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From the Marygrove College Educational Technology Services Department Volume 6, Issue 1

Winter 2011

Current & Emerging Technologies

by Gwen Little

E-Books

Inside this issue:

Faculty Spotlight

2

Teaching & Learning with Technology

3

Consultant’s Corner

3

Timely Topics

4

STIC Workshops

4

An electronic book, better known as an e-book, is defined as a “text and image-basedpublication in digital form produced on, published by and readable on computers or other digital devices.” E-books have been available since 1971. These books were first available for portable personal computers. They were originally produced for limited audiences containing such subject matter as technical manuals for hardware. The 1990s was a decade that saw many firsts for ebooks: the first software to read e-books, the first e-book reader, and websites developed to sell e-books. Although the actual e-book is inexpensive, the reader can cost between $100 and $189. Its inexpensiveness is one advantage, but there are also others. E-books never go “out of print,” may be translated

into many different languages, have text-to-speech software and can be purchased/ borrowed, downloaded and used immediately. There are also disadvantages to e-books. Some of the disadvantages to purchasing e-books are they may need to be converted to different file types over time, there are no guarantees that copies will last, the reader may malfunction and lose data, and there are no current markets to sell used e-books. Another issue to take into consideration when purchasing ebooks is Digital Rights Management. Digital Rights Management may cause an e-book to be linked to a specific computer or device. This limits the number of times a person can use the book on additional computers or devices. If the purchaser upgrades or replaces the item the e-book is

Student Tech Talk

E-books are accessible through a variety of devices

loaded on multiple times, access to the e-book may be lost. E-books are becoming popular with college students and faculty because of their low cost and immediate accessibility. They are becoming so popular that they’ve surpassed the sale of paperback and hardcover books. To browse for interesting e-book titles, visit www.ebooks.com. 

by Jennifer Meacham

Heighten Your Cyber Security, On-Campus and Off As much as we all use technology — daily, even hourly — are we really doing enough to ensure that our property, our identities, and our very reputations are protected? The National Cyber Security Alliance has done a great job of identifying what individuals, and college students in particular, can do to increase their cyber security. Here are just a few of their tips. Passwords: Use different ones for different accounts, incorporate both letters and numbers

into them, and don’t share them with anyone. Ever. Electronic copies: Whether it’s an English 312 paper or a photo of your sister’s new baby, if you couldn’t stand to lose it, back it up. Social networks: Make sure you read and understand their privacy settings. Be very careful about the information you share: even if you don't think your identity is worth stealing, someone else might! And remember, once you post it, it never goes away.

Online shopping: Stick with sites you know and trust. Look for “https” in the site’s url to make sure it’s safe to send credit card or bank information. Public workstations: Remember that the computers in the Library, the STIC, and elsewhere on campus are available to the whole college community. Always— always — log off before you leave. For more tips on cyber security, go to StaySafeOnline.org. 


Marygrove Monitor

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Faculty Spotlight The Faculty Spotlight of The Marygrove Monitor is a place to highlight the innovative ways in which Marygrove faculty are using technology in their courses.

STIC Lab were very helpful to me and my students who contacted them for assistance.

This month’s Spotlight focuses on Chukwunyere Okezie, Ph.D., Associate Professor of Education and Coordinator of the Griot Program.

For students who are very familiar with technology, aside from the “fun and novelty factor,” “technology gives them the convenience of attending classes no matter where they are.” Through this means, students are able to chat with each other, exchange documents; watch videos or PowerPoint presentations their instructors set up, conduct a meeting, or listen to lectures. This process allows them to transmit and receive graded work via this system and check their progress in the online grade book. This platform allows for both synchronous and asynchronous learning. It provides a virtual classroom in which instructors and students can interact in real time using audio and video. On the other hand, for those who are not familiar with technology, it can be a very difficult experience. One good element is that as students continue to attend tutorials organized by the STIC Lab staff; they become more comfortable with using technology to do their own work as well as their class work. One drawback is that a lot of our students themselves do not have computers at home to reinforce what they are learning in school.

Describe the ways in which you have integrated technology into your courses.

“Technology touches all aspects of our lives, so it’s no surprise that it is transforming the way professors teach and their students learn.”

“It has been reported that the use and integration of technology by students and teachers nationwide lags far behind the expectations. The reason for this discrepancy is the lack of preparation and technology training for teachers. Without the proper training and professional development in technology, teachers are hesitant to use it for instruction.” Despite this report, I have integrated technology into my courses in several ways: First, with Foundations of American Education and second, with Introduction to Educational Research. In Foundations of American Education, I experienced it when I taught the course with my colleague Dr. Maryann Dalton, SSJ. During that time, we collaborated with each other every step of the way and we learned and continued to collaborate with each other as we practiced and experimented on any new discoveries. This experience was made easy because of a one-on-one tutorial from Linda Brawner specifically on improving course organization and on Blackboard management, setting up all the assignments and creating a folder for each week’s assignments. During this tutorial, several features were introduced which I incorporated into my courses (Course Management tools on Blackboard, Blackboard Discussions, Chat Groups, Gradebook usage, etc.). Also, Linda’s staff (John Stabile and Gwen Little) in the

What did the students think of these experiences?

