Happy Halloween everyone! In an appropriate celebration of this spooky holiday, the ELH Challenge for the week centers around things that Instructional Designers don’t like to hear - the tricks amongst the treats of our jobs. My team recently got a shiny new subscription to GoAnimate and so I decided to try it out and […]

Sometimes in eLearning you need to create a quick animated short, either to insert into a longer course or to stand on its own. Storyline 2 actually makes this pretty simple, but there are some platforms that exist that make it even easier by providing built-in graphics; we all know that creating or finding images […]

   This week’s ELH Challenge was to create a digital learning magazine. I was excited about this for a few reasons, but mainly because I had wanted to mock up something similar to this for a while now to show as a sample of how interactive documents can be created pretty easily with Storyline. The […]

It’s the holiday season which means lots of baking in my household. Pies, cakes, bars, cookies… you name it, we make it. With so many treats on my mind, I decided to build a delicious drag and drop demo. Baking Basics walks you through the process of making a cupcake batter. It showcases a lot […]

Now that the exhaustion and constant movement that comes along with the joy of the holidays has subsided, I decided to tackle a couple of old ELH Challenges! This demo takes on two recent ones: interactive charts and graphs and the color of the year. I took my inspiration from a simple, interactive graph I […]

I’ve been a little quiet lately because, well, winter, but also because I have been in a period of transition. Starting February 16th I will be the Assistant Director, Instructional Design at the Robert H. Smith School of Business at the University of Maryland. This exciting new opportunity means I have been spending some time […]

This spring I am participating in a MOOC about blended learning design. It’s something I am required to do for my new job, but also something in which I have a distinct interest as an instructional designer that works heavily in eLearning. I have done some research on the flipped classroom (which is one particular […]

Today is a continuation of this ongoing comparison. For a full comparison, check out this post. Feature Captivate 8 Storyline 2 Notes Find & Replace Captivate allows you to not only do a find/replace, but to search by type of object (caption, smart shape, video, etc.). This is a nice feature if you want to […]

Today is a continuation of this ongoing comparison. For a full comparison, check out this post. Feature Captivate 8 Storyline 2 Notes 508 Compliance This could be an entire post on its own. Suffice it to say that Captivate used to win this category hands down. But the most recent update of SL2 added some […]

Today is all about quizzing! This is a continuation of this ongoing comparison. For a full comparison, check out this post. Feature Captivate 8 Storyline 2 Notes Built-in question types Captivate offers options for T/F, multiple choice, multiple response, fill in the blank, matching (drag/drop & drop down), sequence (drag/drop & drop down), hot spot, […]

So after 2 and half years at Liverpool, and over 12 years in HE, I'm leaving. Well, kind of...After a rather extensive recruitment process, I will be taking up the role of Director of Learning Solutions at Laureate. Laureate are a huge education company based in the US, and have been Liverpool's partner for online learning for a number of years.Based on the many discussions I've had through the interviewing process, I've been massively reassured that the senior management within Laureate genuinely care about education, the students and their experience. If I'm honest, this was a concern for me - you know, private company must only care about profit margins right? Well, I'm sure it's somebody's job to worry about that, just as someone balances the books within the University, but the people I'll be surrounded by seem as passionate as anybody I've worked with within the system. And hopefully we'll build a team of likeminded people over the coming months/years so we can work with the University to really improve standards and make a difference. Dare I say, innovate!So I'll be taking up my new role at the end of September and thankfully, will still be about the Liverpool campus quite a bit. Whilst this is a move and a new role, I'm glad to still be working with some of the people I've formed relationships with since joining Liverpool. Unfortunately there will be some people I work closely with now that I might not be working with in the future, which is a shame. My leaving is definitely less about being unhappy, and more about this being a fantastic opportunity with exciting prospects.So for anybody interested, my current role at Liverpool will be advertised in the very near future so people might want to keep an eye out for that. Also, you might want to check out new opportunities from Laureate if you fancy coming to work with me there!Peter@ReedyreedlesThe Reed Diaries by Peter Reed is licensed under a Creative Commons Attribution-NonCommercial 3.0 Unported License

Ant-Man may have stolen the box office this summer weekend, but here in July, Google-Man wins our box office! As you prepare for heading back to school, check out these top ten Google Apps for Education Security Tips!1. Two-Step Verification2. Update by Restarting Chrome3. Log out remotely w/ "Sign out of All Other Sessions"4. Update Account Recovery 5. Use Secure Connections w https://6. Change Your Password7. Use Alerts8. Watch Your Device Dashboard9. Go Incognito > New Incognito Window10. Check Your Connected ServicesWhat security tips will you be doing with your accounts and devices for the new school year? Check out our Google Chrome Session on Air last week for more tips and see when a summit is coming near you to see live training!

