classroom technology

Hey! You! Get Onto My Cloud.

by Nathan Loewen, Department of Religious Studies Much has changed since 1967 — getting on or off someone’s cloud, for example. A lot of companies want you to be on their cloud. Since the beginning of the fall 2015 term, several folks have approached me with questions about which cloud to get onto. Some faculty want it

Giving Quizzes in Blackboard Learn

by Alecia Chatham, Department of Modern Languages and Classics In my online courses, I often post short, weekly quizzes that are graded immediately by Blackboard. There are a few different quiz types that I use for certain things. Key concept quizzes sometimes take students a little more time to figure out on their own, though

Managing Communication in Online Courses

by Alecia Chatham, Department of Modern Languages and Classics I communicate with all students via e-mail and Blackboard announcements. I upload all information, handouts, and useful links to Blackboard for all of my courses. Another great way to use online resources for any type of course is by creating a place for students to check

Crafting Online Discussion Questions

by Alecia Chatham, Department of Modern Languages and Classics Building a community is a key factor in online teaching. Most online classes have a discussion forum for this purpose. Seems simple, right? Well, it’s not as simple as posting a question and requesting responses. This task can present unexpected challenges because some subjects simply do

Altman Teaches Intro Course with Twitter

by Jessica Porter, Office of Educational Technology (eTech) Michael Altman, an assistant professor in the Department of Religious Studies, explains how he incorporated Twitter in his large, 150-student Introduction to Religious Studies course, and he offers advice for those considering using Twitter in their own courses. What were you goals for using Twitter? I was trying to find

Hands-On Learning in Large Psychology Course

Instructor: Ansley Gilpin Course: Developmental Psychology (PY 352) Audience: Undergraduates Developmental Psychology is a large, 225-student course for upperclassmen. Some of the students are psychology majors, and others are fulfilling a requirement or an elective for another major (e.g., nursing and education). The course uses active and collaborative learning to help students understand and apply the key

Teaching with Mathematica

Mathematica is a software program designed to help math, science, and engineering students explore and grasp mathematical concepts. It also gives faculty the tools needed to easily create supporting course materials, assignments, and presentations. Robert Nelson, an English professor, and Marco Bonizzoni, a chemistry professor, share how they use Mathematica in their research and teaching: Teaching

What’s the Best Length for a Tegrity Recording?

Faculty can use Tegrity, the lecture capture tool licensed by the University of Alabama, to record their in-class lectures or provide supplementary videos that automatically upload to Blackboard. The in-class lecture recordings, as you might imagine, tend to last about an hour or more. But research shows that for best results, videos should be less

Tegrity and the Muddiest Point

The “muddiest point” is an assessment technique used to gauge student understanding of material presented in class or in assigned readings. Ann Carlson of Western Washington University’s Teaching and Learning Center has a great explanation of how this technique can be used. At the end of class, ask your students to write down on a piece of paper