FITS Newsletter Home

For full story, please see the Information Services Newsletter.

• Google Apps: So Much More Than Just Email
• What Would You Like from FITS This Winter Term?
• Printer/Copier Replacement Project
• Moodle and Merrill: Best Practices for Teaching with Moodle
• Save the Dates for the 2011 FITS Summer Workshop
• Staff Spotlight: FITS and Student Technology Support Student Staff Members

Contributed by: Donnie Sendelbach, Director of Instructional and Learning Services and Director of ITAP

By now the switch from GroupWise to Google Apps Mail may be a distant memory. You may be comfortable using Google Apps Mail and have started to learn some of its tricks, such as turning off the threading messages feature (called “Conversation View” in the mail settings on the general tab). Google Apps Mail, however, is just the tip of the Google Apps iceberg!

In addition to the Calendar and Contacts features promoted with the email transition, Google Apps provides a number of ways for the campus–faculty and students, faculty and faculty, faculty and staff–to collaborate and communicate. With Google Apps, multiple contributors can type in content at the same time and make changes that others will see immediately. Contributors in different locations can use the chat feature to discuss content changes while collaborating. Although contributors can see changes in real time, they can also view the revision history (under the File menu) to compare consecutive versions. Access to a particular file can be limited to individuals or wide open to the world. Collaboration and communication features in Google Apps are accessible anywhere there is an Internet connection.

Along with FITS, faculty members at DePauw are beginning to explore ways to leverage Google Apps for more active student learning in addition to managing communication. Faculty Development Coordinator Dave Guinee sees that Google Apps could be useful for helping students create and revise shared documents as well as group presentations, common bibliographies, and data sets along with conducting peer reviews. If you are interested in learning more about what Google Apps has to offer, please plan on attending the FITS Winter Term Workshop or contact an instructional technologist. FITS Director Donnie Sendelbach is especially interested in exploring ways to leverage Google Apps and other technologies for developing writing skills. FITS can meet with you one-on-one as well as conduct workshops geared toward a department’s needs.

Let’s collaborate to discover what is underneath the tip of the iceberg!

Contributed by: Lynda S. LaRoche, Assistant Director of Instructional & Learning Services and Moodle Support Coordinator

FITS requests your ideas on the type of support you’d like during Winter Term (January 5 – 26, 2011). You provide the ideas; we’ll provide the hot chocolate and instructional support! A few possibilities we’ve heard over the last few weeks include:

• Discussion sessions over topics such as eTexts, collaborative opportunities (with possibly leveraging the social nature of DPU students), ethics of and issues in social networking, positive identity management, managing communication/reducing email, eTexts)
• Workshops for learning how to use WordPress for blogging, Google Apps (e.g. documents, spreadsheets, sites, presentations, etc.), VoiceThread, Moodle, etc.
• Project planning and support with an instructional technologist during Winter Term (e.g. digital storytelling, multimedia design and development, digital assessment of assignments, etc.)

Winter Term is a great time to work on materials and activities for courses in Spring Semester. Please remember to complete the FITS Winter Term 2011 Survey by Monday, Dec. 13 to submit your ideas and to let us know your availability during Winter Term. (Note: You must be signed out of your personal Gmail account and logged into DePauw’s Google Apps to access the survey.)

We hope to see you in FITS this January!

Contributed by Lynda S. LaRoche, Assistant Director of Instructional & Learning Services

The campus-wide Printer/Copier Replacement Project is rolling along with only a few non-public printer/copiers left to deliver. After finals, Information Services (IS) will begin delivering the student public printer/copiers.

Included in this newsletter article:

1. Rationale & strategy for printer/copier replacement across campus
2. Student public printer/copier rollout
3. Special print/copy card requests
4. What to do when a printer/copier isn’t working properly

1. Rationale & strategy for printer/copier replacement across campus

There were several factors considered in the selection of the Canon printer/copiers as a replacement for the Savins on campus. The key factor was the devices’ sustainability features: ability to scan directly to digital, duplex (double-sided) printing capabilities, and secure swipe-to-release printing. Other factors included ease of use, ability to work with both Macs and Windows, and overall device reliability.

The general strategy used was to replace the Savin units with similarly equipped Canon printer/copiers in the same locations. While studying these locations, IS naturally looked for areas that had duplicate coverage, were underutilized, or where users indicated a unit was no longer needed. In addition, IS tried to make color printing accessible to as many areas as possible by locating color printer/copiers in most major buildings and areas where there was a special need for color. When the delivery process is completed, there will be 24 color printer/copiers distributed throughout 17 different buildings on campus.

2. Student public printer/copier rollout

Student public printer/copier deliveries will begin after finals to alleviate any concerns DePauw students may have so they can concentrate on their end-of-semester responsibilities. IS plans to have all deliveries completed before the start of Spring Semester at which time students will have access to the Canon printer/copiers.