Guest Blogger Yoni Dayan, Moonshot EDU Amsterdam AttendeeCross-Posted from:LinkedIn PulseBetween the 20th and 21st of July, "innovative teachers and education leaders from around the world" attended the Moonshot Summit organized by Google for Education and the EdTechTeam.Think of this summit as an unconference akin to a BarCamp, starring participants-generated projects. The goal was to push education to make big leaps forward following the model of "moonshots," those uncertain and bold goals like sending a man to the Moon, and which generated an incredible momentum and progress throughout our history.I had the privilege of being invited to this event through the Center for Research and Interdisciplinarity and here’s a report (using some tweets, in some sort of LinkedIn "Pulsify/Storypulse", I'm patenting this hack!) followed by some reflections.MinutesAll started the 20th, when the dozens of attendees gathered for a kick-off cocktail at Google Amsterdam. This was the opportunity to hear French, Swedish, British, Australian and other flowery accents mingling about a wide range of topics, from the projects of K-12 teachers to the research of Ph.D. students on MOOCs, while not forgetting the services launched by entrepreneurs.You can't see it but there was actually a schism between the beer crew and the wine club. By the way, how can Google employees resist on a daily basis those plates full of cream & herbs sandwiches?This socialization was punctuated by the interventions of the organizers such as the EdTechTeam, the Google teams and the famous educator Esther Wojcicki, telling the story of Google's creation at her daughter's garage.James Sanders from EdTechTeam (nice hosting skills!) and Esther (the green halo is just a piece of furniture, not some kind of power rangers-like super-educator-gear)A night later, the serious things started with a whole day devoted to "thinking big" and to revolutionize the way we learn throughout several activities mimicking the different phases of a rocket launch. Participants were tasked to write their ideas on post-its in the form of "what if" statements.There's obviously a missing suggestion: "What if my 10 years in World of Warcraft were acknowledged as a Ph.D. in team building, drama management, loot distribution, TeamSpeak-powered war-cries, and 3 hours long sessions of virtual herbs gathering?"Quickly, four trends have emerged:Resources and teacher supportInnovative assessmentEquity & agencyEngagement & agencyIt’s interesting to note that those 4 "bins" constitute patterns of current needs as well as future pathways for education that I’m often witnessing in the edtech events i'm participating in.Then, the attendees spread out in groups corresponding to those 4 categories and worked on their ideas through Google's "design print", an idea-to-execution system similar to human-centered approaches.Ahh, good memories of a MOOC I took by Leticia Britos Cavagnaro from Stanford's d.school on design thinking. I had to revolutionize U.S. students' lockers. It was tricky to "empathize" with them though, considering we were just throwing* our stuff in the hallways in Baguette Land's high-schools. (*with style)During the session, we refined our ideas, iterated on them depending on the perceived need of our end users, then voted for the ones we liked the most."Contemplating his next Moonshot"? Nah!, bragging in his mind about the perfect, borderline French-level, color-match between his shirt and the posts-its.After a break and the constitution of teams around the most popular ideas in each category, participants were tasked to further flesh them, prototype them and pitch them in front of the other attendees.Even the brownies where themed after space conquest. Who thought of that, i will personally endorse him/her on LinkedIn for dedication, attention to details, and pastry creativity (hey, it's number 2 in this list of "top pastry chef skills"!)Here are the 8 final projects:Team "we love Frenchies, beards and selfies", gamifying students' curriculum. Real problems are generated by organizations (institutions, companies) then transformed into playful learning milestones (think of accomplishments in xbox live) that once attained, grant relevant rewards.Team "we could totally do a toothpaste ad with sparking smiles", proposing to dissolve the wall between schools and community by including kids and outsiders (artists, companies, etc.) in curriculum's design.Team "who got this idea of posing like that, my knees hurt!!!", who would like to create a platform where students could develop their own learning content and share it. A cross-over between edX and playskool, ooh i like that!Team "this big green thing in the middle is totally, aesthetically speaking, justifying that we are taking our picture here", aiming at crowdsourcing potential problems and solutions to the schools.Team "we already have a name so that you can't find a silly one for us!", promising a "new holistic approach to education and assessment" through a more horizontal and flexible learning.Team "it's Jennie from the EdTechTeam who told us to do those stances, i swear!", blending LinkedIn, Khan Academy, Forbes, and Meetup, to create a "global guide learning community for teachers" for them to develop together.Team "let's do our group picture 5 seconds before pitching" extending the "20% time" concept into curriculum co-creation including students, teachers and the communityThe event concluded with a hangout with Google’s headquarters for the launch of the Teachers Guild (a platform for collaboratively creating solutions to education challenges through design thinking), final inspiring words from the organizers, and a reenactment of Oprah Winfrey famous hectic distributions of gifts when each of the attendees received Google’s Cardboards.How to wrap-up a nonetheless cool event with guaranteed smiles. I took notes, although I wonder what could I distribute... a warm and crusty croissant?We parted ways with beer and fry-ups, promising to stay in touch and to continue working on our projects.In an uplifting and poetic meteorological turns of event, the rain that shrouded the Moonshot's start, gave way to a radiant sun, as if the elements themselves were encouraging educators to apply what they just brainstormed, back at home.That’s it for the descriptive part of the event. Time