Which of these experiences had the most positive impact on learning? Almost all experiences had impact in one way or another. However, the one that students rave about the most is their ability to respond to their colleagues’ postings on a given topic. Their colleagues’ responses to some issues help them to either adjust their own thinking or to reconfirm what they already know. Some students liked it and “the flexibility

was compatible with their busy work schedule.” Some others believe that “it allows them to work at their own pace.” Another application that had a positive impact was the chat. During chats, students are geared up for the discussions that ensue as the chat begins. How so? Students are aware that the professor is also online and is watching who participates and who doesn’t. They are also mindful of their postings as they participate in their discussions since they are being graded on the extent of their participation and the quality of it. I do emphasize to students that their participation is a necessary part of the learning experience, and the class will be more interesting if they come to class on time, are prepared and participate. What are some of the lessons learned from these experiences? On my part, it is important to continue to be up to date in my skills so that I can be able to meet the demand of online teaching. It requires careful preparation and well-thoughtout plans as to how to structure the assignments, discussions and chats. If the plan is effectively implemented, it becomes a win-win for all involved. However, on the part of the students, it is worth noting that many of our students are not computer literate and therefore, without the acquisition of these skills, students cannot successfully engage in any meaningful critical thinking and problem solving activities. And as a consequence, learning will not take place. If professors and students are to be successful, there has to be constant training and updates to support this teaching strategy. Another observation was that some of our graduate students are having difficulty with this teaching strategy, and my recommendation will be for (Continued on next page)


Volume 6, Issue 1

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Teaching & Learning with Technology

by Linda Brawner

Activities for Online, Hybrid, or Web Enhanced Courses When a new feature becomes available in Blackboard, faculty often say, “it’s a great feature, but how can I use it in my course?” In anticipation of this question I always do a bit of research ahead of my consultations with faculty so I’m ready with a helpful response. Usually my goal is to suggest activities that can help make their courses exciting and meaningful, are easy to implement, and are usable in online, hybrid or web enhanced courses. Unfortunately, space limitations prevent me from including examples here; however, I have included a list of activity types supported by Blackboard with links to examples, case studies, and plans to guide you with

implementation. Peer Review: Asking students to comment on each other’s work is a common way to get feedback on assignments, essays, and reports. The Peer Review feature of the Discussion Board in Blackboard makes it easy to incorporate this form of review into your course. cit.duke.edu/ideas/ projects/category/type/ blackboard-great-ideas/ Debate: When facilitated correctly, the Discussion Board in Blackboard can be the perfect place to conduct an online debate. onlinelearn.edschool. virginia.edu/debate/home.html Journal: The Journal tool in

Blackboard can be useful for getting students to reflect on a class discussion, lecture, presentation or log experiences throughout the semester. They are private by default, and only instructors can comment on a student’s journal. web.presby.edu/writingcenter/ newsletter/journals.html Blog: Unlike in Journals in Blackboard, blogs are public by default and can be viewed and commented on by everyone in the course. www.emergingedtech.com/200 9/05/blogging-in-and-out-of-the -classroom/ Wiki: Blackboard wikis provide a space for students to work collaboratively to construct

documents such as an online newspaper, stories, and resource lists. www.teachersfirst.com/ content/wiki/wikiideas1.cfm Summaries: In large classes with lots of interactivity, asking students to write summaries is a great way to reinforce material and help them synthesize what they have learned. The Discussion Board, blogs and even journals can provide a good place for students to summarize what has been covered. As always, the Educational Technology Services department is available to work with you to develop and implement any of these activity types.

Faculty Spotlight (Cont’d from previous page) graduate students to take the same technology assessment that is given to undergraduate students, with the result sent to their respective program coordinators. This will help those who might want to take an online class or use it in their own practice. A variety of teaching strategies are used to provide students

with a better understanding of how to provide differentiated instruction. Examples of teaching strategies utilized include discussion, lecture and cooperative learning activities. The Education Department clearly demonstrates a strong commitment to technology. The department has identified some technology-based competencies in its conceptual framework. Students have

many opportunities to demonstrate an understanding of technology in their teaching experiences. What are your plans for the future with regard to technology integration? Technology integration is here to stay. Technology touches all aspects of our lives, so it’s no surprise that it is transforming the way professors teach and their students learn. Marygrove

certainly is no exception to this national trend. “Today, the distinction between classroom instruction and online activity is blurred.” What is more, faculty are integrating technological tools such as interactive whiteboards, response “clickers,” and virtual presentations with the traditional course lectures. All in all, I find the experience fulfilling. I will continue to integrate technology into my courses. 

Consultant’s Corner The STIC’s Student Consultants are an integral part of the operation of the lab. They provide computer support and knowledge in other subject areas.

