Teaching with Sakai CLE from the Ground Up!
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Join Pepperdine University's Technology and Learning group as we build a course site from the ground up. We will cover topics like course management, setting expectations, chunking, and discussion. We'll explore Site Info, Home, Syllabus, Lessons, and Forums to inform and engage your students. We will wrap up this session with tips/gotchas and look to all participants to share best practices throughout.
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Teaching with Sakai CLE from the Ground Up!
- 4. Questions We All Asked Where did it come from?! !What does Sakai mean?! ! !How do you pronounce Sakai?! ! ! !What does Sakai look like?!
- 5. Where does it come from?
- 6. Where does it come from?
- 7. What does it mean?
- 8. How do you pronounce it? Suh-kai!
- 10. What Does it look like?
- 11. What Does it look like?
- 13. Edit Tools
- 14. Publish Site
- 15. Publish Site Site Info > Manage Access!
- 16. The HUB!
- 18. Setting Expectations Set communication guidelines! ! !Clarify that feedback is not ! ! !instantaneous! ! ! !Encourage student to ! ! ! !student discussion!
- 19. Example etiquette Be on time! ! Be respectful and kind! ! AVOID ALL CAPS!
- 20. Youʼre talking to a fellow human being, just using technology to do it… ! ! Use emoticons to help express intent! ! Be forgiving of others and yourself! Example etiquette
- 23. Tools for Engagement Announcements! !Resources! ! !Forums!
- 24. •
- 26. Lessons Structure! !Embedding media! ! !Linking to activities!
- 27. Gotchas & Reminders Forums ! ! Gotchas:! • You must create at least one "topic" otherwise students won't see the forum.! • Students can't edit their responses by default; review the permissions carefully.! Reminders:! • Set the "Template Settings" before creating your topics.! • "Forums" are headings. "Topics" hold discussion. "Conversations" contain the threads of questions and answers.! • Topics are listed in the order created, most recent first. Use "Organize" to reorder if necessary.!
- 28. Gotchas & Reminders Lessons! ! Gotchas:! • Be careful when naming subpages. Try to use unique names to avoid file and folder organization problems in Resources.! • When embedding a YouTube, use the "Share" link (e.g. http:// youtu.be/_A-ZVCjfWf8) not the link in your browser address bar.! Reminders:! • Map out your structure and be mindful that you'll create all top level subpages on the home page of Lessons.! • You modify the properties of a subpage by the "edit" button on its parent page.! • The "Index of Pages" is very, very helpful for navigation and allows students to see what has been completed (and what hasn't).! !
- 35. “ ” … it is very likely that our students’ brains have physically changed – and are different than ours – as a result of how they grew up. But whether or not this is literally true, we can say with certainty that their thinking patterns have changed. -Marc Prensky
- 37. 65
- 38. 65
- 41. Their professors use bad PPTs!
- 42. A VERY IMPORTANT HEADING IS HERE • My brilliant words are placed here. • I am standing at the front of the room, so I must be an authority. • You will accept what I say as the truth. • You will not challenge me. • You will absorb everything like a sponge. • You will ask for more and more information and love every word. • Your life will be so much better because you took my class. Aren’t you grateful? • If a tree falls in the forest and I’m not there to hear it, I don’t care if it makes a sound since I wasn’t there. Of course, if it fell on my cabin or my dog Bozo, then I would be upset. I would also likely sue the Forestry Service. • For every book that you own, I own four times as many. • I get angry at the grocery store since the sign “10 items or less” is incorrect. It’s “10 items or fewer.” They should have asked me. • The other day, someone called me arrogant. I said, “If I say confidently that the sky is blue, am I arrogant or accurate? Don’t hate me because I am accurate.” • And that’s all I have to say about that.
- 47. You can learn practical methods on how to create memorable presentations!
- 48. Use Made to Stick principles!
- 49. How do you spell SUCCES?
- 50. Be like Jared
- 51. How do you spell SUCCES? • Simple! • Unexpected! • Concrete! • Credible! • Emotional! • Stories!
- 52. Obtain the Book
- 57. The professor just ! reads off their ! slides.! Teaching Challenges
- 58. Pause: Engage Students! Graphics Communication
- 59. What are some ways you ! break up class time?! Graphics Communication
- 61. Graphics Communication 10 %! Source: Najjar, LJ (1998) Principles of educational multimedia user interface design" Human Factors 40(2): 311 - 323 "
- 62. Graphics Communication 35 %! Source: Najjar, LJ (1998) Principles of educational multimedia user interface design" Human Factors 40(2): 311 - 323 "
- 63. Graphics Communication 65 %! Source: Najjar, LJ (1998) Principles of educational multimedia user interface design" Human Factors 40(2): 311 - 323 "
- 64. Graphics Communication Pictures beat text as well, in part because reading is so inefficient for us. ! Source: Najjar, LJ (1998) Principles of educational multimedia user interface design" Human Factors 40(2): 311 - 323 "
- 65. SXC.hu
- 66. SXC.hu
- 67. SXC.hu
- 68. SXC.hu
- 69. SXC.hu
- 70. SXC.hu
- 73. Closure
- 79. Fonts
- 80. Fonts Different fonts can convey different tones! Try to stay clear of overused ones. (No comic sans allowed) Use outside sources like dafont.com!