for reflection! Several trends have emerged from the Moonshot- More inclusion of the learners and the community: many suggestions gravitated around the feeling that curriculum can't be designed in a vacuum. The outside world should be involved at least partially, whether it be the local actors (such as the parents), the associations, and companies. Above all, the students themselves should be included. A number of problematics can be raised by this concept of a less "fish bowled" school. For instance, how can students know what they want and/or need to learn, especially at certain ages?Esther's "TRICK" framework, putting the emphasis on independence and trust. The ministries and administrations need to trust the headmasters that they will do the right thing with the schools they manage. The headmasters and parents need to trust the teachers that they will do the right thing with the kids. And the kids need to trust Yoni that he will do the right thing with their delicious home-baked meals.- More support for the teachers: there’s a clear need to bring support to the teachers in their work that emanated from the event. Multiple proposals consisted of creating hubs/plazas connecting the educators, where they could share pedagogic methods, the resources and the tools to be more efficient in their classes and more importantly, where they could get a sense of belonging to a relatable community which takes care of its own. I had the feeling that such environments already existed in several countries, so why aren't they more known, adopted, and useful, so that those teachers would feel less isolated in their quest for innovative teaching?- More personalization: learning should take into account the passions, the interests, the aspirations/goals and the emotions of individuals. It encompassed projects like an evolved "20% time" which would be saved for the students to take the course they want, in the format they wish (in class, online, outside activity, etc.) even create their own courses (potentially through a MOOC maker) and sharing it with other students. This is a trend also observable in online courses with various statements from providers like edX "to provide education adapted to each one of us" and materialized through experiments of customized learning pathways, content tailored to the participants, and more. But where does this customization trend will end? Where will be the cursor separating a common core, a mold transferring a set of values shared by citizens, and this race for personalization?- More engagement and interactivity: this urge was very pervasive in the Moonshot. As you can guess, this was my prime interest, and I’m happy that my idea gained some traction to the point of being selected. It consisted of a gamification/rewardification of education, to put value on all your learning experiences by making them earning you some kind of currency, unlocking achievements then tangible rewards (it could be a free visit to a museum for a given domain you are studying if you are a kid, a subscription to a scientific magazine, a 1 day mentoring/immersion in the shoes of a game designer at a big game company, with the underlying purpose of raising commitment thanks to this educational carrot on a stick).I'm even more pleased that this idea was hacked and surely improved by the creative minds who joined me, and who added a "for impact" twist. Basically, external stakeholders like associations and companies could share a problem which would be translated into a set of gamified tasks to complete, tasks that would be integrated by the teachers into their programs to foster students' engagement as they would try to complete these achievements and receive rewards.The visual representation of our gamified solution to increase learners' engagement. Yeah, i'm taking pictures while on stage to pitch, take that, etiquette!Of course, this trend is raising some interrogations and resistances. Such mechanisms require the educators to be trained at game design and the tools to create games. As a former hardcore gamer myself, i'm also wondering if it's a good thing that this need is certainly constrained by our era of mobile games, social networks, instantaneous (some would say frenetic) feedback, permanent interactions and reduced attention span. It's a matter of balance i guess, between moments of high interactivity, and more thoughtful (as in "gather yourself") learning. - Centralization: Most of these trends translate into solutions taking the shape of hubs, plaza, etc. As underlined during the event, the issue is that there are countless of gathering places in the web, many of them fail to gain "critical mass", i.e. enough users to populate the platform in terms of content and lively exchanges. This is due to a lack of visibility (for example, many teachers in France aren't aware of Viaeduc, a social network built for them) or what we call in business the "entry barrier". In essence, most people feel they already have enough accounts to remember and usually prefer to stick to facebook and linkedin rather than making the effort to adopt another solution. Hence, the questions are: do we need "hubs" in the first place, and if so, what would be the added value and the incentives to push the education world to use them?Can we really be bold in this sector?Beside those interesting patterns, i feel like the stated goal of "reaching the Moon", thinking big and dare conceiving radical solutions, wasn’t totally fulfilled. Even if many were refreshing, most of our projects were still in the realm of the possible. It may result from some kind of self-censorship from the participants, a bias, confirmed by overheard statements like "I know it will be difficult to implement that in my class", "I know my administration, they won't support me", "my school may actually lose ranks if we adopt those kind of approaches". It’s a rather telling sign that even for one of the most innovative and involved educators selected by Google, it’s still difficult to unleash their full creativity and craziness for the domain they are passionate about.Distributing a bunny-hat with this motto printed on it to all the participants, would have certainly pushed us to "think bigger"Several factors can explain this. A less fast-paced event's agenda may have further melted some hesitations and activated our inner "shark with freakin’ laser beam" in order to reach the expected level of "what if I break my class, what if I go beyond this established framework and produce a real paradigm shift". Of course, the weight of the participants' working contexts, illustrated by the understandable statements shared above, played a role in this too, like the administration's heaviness and the ensuing resistances to changes, the nitpicking parents, the perceived need for stability and continuity including from students (as an illustration, several studies show that many of them still prefer to learn in the classic fashion with a professor in class, rather than from distance through a MOOC or flipped classrooms). It’s underlining the necessity of having supportive institutional environments, conducive to innovation in education and to the "uncensoring" of the incredible energies and stratospheric enthusiasm I’ve felt within the attendees.In other words, due to the stakes (future of children and of adults in case of lifelong learning), the load of history and certainly other parameters, this domain is often restrained by a ponderousness, a lead weight, that i haven't encountered in other sectors. For all those reasons, i'm wondering if it's truly possible to make education evolving in a disruptive/sudden/fast-forward fashion, to set BHAGs ("Big Hairy Audacious Goals", as named by Jim Collins in "Build to Last", are audacious long term goals to focus an organization on, like sending a man to the moon)? Or are we rather talking about a Darwinism process of iterative evolution, renewal, where little by little, the way we learn and teach will evolve? I would love to hear your take on it! Good energy and "bouillon de culture"On the bright side, I can’t stress enough how much a positive and constructive energy exuded from the event. The dynamism of the EdTechTeam was a driving force behind it. Quite logically, Google was also demonstrating the usefulness of its range of services but in a rather benevolent way, we were very welcomed, hosted and advised, I had the feeling that they genuinely want to empower these educators to generate some kind of "innovation" slash "education" slash "ripple effect". Either way, it is up to us to preserve our core values, our independence and our critical thinking, in order to keep what can support us and reject what could hinder us.A meta-picture of a picture taking of the organizers (hey, at least it's original, right?)The event also demonstrated again the value of inter-disciplinarity, embodied by the center who invited me (the CRI is based on the encounters between disciplines), and more generally of adopting a decompartmentalized philosphy. Having a blend of cultures, of responsibilities (k-12 teachers, headmasters, entrepreneurs, etc.), of genders and generations, allowed for buoying ideations, iterations, and simply quite a lot of fun. Nonetheless, I think that for the next edition, more entrepreneurial/industrial/artists would allow to shake to a greater extent the established order, while their own input would be enriched by the perspective of all those wonderful teachers with hands-on experience. How to translate this into tangible results?But the big question marks about the Moonshot are "how to keep the momentum going" and "how to scale?" In the many events I’ve participated in or even organized, in a fit of blunt honesty, it’s quite common to leave the room with warm "au revoir" and promises to change the world, which end up in just a matter of days in a depressing absence of news from the attendees and a dreadful lack of impact. The best intents on Earth aren’t enough, they must be followed by a resolution to act and a translation of all this good will into tangible steps. I’ve appreciated that in the very program of the Moonshot, the organizers acknowledged that we have only experienced the first phase of the rocket launch, but that the lift-off itself and the space journey, lie ahead.Yeah, nice closing words, but how to translate those words into concrete repercussions? (my emphasis is cheesy, but I'm French!)There are intents of staying in touch though social networks and share news on our progress on a regular basis, but beyond that, here are a few suggestions for what those tangible steps could be:The organizers plan to meet face to face around 60k educators this year. It's very important to consolidate all these local events into a global network of Moonshots for education, and that the core we are constituting will be enriched by each cohorts in order to generate a real movement, with inter-penetrations with other stakeholders that aren't necessarily a part of the Google for Education ecosystem. This is the approach I’m adopting with my consortium project aiming to tackle some issues of online learning through the research and development of common grounds/best-practices/even norms that would be interoperable, above considerations of competition and marketshare.More partnerships between the public and private spheres, to spread the output of such events outside of its innate boundaries.More state-backed experimentations derived from the events with real scalability plans in case they succeed.More international cooperation if something works in a country and could be reproduced with some adaption in others.Adoption of common channels of distant communications and collaborations with regular hangouts to keep each other posted on our progress, and coordinate/mutualize our efforts to avoid redundancies.Physical events to frequently gather the community.The "construction site" for shaping the future of learning and teaching is huge and challenging, this is what makes it interesting, strategic, and fun. Events like Moonshots are definitively several steps in the right direction, let’s fuel this educational fire and even fan it!Don’t hesitate to reach out to me at yoni@dayan.email and on Twitter to discuss this online learning/mooc consortium project, and also brainstorm the possibility to scale all those edtech efforts.Yoni "don’t mind the hat" DayanPost-scriptum:A picture of all the gifts we received. Notice: 1) My skills in photomontage. 2) The cover of the Google's notepad is made of real wood, i actually had several splinters on my fingers using it. Is it a hint to a new Google X project, revolutionizing Band-aids? You heard it here first!