Currently, IS is working on the student public printer/copier delivery schedule and will post it to the Printer/Copier Help Site as soon as possible. After the first of the year, students will have the opportunity to learn about the new printer/copiers by visiting the Digital Media Lab on the lower level of the Roy O. West Library to consult with a Student Technology Support staff member. Available consultation times will be provided in January.

3. Special print/copy card requests

Those who have submitted special print/copy card requests will be contacted by the HelpDesk to pick up their card(s) soon. IS appreciates your patience during the processing of these requests.

4. What to do when a printer/copier isn’t working properly

Please contact the HelpDesk (helpdesk@depauw.edu or 765-658-4294) with the DPU # found on the unit if you are having issues with the Canon printer/copiers. In addition, if you are having issues with any of the printer/copier features (e.g. scanning, stapling, etc.), let IS know by contacting the HelpDesk.

IS will share additional information with you as it becomes available.

Contributed by: Michael Gough, Instructional Technologist and Coordinator of Student Technology Support and David Diedriech, Technical Training Coordinator

As a summer project for my graduate course work, I, Michael, was required to develop an instructional website “the old way” using Dreamweaver.  I immediately gained an appreciation for Moodle and all the tools that it provides.  One takeaway I gained, other than learning to appreciate a Learning Management System (LMS), was the value of considering Merrill’s First Principles of Instruction when designing web-based instructional materials.  After reading, applying and reflecting, I had an “aha” moment.  Could many of the successful teaching examples we have witnessed while supporting faculty members with Moodle be tied to Merrill’s principles?  Dave Diedriech and I looked back through some of the successful projects we have assisted with and we determined that many of them did indeed support these principles.  We then hypothesized that if many of the successes can be tied to these principles, perhaps they could serve as guidelines for instructors beginning to use Moodle or other technologies for teaching and learning.  This seems to fit well with our unofficial motto: It’s not about the technology, but how it can be leveraged to enhance teaching and learning. To that end, below is a short summary of Merrill’s 5 principles with examples of how they have been or could be applied using Moodle.

1. Problem-Centered: “Learning is promoted when learners are engaged in solving real-world problems.”

This is the overarching principle and can be revisited when applying the other four principles.  Learning goals, instructional objectives, and a well-developed course syllabus and description can be created to help students determine how they can apply their new knowledge later in their careers.  These “first-day” lessons help align the course to students’ needs.

Moodle examples:

• Posting a course summary
• Adding a syllabus
• Using a forum or assignment for discussing student learning goals

2. Activation: “Learning is promoted when relevant previous experience is activated.”

Research into cognitive learning theories has revealed that students learn best when new knowledge is built upon existing knowledge.  If a lesson begins by relating or linking the material to what students already know, the student will be ready for learning new material.

Moodle examples:

• Asking students to relate new material to what they already know in a Forum discussion
• Including web resources with related and interesting analogies (with images or media)

3. Demonstration: “Learning is promoted when the instruction demonstrates what is to be learned rather than merely telling information about what is to be learned.”

In addition to demonstrating the correct way, it is also important to discuss where people often make mistakes.  With the use of media files, Moodle can be a medium for demonstrating procedures through linked or embedded video or audio.  Screen recorders and Tablet PCs can be used to create powerful demonstration videos that can be linked to or embedded into a Moodle page. For example, an instructor could narrate a math problem while it is being worked out on a Tablet PC and upload the resulting video to Moodle, creating a reusable learning object.

Moodle examples:

• Embedding media, such as YouTube video clips
• Linking to screencasts made with Jing or Camtasia
• Linking to audio files

4. Application: “Learning is promoted when learners are required to use their new knowledge or skill to solve problems.”

Setting up practice with a feedback loop is key for this principle.  Students should feel comfortable trying and making mistakes with few negative consequences at first, and as students gain more skill, coaching could be reduced.  Also, tying practice materials to real world problems will help ensure students know how to apply their new knowledge beyond the course (recall principle 1).  Lesson is one of the lesser-used Moodle activities that can be utilized for this principle.  Lessons allow you to create a resource that can include text or media with a question or set of questions at the bottom of the page.  These questions can give students a chance to immediately test their new knowledge.  The Lesson could then take students who choose the wrong answer to a remedial page while advancing students who get the right answer to the next page of the Lesson.  While the Lesson doesn’t necessarily create an authentic practice situation, it could be a good activity to use early on when basic concepts need to be understood before more authentic practice can begin.

Moodle examples:

• Creating a Quiz in adaptive mode that provides feedback after every question
• Creating a Lesson module
• Using the Advanced Uploading of Files activity for assignment submission

5. Integration: “Learning is promoted when learners are encouraged to integrate their new knowledge or skill into their every day life.”

Aligning with the first principle, the new skill or knowledge will be best learned if it is useful to the students in their daily life.  This principle might be one of the more difficult ones to follow in the course of a normal semester.  However, there are some reflection activities that can be used to encourage and determine how students are making use of their new skills outside of class.