- 81. Use more slides! Power Point Tips
- 82. Power Point Tips Use more slides! with less text!
- 83. Power Point Tips Use more slides! with less text! to be effective!
- 84. Power Point Tips Walls of text are difficult to read and strain the eyes. Multiple bullet points on a single page tend to seem less impactful and are more easily forgotten. Overwhelming your audience with text content (especially when you are reading it back to them) puts them to sleep. !
- 85. Power Point Tips Simplicity is key.!
- 86. Power Point Tips Use animation sparingly.! ! Animation only works in full screen, and doesnʼt register in PDF format.!
- 88. Brain Facts
- 89. Brain Facts
- 90. Brain Facts
- 91. WELL
- 92. WELL SPACED
- 96. VII. Vocalics • Vocalics = all s&muli produced by the human voice (other than the words themselves) that affect the auditory sense • Examples: Cultures with strong oral tradi&ons (e.g., African Americans, Jews) tend to speak with more passion; Italians and Greeks talk much more and more loudly than Asians
- 97. Vocalics – ! all auditory stimuli other than words!
- 98. Examples: Cultures with strong oral traditions – Greeks, Arabs, Italians, etc.!
- 99. Quality Control Be aware of the size of images you use! Donʼt scale images up too high, and ALWAYS scale them in proportion!
- 102. File Types Use JPGs, GIFs and PNGs! Color Style Transparency? Anima4on? JPEG Shows color grada&ons well. Great for photos. NO NO GIF Best at pictures with a low number of colors, like illustra&ons. Does poorly with photos. YES YES PNG Shows color grada&ons well. YES NO
- 105. With the right search terms, you! can often save yourself ! a lot of work.! Leaf [! ]!
- 106. When searching for your image, ! add the letters png after the word.! Leaf png [! ]!
- 107. This will narrow the search to! file names associated ! with png images.! Leaf png [! ]!
- 108. Sometimes your image will already ! have a clear background, ! saving you lots of work!! Leaf png [! ]!
- 109. Finding a Background -Stock Photography sites are a great place to find resources! ! -Free Sources:! !Stock Exchange! !Flickr! !Free Range! !
- 112. WHAT ASSIGNMENT?
- 114. The art of procrastination I haven’t even started my homework.
- 115. As faculty this is how I’ve felt at times!
- 116. • Assigning a project! • Defining expectations! • Providing and documenting feedback! • Assigning grades! • Graphing student progress! • Avoiding grade disputes! ! objectives
- 117. Before we play…
- 118. • Download file to desktop! • Name of file! • Assignments……(Word Document)! • Ready…?! Now let’s play…
- 119. Submission Deadlines
- 120. • Use leading zeroes so alphabetized properly in Gradebook! • Always include file attachments with your uploaded documents! Gotchas!
- 121. • Use "Points" if adding item into Gradebook! • The Open vs. Late period for submission, and resubmission)! • Be explicit in your instructions to reduce "grade dispute" problems! • Grade assignments in the Assignment tool (not Gradebook)! Reminders!
- 122. Questions?
- 124. Google Doc: ! hPp://bitly.com/apereo13-‐teach ! Resources
- 125. Gotchas & Reminders Assignments! Gotchas: • Use Leading zeroes so alphabetized properly in Gradebook • Always include file attachments with your uploaded documents Reminders: • Use "Points" if adding item into Gradebook • Be explicit in your instructions to reduce "grade dispute" problems • Grade assignments in the Assignment tool (not Gradebook) !
- 126. Gotchas & Reminders Tests and Quizzes! Gotchas:! • Once published and student has begun quiz, then you can no longer edit it (even if typo exists)! • Never display immediate feedback EVER, because it displays answer during test.! Reminders:! • Best practice: display each question on a single web page as it saves the studentʼs work as they go! • Editing a working copy, does not reflect in a published copy! • To randomize questions, edit the part not the question! !
- 127. Gotchas & Reminders Gradebook! Gotchas:! • Use Leading zeroes when ordering GB items (as GB is strictly alpha-numeric)! • Grade override (not a number, but the letter grade that you want to display; displays minimum percentage value for that grade; consequently override UP, NEVER DOWN)! Reminders:! • Due dates (all or nothing; sorts by due date, then item name)! • Entering grades: up to 2 decimal points. E.g. 90.5, 90.75, but not 98.875 (does not round but rather truncates)!
- 128. -Todays Meet: https://sites.google.com/site/bekkaryanswebsite/chapter-9/today-s-meet" -iPhone: http://cdn.ismashphone.com/wp-content/uploads/2010/03/6a00e55225079e88340120a8dace10970b-pi.jpg" -TodayʼsMeet: http://educationaltechnologyguy.blogspot.com/2010/04/todaysmeet-back-channel-hosting.html" -Eye: http://www.sxc.hu/photo/1405557" -Tree: http://www.sxc.hu/photo/1248067" -Tower: 2010 John Buler - http://farm5.staticflickr.com/4021/4685973167_7f541d268f_z.jpg" -Trash Pig: http://www.sxc.hu/photo/475530" -Tea: http://www.sxc.hu/photo/394458" -Wrench: http://www.sxc.hu/photo/168540" -Photoshop: http://www.digitalacademy.ie/wp-content/uploads/2011/07/photoshop_cs5_mnemonic_no_shadow_png1.png" -iPhone: http://upload.wikimedia.org/wikipedia/commons/d/d2/IPhone_4S_No_shadow.png" -Angry Birds: http://www.free-games.net/angry-birds-game.png" -Book: http://www.sxc.hu/photo/1035930" -Pause: http://www.sxc.hu/photo/262993" -Bored: http://www.sxc.hu/photo/732192" -Copier: http://www.sxc.hu/photo/295013" -Cue Ball: http://www.sxc.hu/photo/543669" -Lettering: http://www.sxc.hu/photo/403734" -Radial: http://www.sxc.hu/photo/1230605" -PSE Logo: http://blogs.adobe.com/edtechatadobe/files/edtechatadobe/pse7_appicon.jpg" -Gimp: http://upload.wikimedia.org/wikipedia/commons/thumb/4/45/The_GIMP_icon_-_gnome.svg/1000px-The_GIMP_icon_- _gnome.svg.png" -Brain: http://illusionmind8.deviantart.com/art/Our-Brain-172807253?q=boost%3Apopular%20vector%20brain&qo=67" -Ear: http://www.vectorstock.com/i/composite/10,01/human-ear-vector-241001.jpg" -Sandwich: http://www.sxc.hu/photo/1097238" " References
Notas del editor
- Share where we are from.
- Share where we are from.
- STELLA - Purpose: 1) Consider why your school should select Sakai/positive features of Sakai 2) Explain how to get started in Sakai, view the platform/interface. 3) Highlight favorite tools & tips
- STELLA
- Indiana – Oncourse; MIT – Stellar; Stanford – Coursework; U of Michigan – Ctools/CHEF; uPortal and Open Knowledge Initiative also represented. Univ. of Virginia, 2007.
- Indiana – Oncourse; MIT – Stellar; Stanford – Coursework; U of Michigan – Ctools/CHEF; uPortal and Open Knowledge Initiative also represented. Univ. of Virginia, 2007.
- STELLA
- STELLA
- STELLA - Purpose: 1) Consider why your school should select Sakai/positive features of Sakai 2) Explain how to get started in Sakai, view the platform/interface. 3) Highlight favorite tools & tips
- STELLA
- STELLA
- Faculty- How to Get Started. Site Info is the new Control Panel. Edit tools allows you to view all the tools that can be turned on/off for your site.
- Example of Edit Tools page.
- STELLA
- STELLA
- STELLA: After customizing the site, Sakai works as the hub for all my resources. This way podcasts, handouts, grade, quizzes can all be accessed in one place. I can even add my own website to this space.
- COURSE MANAGEMENT
- COURSE MANAGEMENT
- COURSE MANAGEMENT
- COURSE MANAGEMENT
- STELLA
- STELLA: Example of a forum to get feedback from students after a class activity or exercise.
- STELLA: After customizing the site, Sakai works as the hub for all my resources. This way podcasts, handouts, grade, quizzes can all be accessed in one place. I can even add my own website to this space.
- WelcomeIntros:GerryAlanWe will share information about delivering 21st C. presentationsThe first thing you need to know is that…
- If Kierkegaard is right, then you must know that 21st century learners face multiple challenges:Brains WIRED differentlyThey face multiple DISTRATIONSThey face the common challenges of HUMAN MEMORY
- Question audience:“Have you noticed students having shorter attention spans?”Why is that?