What is Canva you ask?In the companies own words "An amazingly simple graphic design tool." Five Great Reasons to Use Canva in the Classroom Easy to UseCanva is very easy to use. Students simply sign up with their Google account. If no Google account - an email address and a password is all that is required. Once the account is set up - it is smooth sailing from there. Think-Pic-ShareI like to think of the things I ask students to do on Canva as a "Think - Pic - Share."Think - First, ask students to think about what they learned and find a way to summarize it. Being succinct and articulate is a very important 21st century skill and NOT one students do very well on their own. Teaching the art of concise writing -  that is still able to catch the readers attention is not easy to do.  Learning how to do this is extremely valuable in today's 140 character world.Pic - Next, find a picture (at this point teach about creative commons) that is a good graphical summarization of what was learned. This is also a skill students don’t do well on their own. They want to choose crazy pictures that are not pleasing to the eye, or pictures that are not simple enough for a textual overlay.I call this being a good "stealographer." Basically students are stealing other pictures and they need to learn how to do it appropriately. Just like a good photographer learns to take good shots with different angles...students need to become good at choosing a picture that accurately reflects their learning. In 2015, these are VERY important skills to develop in our learners.Share - In my opinion, this is the most important step. Gone are the days where students turn in work that it is only seen by the teacher, graded and then returned. When students share their creations on something like a Padlet or Tackk (one they all have access to) the extended learning begins to take place. Once they are done and have shared their work...they look to see what others have turned in.  Students will compare their designs with the other students and  begin thinking about their thinking - or better yet thinking about their learning. It is a step we can not devalue - because it helps with metacognition and deeper understanding.Quick ReflectionCanva can be used as a quick reflection tool. What about a six word summary about what was just learned. I use it to teach thinking strategies like this one...an idea I garnered fromMaking Thinking Visible by Ron Ritchhart,The Great HookGet kids excited about an upcoming unit - I like to use Canva to send out some kind of clue or hook using the Remind app. Sending out secret messages really helps to get the excitement going before a unit even begins.Collaborative DesigningStudents can share a Canva with another student - and together they can work to make it better. It might be smart to make each Canva go through one other "student editors" or "Co-creators" eyes before being published.