Consultant: Michael Jackson Major: Computer Information Systems (CIS)

What made you choose to attend Marygrove? Initially I chose Marygrove for the simple pleasure of playing basketball and not being too far from my community. However, once my time in high school started coming to an end and I began to receive other offers from schools in and out of state, other criteria for my school started coming into play. I visited the Marygrove campus and met a lot of interesting people, very lively teachers and, to me, the possibilities seemed endless. I could

pursue my major, my passion, and be far enough away from home to not be attached to my family but close enough to see them when I wanted to. With all this favoring Marygrove, plus my relationships with players and coaches growing over the summer, my choice was relatively easy. Why did you apply to work in the STIC? I wanted to work here ever since I was a Freshman but the absence of Work/Study on my financial aid made it impossi-

ble. So when I was finally granted Work/Study, I took full advantage of it. Working in the STIC lab not only gives me experience with computer applications but also in applying those applications to everyday life. I have also gained communication skills and learned how key patience is to any job that pertains to working with the public. I knew I would acquire these skills working here, so why not do something you enjoy while getting some job experience, and a little bit of money on the side? 


STIC Workshops Word 2007: Basic Tues., Feb. 8, 10 - noon Thurs., Feb. 10, 6 - 8 p.m.

PowerPoint 2007: Basic Tues., March 1, 10 - noon Thurs., March 3, 6 - 8 p.m.

Excel 2007: Basic Tues., March 29, 10 - noon Thurs., March 31, 6 - 8 p.m.

Word 2007: Intermediate Tues., Feb. 15, 10 - noon Thurs., Feb. 17, 6 - 8 p.m.

PowerPoint 2007: Intermediate Tues., March 15, 10 - noon Thurs., March 17, 6 - 8 p.m.

Excel 2007: Intermediate Tues., Apr. 5, 10 - noon Thurs., Apr. 7, 6 - 8 p.m.

Word 2007: Advanced Tues., Feb. 22, 10 - noon Thurs., Feb. 24, 6 - 8 p.m. PowerPoint 2007: Quick Learn Mon., March 14, 10 - noon Wed., March 16, 2 - 4 p.m. Mon., April 4, 10 - noon Wed., April 6, 2 - 4 p.m.

Timely Topics

PowerPoint2007: Advanced Tues., March 22, 10 - noon Thurs., March 24, 6 - 8 p.m.

Excel 2007: Advanced Tues., April 12, 10 - noon Thurs., April 14, 6 - 8 p.m.

Excel 2007: Creating Charts Mon., Feb. 21, 11 - noon Wed., Feb 23, 2 - 3 p.m. Mon., March, 21, 11 - noon Wed., March 23, 2 - 3 p.m. Mon., April, 11, 10 - 11 a.m. Wed., April 13, 2 - 3 p.m. SPSS v. 17 for Beginners Tues., March 15, 2 - 4 p.m. Mon., April 11, 6 - 8 p.m.

All workshops are FREE to current Marygrove students, staff, and alumni, but seating is limited! Please call 313-927-1582 to reserve your seat.

by John Stabile

PowerPoint’s Photo Album Option Scenario 1: You went to a new art gallery and took lots of photos; now you want to share them with others in a group presentation. Scenario 2: The trip was fabulous and you need to discuss it with a group of people and show them what you saw and did! PowerPoint 2007 has a feature making this easy with a few clicks. You don’t have to individually select a picture for each slide and insert it. The Photo Album feature will bring in all your photos and automatically place one on each slide. 1. Have all your photos in a file that is easily accessible.

2. Open a blank PowerPoint document. 3. Click on the Insert tab and in the Illustrations group, click Photo Album. 4. Click New Photo Album 5. Click the File/Disk button, which opens an Insert New Pictures dialog box. a. Locate the file with the photos and select those to be placed on a slide. i. [Ctrl+A] selects all the items in the folder ii. Holding down the [Ctrl] key and then clicking on the individual photo lets you select certain ones b. Click Insert. The names of the selected photos appear in the Pictures in album: section and a miniature version in the Preview area. Rotate, contrast and brightness are available

beneath the image. c. Album Layout: Use the Picture Layout menu to select the number of pictures per slide and an optional title on each slide. An example of the option you choose appears just to the right of the choices area. 6. Click the Insert button; all the slides are put into the presentation as selected. It’s now easy to rearrange, remove, add a design and transitions and any other options readily available with PowerPoint. Now get those photos and put together a presentation you’ve always wanted to do but didn’t have the time. There’s no excuse not to create it! 

Marygrove College Educational Technology Services Department Website: marygrove.edu/ets Linda Brawner Director

Jennifer Meacham Reference & Instructional Technology Librarian II

Gwen Little Technical Training Specialist II

John Stabile Technical Training Specialist

The Marygrove Monitor is a publication of the Department of Educational Technology Services. The mission of the ETS department is to provide technology training and support to students to enable them to succeed at Marygrove and beyond, to assist faculty in successfully integrating technology to enhance the teaching and learning process, and to help staff develop and improve the technology skills necessary to increase productivity. Physical facilities are located in the lower level of the Library, and include the Faculty Technology Center (FTC) and the Student Technology Instruction Center (STIC). Services provided include access to computer workstations, numerous workshops, individualized tutorials, and useful training documents. ©2011 Marygrove College

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