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EVERYTHING AND THE KITCHEN SINK: EXPERIMENTING WITH E-LEARNING TOOLS October 21, 2011 Professor T. EVERYTHING AND THE KITCHEN SINK: EXPERIMENTING WITH E-LEARNING TOOLS October 21, 2011 Professor T. Brettel Dawson, Law

Introduction (the ‘why’) 2 A precursor “some people have technology thrust upon them” “necessity Introduction (the ‘why’) 2 A precursor “some people have technology thrust upon them” “necessity is the mother of invention” “people create their own luck” “sometimes it’s just dumb luck”

3 3

4 Various things I’ve tried Welcome to My Web. CT Quick Survey Some Show 4 Various things I’ve tried Welcome to My Web. CT Quick Survey Some Show and Tell

In class 5 Using the LCD projector: images of the people involved in the In class 5 Using the LCD projector: images of the people involved in the course topics (eg. judges, litigants) interspersing videos (youtube and ‘movies’ like Maude Barlow and Paisley Snail; websites like www. recycle me. org) PPT slides (and guide to students on note-taking with PPTs) “Back channel”: www. todaysmeet. com/L 2201 Fall) Clickers

Clickers 6 Connecting to experience (corporations class: how many of you or your families Clickers 6 Connecting to experience (corporations class: how many of you or your families ‘have companies’ and then follow ups Different views: Scenario: Which way would you decide followed by discussion of case law principles; Concept review: pick definitions Application: repoll – which decision do you prefer (followed by class discussion)

Should the court permit Eve and B to be sterilized? 1. 2. 3. 4. Should the court permit Eve and B to be sterilized? 1. 2. 3. 4. Yes - both No - neither Okay for Eve but not B Okay for B but not Eve

Which decision do you agree with? 1. 2. 3. 4. Re Eve (Canada) Re Which decision do you agree with? 1. 2. 3. 4. Re Eve (Canada) Re B/Re F (UK) Neither Both

For tutorials 9 Vendor videos on databases P 2 Pedia (pilot) for writing exercise For tutorials 9 Vendor videos on databases P 2 Pedia (pilot) for writing exercise Cp: Google docs

P 2 Pedia 10 https: //docs. google. com/document/d/1 RLwk. ZGM WIt 6 Rp. DQzda. P 2 Pedia 10 https: //docs. google. com/document/d/1 RLwk. ZGM WIt 6 Rp. DQzda. NOTg 6 o. Ir 9 Va 3 rvb. KC 3 nv. G 1 m. Zo/ed it? hl=en_US Planning an evaluation of the P 2 Pedia tool both to help the creators of the tool and to try to determine whether to continue to use the tool (particularly for online students).

11 Between classes: Keeping things ‘humming along’ Discussion boards (introductions, subject specific and general) 11 Between classes: Keeping things ‘humming along’ Discussion boards (introductions, subject specific and general) Assigning students to TAs through groups (creating virtual discussion groups) Big. Blue. Button for synchronous communication (assignment review by TAs) Chat for virtual office hours with TAs Twitter: http: //twitter. com/#!/laws 2201

Evaluation 12 Electronic posting and submission of assignments Graded research logs and lecture preparation Evaluation 12 Electronic posting and submission of assignments Graded research logs and lecture preparation exercises (2908) Discussion Boards (FAQ) Electronic grading of students’ written work (with autosum marking sheets which are returned) Use of grade book Plagiarism detection software

Other 13 Web. CT Learning Modules tool to post slides by week and supplementary Other 13 Web. CT Learning Modules tool to post slides by week and supplementary readings (2908) Web. CT Direct link to Library ARES e-reserves (2908) Get. Fast (evaluation tool)

Wondering about 14 Considering “wiki” for group projects Considering e-casebooks (with appropriate copyright clearances Wondering about 14 Considering “wiki” for group projects Considering e-casebooks (with appropriate copyright clearances of course!) Taking 2908 completely distance modules

15 What’s worked? 15 What’s worked?

Criteria 16 The technology 1. 2. 3. 4. worked (didn’t crash) Accessible to students Criteria 16 The technology 1. 2. 3. 4. worked (didn’t crash) Accessible to students Adopted by students Students ‘engaged’ -went deeper into learning in the course Students helped - got answers in a timely way) Professor helped - more effective use of time; better way to contact and guide students)

17 5. 6. 7. 8. 9. 10. Fun; lightened class without losing focus Generated 17 5. 6. 7. 8. 9. 10. Fun; lightened class without losing focus Generated more conversations and Prof got to know how students were thinking Students got to see their own progress (and views) and views of others Time effective (saved time or generated benefits) Therefore, Worth doing Other?