In a world of updates, it's tough to keep track. We figured out 10 new ones in Google Apps for Education you really ought to know-- check them out!1. Get More with ClassroomWhitelist DomainsEmbeddable Share ButtonUpload a Photo as Assignment2. Zoom in and Out of a Chromebook (YES!)3. Maps are in Drive!4. Images in Docs and Slides5. Cardboard and Expeditions6. Do More with Sheets7. Google + Collections8. Advance Share Settings 9. Slide Animations 10. GAFE Training Center

Faculty Innovations Videos: Academic Technology and the Liberal Arts We are very excited to share the seventh video of the T.I.P. (Technology, Innovation, & Pedagogy) video series. The T.I.P. videos showcase creative ways that Haverford faculty members have been using technology to enhance liberal arts education.  Jeff Tecosky-Feldman, Senior Lecture of Mathmatics and Director of Chesick Scholars Program talks about his Teaching with Technology grant project.

Faculty Innovations Videos: Academic Technology and the Liberal Arts We are very excited to share the eighth video of the T.I.P. (Technology, Innovation, & Pedagogy) video series. The T.I.P. videos showcase creative ways that Haverford faculty members have been using technology to enhance liberal arts education.  Heidi Jacob, Associate Professor of Music talks about how she uses our lecture capture system, Panopto, to record her students’ practices in order to improve their performance.

Faculty Innovations Videos: Academic Technology and the Liberal Arts We are very excited to share the ninth video of the T.I.P. (Technology, Innovation, & Pedagogy) video series. The T.I.P. videos showcase creative ways that Haverford faculty members have been using technology to enhance liberal arts education.  Lindsay Reckson, Assistant Professor of English describes her students’ use of BaiBoard and VoiceThread to create media-rich presentations that analyze, amplify, historicize, and critique the visual terrain of the photograph. Here is a VoiceThread project "Bad Boy Family" by her students in "Realism, Race, and Photography" class, Ariane Giles and Sophia Forker.

Faculty Innovations Videos: Academic Technology and the Liberal Arts We are very excited to share the tenth video of the T.I.P. (Technology, Innovation, & Pedagogy) video series. The T.I.P. videos showcase creative ways that Haverford faculty members have been using technology to enhance liberal arts education.  Ken Koltun-Fromm, Professor of Religion discusses what drives his use of technology in the classroom. He talks about his use of Skype, iPad, Prezi, TEI, and his future plans. Up and Running with Skype for Windows on lynda iPad use for teaching (iPad wireless projection & iPads to go program) Prezi Essential Training on lynda Text Encoding Initiative (TEI)

Adobe Creative Workshop Series: Spend Friday afternoons using the creative side of your brain! The Instructional Technology Services team in IITS is offering three Adobe workshops this month: Photoshop, InDesign, and Premiere. All workshops will be led by Charles Woodard, Digital Media Specialist, IITS and will be held in the Instructional Technology Center (Stokes 205) from 4:00-5:00 pm (dates are listed below). These workshops are open to students, staff, and faculty. Basic knowledge of each program will help you get more out of the workshop. If you have never used the software, we recommend you watch the respective lynda.com course listed below before attending the workshop. lynda.com is available to all students, faculty, and staff. Photoshop on April 10th By the end of the workshop, you should be able to use Photoshop to manipulate and touch up images. Recommended lynda course: Photoshop CS6 Essential Training InDesign on April 17th By the end of the workshop, you should be able to understand the basics of document layout and design, and create a poster for an event. Recommended lynda course: Getting Started with InDesign Premiere on April 24th By the end of the workshop, you should be able to use the basic tools within Premiere to edit a video and export a project for the web (YouTube, Vimeo, etc.) Recommended lynda course; Premiere Pro CS6 Essential Training Please send a message to Charles Woodard (cwoodard@haverford.edu) to register.

