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Conversation about Technology for Teaching and Learning

Proposed by: 
John Thomson
Location: 
Number of Attendees: 
26
Where will the conversation continue?: 
https://goo.gl/strorF, http://cop.stanford.edu
Summary: 
What learning technologies do people support and how can we continue to learn about what people are doing and using across campus.
Notes: 

Faculty teach different styles, so technology has to adapt..

- Question about hardware and TTL - what are the most positively recieved technologies?

writing surfaces go a long way.... whiteboards, tablets? How much technology

- anything more than whiteboards can be too much and has marginal value

- Captivo - mounts above whiteboard and captures writing, creates slideshow of "pages", incremental PDF. No logins, no account. Limit to 6' whiteboard currently. Inexpensive ($500). 

 

Flexibility more important than tech

Ability to harness and use the tech is more important than high-tech

Polling, online clickers

UIT - poll everywhere license

 

- How do you measure whether a technology is adopted and useful and get feedback?

- survey students

- technologist in classroom observing people using tools? Been done, not a standard.

 

- Challenges retiring piloted technologies?

- Migrating from one TTL to another can be difficult converations getting people to change

- e.g. Chemistry Faculty angry when there were not chalk blackboards!

- Media

- AlFresco media management

- requirements - media on network drive, ability to jump to a media clip during a lecture.

- Caltura (video) 

 

- Spotlight - a platform based on Solr/Lucene search environment

- https://exhibits.stanford.edu

- https://eportfolio.stanford.edu

- added value is ability to self-service create stories as a content management platform

- contextualize media resources. optimized content deposited in the SDR

- images, streaming audio/video, other files

- collections of digital exhibits

- interest in using it for instruction and having students build pages about SDR content

- interest in using it to build student e-portfolios for persistence and Stanford branding

- Interesting prospect for online storytelling narative 

- Limitations on what can go into SDR?

- SDR is a place to store and preserve work, research outputs

- grey areas include things that are considered too ephemeral for long-term storage and retrieval.

- Registrar interested in a rich corpus of student work. Could students be a vector for promulgating a useful technology for their use and purposes. Libraries traditionally deal with Faculty and Librarians who create more permanent exhibits. Students usually want more tech ability than Spotlight currently provides.

 

- Mirador: Web client focused on serving images. Enables comparison, annotation and analysis. IIIF - International Image Interoperability Framework. A standards organization for sharing and use of images for study, use and teaching. Suite of tools to use with IIIF images.

- http://projectmirador.org

 

- "Video Phone booths" for private conversations so students do not use up study rooms for personal conversations.

 

Handling tools coming into your responsibility unexpectedly. Balancing funding, privacy, governance with innovation, flexibility.

- Having peers sitting in faculty forums to have a two-way dialog and hear about new opportunities. Relationships and being at table where conversations happen

- VPTL would like faculty who have ideas for implementing new technologies to talk with them in order to help them with funding and optimal terms and conditions, and to help them mitigate risk. Contact Richard Webber.

- back to engaging where the energy is instead of a top-down IT imposition of a tool or technology.

 

- What is the way to accelerate the fusion of things that are working well?

- Online social media community for all of stanford

- COP around Instructional Design, and possibly merging in Instructional Design Support COP.

- http://cop.stanford.edu

 

- "AT Expo" and COP to follow up on the expo.

Year: