Integrating Technology

Who is Allowed to Do That? DUO at UA

by Dean Townsley, Department of Physics and Astronomy Passwords are often the basis for authentication. Who is allowed to set the grades of the students in a course? The instructor. Well, at least anyone who knows the instructor’s password. The difference between those two is the essence of authentication and highlights the importance of DUO,

Video Content: What’s on the Menu at UA?

by Jessica Porter, Office of Educational Technology (eTech) If you’re searching for video streaming services, Gorgas Library offers a range of video collections you can use in your courses, and most of them allow you to embed clips directly in Blackboard. There are even options for creating video clips and playlists if you need more

Tech Toolbox: Polling, Collaboration, and More

by Jessica Porter, Office of Educational Technology (eTech) This list includes the digital tools available at The University of Alabama, plus a few free or low-cost options from around the web. Annotation is a free annotation tool that allows you to comment on any blog, website, article, or document. You simply create an account and

A Taste of the Tide: Digital Humanities + Experiential Learning

by Lauren Cardon, Department of English Incorporating a digital humanities (DH) assignment and emphasizing experiential learning are two of the best ways to implement active learning techniques in the classroom. Fortunately, UA provides an excellent range of pedagogical resources on campus like the Alabama Digital Humanities Center (ADHC), Learning in Action (LIA), and the Active

Details and Procedures: Returning Hand-Graded Exams Electronically

This post details the grading process described in “Scan and Deliver! Personalized Feedback in Large Classes.” We printed individual labels with each student’s name; on each label, the corresponding CWID was encoded in a Code 39 barcode. We used standard 1″ x 2 5/8″ addressing labels, 30 per page, for which MS Word has built-in templates.

Scan and Deliver! Personalized Feedback in Large Classes

by Marco Bonizzoni and Diana Leung, Department of Chemistry Organic chemistry is a surprisingly visual discipline. Molecules, the fundamental entities of chemistry, exist as 3D objects whose shapes often profoundly influence their properties, so students must learn the visual language of the discipline, which attempts to convey the nature of these three-dimensional objects through two-dimensional drawings.

Apps Offer Intro to Digital Mapping

by Elliot Blair, Department of Anthropology Teaching Professor Technology Conference, and I wasn’t sure what to expect. A quick glance at the program showed that at least half of the sessions were oriented towards online classes (not something I currently teach), while the remainder were largely dedicated toward utilizing Web 2.0 interfaces (e.g., social media sites,

Do You Kahoot?

by Michael J. Altman, Department of Religious Studies Games are fun. Quizzes are not. But games can make quizzes more fun. That’s what I have learned by experimenting with the Kahoot, an interactive learning game, in my REL 130: Religion, Politics, and Law course. I discovered Kahoot during the Teaching Professor Technology Conference a few