Faculty Innovations Videos: Academic Technology and the Liberal Arts We are very excited to share the eleventh video of the T.I.P. (Technology, Innovation, & Pedagogy) video series. The T.I.P. videos showcase creative ways that Haverford faculty members have been using technology to enhance liberal arts education.  Jesse Shipley, Associate Professor of Anthropology Jesse Shipley, discusses incorporating different digital technologies into his classrooms.

Instructional Technology Services in IITS would like to invite you to the semi-annual Teaching with Technology Forum on Tuesday, May 12th, 2015. The forum includes presentations by faculty and discussion of pedagogical and technological issues. This is a great opportunity to share experiences and thoughts, and develop some new ideas for the next semester.   Event: Teaching with Technology Forum Spring 2015 Date: Tuesday, May 12, 2015 Time: 10:30am-12:00pm Location: KINSC Hilles 109 at Haverford College Program http://iits.haverford.edu/instructional-technology/teaching-with-technology-forum/teaching-with-technology-forum-spring-2015/ 10:35-10:45am "Flipping Lectures the Quick and Easy Way with Powerpoint Narrations" Suzanne Amador Kane, Associate Professor of Physics at Haverford College Powerpoint has a little-known feature that allows one to record timed presentation including narration and a moving laser-pointer icon. The only thing you need to do this is a regular laptop or Mac and Powerpoint itself-no table and no other software or hardware!  Recording the narrative is easy since you can redo it slide by slide if you need to correct anything.  You can get good audio by simply using the microphone built into your computer.   10:55-11:05am "Use of Google Docs and Videoconferencing in Japanese Language Classes" Tetsuya Sato, Senior Lecturer and Director of the Japanese Language Program at Haverford College In Japanese language classes, Google Doc is used to provide students with feedback on their compositions, such as group projects and individual writing assignments, and to facilitate collaborative work among students on editing scripts and creating the glossary for primary source materials in the target language. Use of videoconferencing with a high school in Japan for tandem-language learning will be also discussed in this presentation.   11:15-11:25am "Where’s Toto?  Or, How to Use Video Editing Software to Analyze Film" John Muse, Visiting Assistant Professor of Independent College Programs at Haverford College In this presentation John Muse will share a few simple workshops that would help anyone teaching with film.   11:35-11:45am "Using Twine to Tell an Interactive Story" Charles Woodard, Digital Media Specialist, IITS at Haverford College Twine is a new and fascinating program that allows students to write stories with various levels of interactivity through the use of an easy to understand programing language. Twine has the potential to bring together both art and sciences into one space to create a nicely blended project. In this presentation, Charles Woodard will demonstrate how Twine could benefit you and your classroom, be it for a computer science or writing project. Read a recent article "Making Story Games with Twine 2.0" in the Chronicle of Higher Education.

Faculty Innovations Videos: Academic Technology and the Liberal Arts We are very excited to share the twelfth video of the T.I.P. (Technology, Innovation, & Pedagogy) video series. The T.I.P. videos showcase creative ways that Haverford faculty members have been using technology to enhance liberal arts education.  Suzanne Amador Kane, Associate Professor of Physics, discuss why and how she flipped the Physics instructional labs at the introductory and sophomore levels.

At the end of May, IITS launched a Moodle site for the 2015/2016 academic year. As you set up your Fall courses, you may find it helpful to get a refresher on what is new. Highlights include: New Roster Report that makes it easier to learn student names New blog and wiki that better integrate into Moodle New Video uploads that work with Panopto lecture capture Along with these new features, the new Moodle has many updates to the gradebook, a simplified quiz, and a number of new addons including an accessibility block and attendance activity. We recently updated our video showing new options for instructors. It will show you more about the features noted above, as well as a number of other changes to Moodle this year. Watch video highlighting what is new Try out features-old and new! Take a look at many useful, but often lesser known features, and see how they look from a student perspective. Enroll in our new Using Moodle for Active Learning course. Join the conversation, while trying out activities that are new to you. Anyone from Haverford or Bryn Mawr is welcome to enroll.