or Heard People Talking About Flipped Classrooms and Wondered What They Were Talking About?
According to Wikipedia, “Flip teaching is a form of blended learning in which students learn new content online by watching video lectures, usually at home, and what used to be homework is now done in class with [the] teacher offering more personalized guidance and interaction with students, instead of lecturing. This is also known as backwards classroom, reverse instruction, flipping the classroom, reverse teaching, and the ‘Thayer Method.’” Colonel Sylvanus Thayer is known as “the Father of West Point” and was an early superintendent of the United States Military Academy at West Point. When he took over at West Point in 1817, Thayer “upgraded academic standards, instilled military discipline, and emphasized honorable conduct.” He also created a teaching method, which emphasizes self-study and daily homework. In short, the cadets (or students) are responsible for their own learning. They study the material prior to attending class. The learning is then reinforced in class through a combination of group learning and active learning exercises, done then primarily at the blackboards. This method has come back in to the limelight of education models since the 1990s where instructors noticed that by getting away from the traditional model of teacher = lecturer, they were allowed to help more students, more acutely.
With Salman Khan’s creation of Khan Academy in 2004 and the explosion of ‘how-to’ videos on YouTube, as well as tons of electronic and technological resources widely available, the possibilities of creating a classroom where the educator can work more one-on-one with students is endless.
For instance, if you’re teaching math concepts, you could have students watch a video of you or one you found that you like that explains or overviews the concept. Then you assign the homework. The students can start the ‘homework’ on their own outside of class and then come to class to get help on applying and practicing the concept they watched in the video.
So, the big question is, how could this be helpful to you? According to The University of Texas at Austin’s Center for Teaching and Learning, some benefits include students having specific questions in mind when they come to class, the instructor’s ability to anticipate where students need the most help, students practicing performing the skills while the teacher is in front of them and can guide the process with feedback and mini-lectures, the instructor can post any additional explanations and resources as needed, students are equipped to seek help where they know they need it, and the instructor continues guiding students toward deeper understanding of the material.
Our state board is currently doing a webinar series on teaching practices and sharing ideas, and they had a presentation on “Integrating Technology to Create Truly Collaborative & Active Learning in the Flipped Classroom.” Presenters include a physics professor, a biology professor, and a nursing professor with 72 students in their class talking about their experiences with creating flipped classrooms, including their challenges, triumphs and lessons learned. Here is the link to that presentation: click here to view the recording (If you have any troubles accessing this video, just ask for help)
Tons more information is available on the internet as well as colleagues on campus who have done this or are thinking of doing it now.
What is Backwards Design?
Backwards Design is an instructional design theory created by Grant Wiggings and Jay McTighe that proposes starting the design of curriculum with the end in mind. The end can mean many different things, but usually refers to the end goal, standard or objective. In this theory, the instructor or instructional designer starts with the desired results and then derives the curriculum from the evidence of learning asked for in the standard or objective and the teaching needed to equip students to perform.
Another way to think of it is to start with the end result in mind, consider what evidence would show the end result was achieved (or not achieved) and then plan a lesson or activity that would give the aforementioned evidence. You could then use this method to map your whole class directly to your objectives.
Again, lots more information and resources are available on this and other instructional design theories on the internet and from other colleagues on campus.
I hope you have fun learning more about turning education on its head!
Did you know…?
Did you know that we have several tutoring options available on campus? Not only do we have several options, but they offer different services at different times throughout the week?
If you needed help writing an essay, short story, poem or research paper, you could go for help in…
The Writing Center
Located in Kemp 105
Winter Quarter hours:
- Mondays and Wednesdays, 9a to 3p
- Tuesdays and Thursdays, 9a to 4p
- Fridays, 9a to 12p
- Closed on non-class days, such as holidays and finals week
If you needed help on a presentation you had to give or create, you would look for help at…
PROS – Presentation Relief Squad
Located in Kemp 105 (The Writing Center)
Winter Quarter hours:
- Help available in speaker’s anxiety, designing powerpoints, prezis or other electronic visuals, researching, engaging your audience, and making your points stick
- Monday through Friday, 10a to 12p
- Or by appointment by emailing email@example.com
If you were looking for help in math, science, Chinese, Accounting, Music or other college subjects, you could go to…
The Tutoring Center
Located in NSC 309
- Monday through Thursday, 9a to 3p for math and science help
- Tutors for Chinese, Accounting and Music available upon request
- Contact firstname.lastname@example.org
If you were looking for help in your 095 – 099 math classes you could go to…
Math 095 – 099
Located in the Library Phoenix Center
- Mondays and Wednesdays, 4p – 5p
If you were looking for one-on-one regular tutoring sessions, you could go to…
Our Literacy Council
Located in the Library Phoenix Center
- Tutoring available in all academic subjects, computer skills, and English speaking.
