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1. http://tinyurl.com/blended-design Download Me!

2. Cloud-Based and Classroom Technology for Learning and Engagement ……Pre-conference Workshop Patricia McGee, Veronica Diaz, Alisa Cooper ………

3. Agenda • The Good, the Bad and the Ugly Activity (10 min) • Horizon Report: Mobiles and eBooks (30 min) • Selecting the appropriate tool for classroom (30 min) • Selecting the appropriate tool for online and mobile (30 min) • BREAK (15 min) • Enhancing the LMS with Cloud Based technologies (25 min) • Categories & Examples (30 min) • The Top Five Tools! (10 min)

4. http://backnoise.com/?blended

5. http://tinyurl.com/keyissuesUse this Google form to suggest any particularly challenging issues involving blended courses or to pose a question. We will address your questions and concerns in the final session on Wednesday.

6. Can you find them? • My MOST favorite tool? • My LEAST favorite tool? • Most CHALLENGING tool? • One minute rounds • 10 people • Go!

7. Veronica Diaz Horizon Report: Mobiles and eBooks

9. What to do with this content

10. Click on the poll to vote

11. Mobility

12. Click on the poll to vote

13. ELI 2010 Online Spring Focus SessionMobile Learning 2.0: The Next Phase of Innovation in Mobility

14. Content Community Collaboration

15. Content Community Collaboration

16. Mobile technology is best suited for…

17. Tapping into the PLE

18. Content delivery is the low-hanging fruit

19. Rapid growth in mobile applications and their interoperability with other tools

20. The new tool in the toolkit

21. Challenge of ownership patterns

22. Click on the poll to vote

23. http://horizon.wiki.nmc.org/2011+Mobileshttp://www.delicious.com/tag/hz11+mobileshttp://horizon.wiki.nmc.org/2011+Mobileshttp://www.delicious.com/tag/hz11+mobiles

24. http://www.delicious.com/tag/hz11+mobiles

25. eBooks

26. Click on the poll to vote

29. The book works really well • The book is the ultimate “reader” • Inexpensive – You get free reader hardware with each physical book purchased • No batteries needed • Very durable • So simple a 2-year old could use it • No other user interacts with the physical content more than students • Highlighting • Note taking • Bookmarking • Flipping • Multiple books a once

31. S Reading on the go. Light studying Heavy duty studying Home/Library Sync through a common cloud (locker) Digital Content Ecosystem (cloud hosted digital locker)

32. The Reading/Studying Ecosystem Reader Platform Reader Textbooks Note Taking • Ecosystem • Commerce • Sharing • Messaging • Annotation Class/Study Notes Internet/Other Content Common Interface, Format Content Management Instructor Supplied Study Ad-ins Trade Books Periodicals Study Aids/Other Books

33. Reasons for Purchasing eBooks • Price is the primary factor • Only way to obtain the textbook [out of stock, preference by the professor, custom PDF type eBook that the professor created for sale]. • 18% of students who purchased an eBook did so because they enjoy the features • 10% of students who purchased an eBook did so because they had never used one and were curious

34. Improved Performance or Efficiency • Being able to search for a particular word or phrase in the textbook has improved my efficiency in studying. • I use my laptop extensively and take notes on it, so having a copy of the book on my laptop at all times helped me work on my class work whenever I want without having to worry about whether or not I have the book with me. • No 10-lb book to carry around = epic win. Top 5 Current Features, as rated by students: • Reading Controls (paging, zoom…) • Finding terms in a book • Creating Highlights and Annotations • Reviewing previously created Highlight and Annotations • Managing your Digital Library

35. Features Students Want • Search within and across content • Annotation/highlight and sharing of notes • Downloaded texts over online access - Flexibility of where and when they can access their books. • Integrationwith other course content including lecture notes, professor guidance…

36. University of Notre Dame: Business Source: http://www.nd.edu/~cangst/NotreDame_iPad_Report_01-06-11.pdf

37. Students said… • Like size, lighter than laptop • Like speed, fast than laptop—instantly on • More convenient than iPhone—read/write email • Highly mobile • Like having everything in one place • Opens attachments well

38. Overall Research Conclusions • Given the opportunity, students are willing to experiment with reading and studying digitally. • When students do read and study digitally, results indicate that they find it as effective or more effective than studying with the physical book. • When students do read and study digitally, their responses to usability of features shows that their expectations are high. • Expect basic features to be as good as print experience (e.g., notes and annotations.) • Also, expect that there are compelling features that go beyond what is feasible in the physical book experience (e.g., tags across notes, organizational capabilities.)

39. Conclusions • E-Reading in higher education is more about e-studying than e-reading. • Evaluate solutions on the entire ecosystem • Hardware , e-Reading/Study Software • Available Content • Tablets and portable devices are currently satellites to a PC/Mac base; this will change over time. • Constantly poll your students and faculty. • Don’t over commit--this is going to be a longer transition than other digital media.

40. Future Trends • As portable and tablet capabilities improve, so will their ability to support e-textbook content/platforms. • Content trends • Increase in smaller and specialized content • Increase in multimedia content • New distribution models including subscriptions, open source content, and institutionally-developed. • There will be a blurring of lines between e-readers, LMS, and internet resources.

41. http://horizon.wiki.nmc.org/2011+Electronic+Books

42. http://www.delicious.com/tag/hz11+ebooks

43. ECAR Data (students and IT) • Participate in the survey, get the raw data, and compare • Adapt study of UG students and IT to meet the information needs of your institution • Learn about • Technology ownership (laptops, handhelds, etc.) • Technology use in courses • Technology (T&L) use preferences • Student information literacy • Student technology skills and needs

44. Review mobile technologies and ask… • What would be the ramifications and opportunities for learning if this technology were adopted? • What kinds of teaching and learning engagements might this technology: make better or enable? • If we decide to do a pilot, what kind of evaluation methodology can we overlay on the project to assess outcomes? • What kind of additional research needs to be done concerning this technology?

45. Take-Aways • Be aware of the emerging technologies, select carefully • Collect technology-related data on students and faculty on an annual basis • Make learning technology implementation decisions with data and with your students • Be purposeful about selection and infusion of technology into the blended course (what will it do better?)

46. Resources: http://tinyurl.com/tech11

47. Alisa Cooper Selecting the appropriate tool

48. What is Cloud Computing? http://en.wikipedia.org/wiki/File:Cloud_applications.jpg

49. Cloud-Based Technologies • Offline access • Online Collaboration • Online Resources • Outsource Processes • Online Storage • Online Office • Shared Calendars

50. New Literacies • Speaking • Blending report and story • Technological and digital literacy • Writing • Reading • Listening and watching • Creating NWT Literacy Council (2011). Using Technology in the Classroom: A Great Way to Engage and Inspire Learners. Retrieved June 20, 2011, from http://www.nald.ca/library/learning/nwtlc/using_tech_classroom/using_tech_classroom.pdf