- Question audience:“Have you noticed students having shorter attention spans?”Neuroscientist’s talkDr. Michael Merzenich, neuroscientist, in a presentation called "On re-wiring the brain"That our brains today are drastically different than humans 100 years ago. And their brains were dramatically different than 1000 years ago. Our brains are evolving.http://www.ted.com/talks/lang/eng/michael_merzenich_on_the_elastic_brain.htmlDid you know: 1) IncreasingADHD43% under 2 watch TV every dayAAP: no TV under 22004 study: TV 1-3 is associated with attention problems at age 7
- Did you know: 1) According to the CDC, there’s evidence that ADHD is on the rise43% of children under 2 watch TV every dayFlies in the face of the fact that (American Academy of Pediatrics) AAP says: no TV under 22004 study: TV 1-3 is associated with attention problems at age 7SOURCE (ADHD): http://www.cdc.gov/ncbddd/adhd/data.htmlSOURCE (TV and kids): http://www.commonsensemedia.org/advice-for-parents/media-tips-babies-and-toddlersAnd here are some other stats:43% of children under 2 watch TV every dayAccording to CDC statistics, the number of children diagnosed with ADHD has been increasing for the past several years.A2004 study: TV 1-3 is associated with attention problems at age 7
- “In the [University of] Vermont study, students cycled through an average of 65 new windows per lecture, of which over half were considered distractions.”http://info.lecturetools.com/blog/bid/33186/Professors-Spy-on-College-Students-to-Study-In-Class-Laptop-Use
- “In the [University of] Vermont study, students cycled through an average of 65 new windows per lecture, of which over half were considered distractions.”http://info.lecturetools.com/blog/bid/33186/Professors-Spy-on-College-Students-to-Study-In-Class-Laptop-Usehttp://www.insidehighered.com/news/2011/05/18/professors_spy_on_students_to_see_how_they_are_using_laptops_in_class
- So, 21st C. students won’t look here…
- …when they are be distracted here.65 windows
- There are limitations to human memoryMeyer suggests that removing clutter and not reading slides – increases retention.Now, we have incredible capacity to perceive information. Sights, sounds, surroundings – we’re aware of a lot of detail.It’s like a house.Outside – is vast – so many things
- Limitations
- Our students face challengesBrains wired differentlyMany distractionsAnd all of us have challenges with limits of memoryBut there is hope!What research suggests – that retention is driven by ATTENTIONHow do we get attention?VisualsEmotionStoryAnd Personal meaning
- So if Alan is correct…If RETENTION hinges on ATTENTION…Then how do we gain the attention of 21st C. learners?
- …By learning methods that unlock the door to long-term memory (RETENTION).The first of these, I recommend that you…
- Use Made to Stick principles.Has anyone read this book?Heath Brothers.They follow their own advice.Every chapter/story sticks.They had success in communicating their message. You want have success in communicating yours to 21st C. learners.So, how do you do that…
- How can you modify your teaching methods so that your lesson plans stick?If the Heath brothers were so good in communicating their ideas, how can you emulate them?How do they spell success? How do you spell success?Well…
- Be like JaredDoes anyone NOT know who this is?This ad campaign is 13 years old.Do you agree that Subway had SUCCESS communicating it’s message. Know why? The heath brothers do:Simple: Fat Guy Eats Fast Food, Loses weight!Unexpected: Fat guy eats FAST FOOD?!, lose weight?Concrete: those are his pants!Credible: personal testimonial.Emotional: weight loss, registering for classes. Story: protagonist, plot, beginning—middle—end. Subway had SUCCESS. So…
- Heath brothers have 6 chaptersMST principles improve MESSAGEHow can you apply these to your lessons?Simple: Guns and butterUnexpected: Excel fill handle (intellectual dissonance…tension...oyster) (HOW DO YOU ACTUALLY SPELL SUCCESS?)3) Concrete:4) Credible: 5) Emotional: Relational databases and nefarious nephew.6) Story:
- Obtain Made to stick; follows its methods.Improves MESSAGEThe 2nd method that we’ll share for communicating with 21st C. learners improves STRUCTUREOur advice to you is to…
- Our brains are amazing. Hear a piece of information, and three days later you'll remember 10% of it.
- If you saw an image alone, you’d recall about 35% of the information.
- If you heard a piece of information and added a picture, three days later you’d still remember 65%.
- Pictures beat text as well, in part because reading is so inefficient for us. Our brain sees words as lots of tiny pictures, and we have to identify certain features in the letters to be able to read them. That takes time.
- This is a slide from a PowerPoint I created a number of years ago. It is heavy on text and not very memorable or compelling
- Here is an updated slide with the shortened definition of “Vocalics.” The image captures the “auditory stimuli” concept and is less text heavy
- This is a second slide with an image and less text for examples of “vocalics.” Landon, you might be able to find a better image than this one and if so please feel free to replace it in this slide (I’m not very pleased with the resolution of this image)
- time permittingMultiple choice, multiple correct penalizes wrong answersMatching: the “match” is the item to be listed up top; the “choice” is the list of options to select