- Services available in the mornings, afternoons, and early evenings, during most days of the week
- Stop by for a 20 min intake process with Ginny Taylor
- By dropping in Monday through Thursday 8a to 1:30p
- Or by calling 736 – 9391 ext. 281 or emailing email@example.com
- For information about GED scholarship opportunities contact Lindsay Harjo
- by calling or texting (360) 880-1647 between 8a and 8p
And, if you prefer the privacy of your own home (or other tutoring services aren’t available when you need help), you could go to…
Located online, anywhere
- Free, online student resource
- Available 24 hours a day, seven days a week
- Tutors work with students one-on-one
- Subjects available include math, statistics, biology, chemistry, anatomy & physiology, Spanish, accounting, MS Office, and writing
- Log in directly at www.etutoring.org/login.cfm?institutionid=193 or go through the Centralia Colege website: www.centralia.edu > Resources > Tutoring Center > Centralia College eTutoring login
I unexpectedly took a trip down memory lane as I was searching in a drawer for something this morning. Years ago I happened across a lovely blog post by librarian Laura Cohen (2006) called “A librarian’s 2.0 manifesto.” (Read about it here: http://theunquietlibrarian.wordpress.com/tag/laura-cohen/”.
Hard to believe that the “2.0″ tag is soon approaching ten years! 2.0 was a term used to indicate that proverbial paradigm shift – that space between our roots and our wide-open future. It conveyed with simplicity the notion that while we are still passionate about our core mission (our 1.0 calling) we recognize and embrace the shifting ways we meet that mission, both challenged and propelled by technological advancement.
Finding this manifesto reminded me again of what I so admire in the wonderful people around me, in our librarians, our elearning staff, and our creative faculty who spend every day in this awesome place, well beyond 2.0.
With sincerest appreciation of Laura Cohen’s wonderful manifesto for librarians, I submit to you the Educator’s 2.0 Manifesto (a slight re-rendering of Cohen’s piece):
- I will recognize that the universe of educational culture and technology is changing fast and that we need to respond positively to these changes to provide resources and services that students need and want.
- I will educate myself about our students and look for ways to incorporate what I learn into classrooms and services.
- I will not be defensive about my classroom or college, but will look clearly at our situation and make an honest assessment about what can be accomplished.
- I will become an active participant in moving my college forward.
- I will recognize that colleges change slowly, and will work with my colleagues to expedite our responsiveness to change.
- I will be courageous about proposing new services and new ways of providing services, even though some of my colleagues will be resistant.
- I will enjoy the excitement and fun of positive change and will convey this to colleagues and students.
- I will let go of previous practices if there is a better way to do things now, even if these practices once seemed so great.
- I will take an experimental approach to change and be willing to make mistakes.
- I will not wait until something is perfect before I release it, and I’ll modify it based on student and faculty feedback.
- I will not fear open educational resources and open learning, but rather will take advantage of these to benefit students while also providing excellent learning experiences that students need.
- I will avoid requiring students to see things in our terms but rather will shape services and instruction to reflect students’ needs.
- I will be willing to go where our students are, both online and in physical spaces, to provide educational experiences and services.
Thank you, Laura!
If you’re a current student at Centralia College, you can get online tutoring AT NO COST in the following subjects:
Accounting, Anatomy & Physiology, Biology, Chemistry, Economics, Engineering (Circuits & Digital Systems only),
Math (Developmental through Calculus), Microsoft Office, Physics, Spanish, Statistics,
Web Development (xHTML, CSS, and Adobe Dreamweaver), and Writing.
What you need:
A computer and a headset
An internet connection
Your student ID
Log in directly at https://www.etutoring.org/login.cfm?institutionid=193
or go through the Centralia College website: www.centralia.edu > Resources > Tutoring Center > Centralia College eTutoring login
What do you do when you need academic support after hours?
Get help from eTutoring.org!
Computers with webcams and headsets are available for student use at the eLearning office in the Kirk Library.
Call (360) 736-9391 ext. 672 or email firstname.lastname@example.org for more information.