Caveats: Student ‘buy-in’ 18 Wonder about Sociology MA project (Erin): leave my media alone! Caveats: Student ‘buy-in’ 18 Wonder about Sociology MA project (Erin): leave my media alone! Don’t try to get me to use my toys for your teaching!

The ‘tabulation’ 19 A conversation The ‘tabulation’ 19 A conversation

Technology 20 Worked Plagiarism detection (but other issues) Didn’t work Big Blue Button (required Technology 20 Worked Plagiarism detection (but other issues) Didn’t work Big Blue Button (required headsets) P 2 Pedia (too complex in tutorial) Not accessible P 2 Pedia (upload) Backchannel (no internet in the room) Not adopted by students: Twitter (very few students use it and I am a neophyte too)

Student engagement-assistance 21 High Discussion groups on assignments (but…. ) Clickers Submission, grading, return Student engagement-assistance 21 High Discussion groups on assignments (but…. ) Clickers Submission, grading, return of assignments Medium Big Blue button (if perserved and muted) CD use (slides and videos; linked to teaching technique) Low Discussion groups on topics Twitter (but hard to assess)

Effective for professor (time saving, better contact and guidance, feedback from…) 22 High Clickers Effective for professor (time saving, better contact and guidance, feedback from…) 22 High Clickers (if I got the questions right and took the time) Managing assignments; virtual TA groups Get. Fast evaluation Medium Plagiarism detection (always takes more time) Twitter Low Discussion group FAQs (hmmmm) Back channel (no take up from online students either)

Other 23 Fun? Clickers Deeper conversations Clickers, maybe Microphone/ peer discussion See progress Clickers Other 23 Fun? Clickers Deeper conversations Clickers, maybe Microphone/ peer discussion See progress Clickers maybe

Scorecard “of the present” 24 Technology → Students POV → Prof POV Big Blue Scorecard “of the present” 24 Technology → Students POV → Prof POV Big Blue Button P 2 Pedia Clickers Backchannel Twitter Web. CT Evaluation Discussion/virtual TA groups Web. CT Plagiarism Software

So, what’s left standing? 25 The students speak: “an open Web. CT (LMS) site” So, what’s left standing? 25 The students speak: “an open Web. CT (LMS) site” to manage their stuff and keep in touch/keep up” My Wish list Clickers but only if 75% of class uses Big Blue Button without technology delicacy Plagiarism detection software but more seamless Twitter if I ‘get it’ and have the time

26 Insights and Observations 26 Insights and Observations

Insights 27 Has changed my approach (see myself as part of team) Has changed Insights 27 Has changed my approach (see myself as part of team) Has changed my ‘preparation’ and expectations (eg. ‘late penalties’, posting, test assignments; instructions) Has changed my teaching style: helped make me more ‘interactive’ and less ‘talking head’? Still time consuming and challenging to find ways to integrate new ‘techniques and facilitative learning!

Observations 28 Matches my teaching and learning styles (through teaching I learn myself and Observations 28 Matches my teaching and learning styles (through teaching I learn myself and gain insight) I like tools and bringing my kitbag to class Exhausting -- Stimulating I am still ‘out of touch’ – not in the social media generation and not sure how they respond to technology in class Overall: Likely to pull back (at least while turning the legal methods into a fully online class!)

29 Thank you! Esp. to Dragana and the team at EDC 29 Thank you! Esp. to Dragana and the team at EDC

In Class tools 30 Criteria Technology worked? Students engaged (used) Students found it useful In Class tools 30 Criteria Technology worked? Students engaged (used) Students found it useful Professor found it useful Fun Deeper conversations See progress Time effective “Grade” Back Channel LCD slides, images, video Microphone Clickers

In between classes 31 Criteria Technology worked? Students engaged (used) Students found it useful In between classes 31 Criteria Technology worked? Students engaged (used) Students found it useful Professor found it useful Fun Deeper conversations See progress Time Effective “Grade” D Boards Virtual TA Groups Big Blue Button Twitter

Evaluation tools 32 Criteria Technology worked? Students engaged (used) Students found it useful Professor Evaluation tools 32 Criteria Technology worked? Students engaged (used) Students found it useful Professor found it useful Fun Deeper conversations See progress Time Effective “Grade”? Posting and Submission D Boards FAQ Grading and return Plagiarism detection