Moodle examples:

• Creating a peer review forum
• Creating a learning journal using the Online Text assignment tool

Learning theories can serve as a road map for determining how technologies can or should be used for teaching and learning, and Merrill’s principles can be a general-but-easy-to-remember guide for creating useful instructional activities in Moodle.  If you are interested in implementing any of these Moodle activities for your course, feel free to contact a FITS instructional technologist.  We look forward to matching technologies to your course goals and pedagogies.

Reference:

Merrill, M. D. (2002). First Principles of Instruction. Education Technology Research and Development, 50, 3, 43-59.
http://mdavidmerrill.com/Papers/firstprinciplesbymerrill.pdf

Contributed by: Lynda S. LaRoche, Assistant Director of Instructional & Learning Services and Moodle Support Coordinator

Hold the Dates – May 31 to June 3 & June 6, 2011! The 2011 FITS Summer Workshop is an intensive week-long project-based event designed to help faculty members integrate instructional technology into course goals. The workshop will offer a series of plenary sessions, discussion groups, and mini-courses focused on developing skills you can use to create an engaging and effective learning environment in the classroom. Participants will have plenty of time to work on projects and receive one-on-one help from instructional technologists. Additional information will be shared after the beginning of the year. To learn more about past workshops, browse to FITS Workshops.

Julia Shaw: Student Technology Support – Student Director

Expertise: Audacity, Google Docs, Dreamweaver, PowerPoint

Biography: Julia is a senior at DePauw and has been a member of the Student Technology Support team since her sophomore year. Julia became the Student Technology Support Student Director beginning her junior year and has held that position since then with the exception of the semester she spent studying abroad in Aberdeen, Scotland. Her majors are Geology and Art History. After graduation Julia hopes to work in the National Park Service and continue onto graduate school in Environmental Engineering. In her spare time, Julia enjoys rock climbing and traveling; she plans to visit every continent.

Fun Fact: Julia is a Scottish Highland Dancer.

Emily Smedra: FITS – Student Director

Expertise: Google Docs, Audacity, iMovie, PowerPoint, Mac

Biography: Emily is a senior at DePauw and this is her first year with FITS. Previously she worked as an intern for Student Technology Support. Her favorite part of the job is leading one-on-one and group training sessions. Emily’s majors are history and education studies and her minors are Spanish and European Studies. During Spring Semester 2010 she studied abroad in Toledo, Spain.  After graduation Emily will be teaching high-school history in Dallas with Teach for America.

Fun Fact: Emily spent her summer working at a daycare center; part of her job was to drive a 15 passenger bus to transport kids on fieldtrips.

For more information on the other student staff members of Student Technology Support and FITS, please follow these links:

• Syed Usamah
• Mandy Russ
• Francis Fordjour

• Open House: Music Instructional Technology Center (MITC) and the Audio Recording Studio
• Defining Digital Storytelling
• Media Fellows Practice Media Convergence with WordPress
• eBooks and eReaders, It’s Complicated
• The Moodle Glossary – More than a Dictionary

Contributed by: Veronical Pejril, Instructional Technologist and Coordinator of the Music Instructional Technology Center (MITC) and Part-time Instructor of Music

This Wednesday, October 13, MITC and the Audio Recording Studio will be hosting an Open House from 3-5pm. Those wishing to explore MITC’s offerings may enjoy demonstrations of musical tools and a faculty presentation on their pedagogies from 3-4pm. At 4pm, Matthew Champagne will lead a tour through DePauw’s recording arts facilities, discuss available services and present some representative recordings.

Located within the Music Library near the main entrance of the Green Center for the Performing Arts, DePauw’s Music Instructional Technology Center (MITC) features a classroom equipped with specialized computer software tools for the production, synthesis and notation of music. The space is open during the Music Library’s regular operating hours and is available for use by the entire university community. When scheduled classes occupy the space, students and faculty members may use one of two MITC workstations in the Music Library’s lower level. These workstations are equivalent to those found in the classroom.

A popular learning destination, MITC’s expansive view of Bowman Park and East College lets in plenty of light for study. Classes in music production, history, performance, theory and musicianship regularly make use of the space.

Those interested in creating experimental electronic music or recorded music production will find MITC’s tools most useful for their art. Students working with traditionally notated music can use the Center’s software tools for musical typesetting.

MITC’s offices offer a variety of digital audio services to the university community, including streaming audio services, digital editing, media conversion and team-based support for instructional technology projects. To learn more about what MITC can do for you, contact Veronica Pejril, MITC Coordinator, at x4389.

Featuring a state of the art recording studio space, the Audio Recording Studio is located between Moore Theatre and Kresge Auditorium in the Green Center. The Audio Recording Studio captures, distributes and archives audio of School of Music performances and provides support to student, faculty and staff audio recording projects (including School of Music student audition recordings) as the performance recording schedule permits. Facilities include very high-quality equipment and spaces appropriate for many types of music.

Availability of audio recording services varies throughout the year, due to the demands of the School of Music performance calendar. If you have a project requiring professional-level audio recording, please contact Matthew Champagne, Recording Arts Specialist, at x4303.