Posted by: Robert Bodle | April 15, 2013

IDC Workshop: Educational Games w/ Jennifer Kihlman


Posted by: Robert Bodle | February 26, 2013


Screen shot 2013-02-26 at 2.36.20 PM

Posted by: Robert Bodle | October 31, 2012

Notes on the informal discussion of online teaching

Notes on scary meeting 10/31/12 – feel free to add to this as a comment.

Concerns about quality in online teaching – can discuss 3 kinds of quality (and there is Quality Matters and other assessment tools)

1)   student to instructor interaction

2)   student to student interaction

3)   student to content interaction

Concerns about participation – experiences of online discussion being poor in comparison to f2f.

Verification and academic honesty – how do you know a particular student did the work? –a problem in f2f as well. There are various means of verification used to access learning management systems, but also ways of telling through repeated interaction – how students write, respond, think.

Preparation time is frontloaded – much preparation work is done weeks before the first class.

Release patterns – different approaches – some provide semester’s worth of assignments, lectures (10-15 min screencasts with slides), and content, others release assignments bit by bit, on a weekly basis.  There is difficulty interacting with students when you are not on the same weekly schedule.  Whereas weekly assignments and discussions are easier to moderate and guide.

Stressed the necessity of actively guiding discussions – preventing “semester-long confirmation bias,” and clarifying issues and concepts.

Different ways of moderating discussions – acknowledge student participation, assign a number of responses to questions, and assign students to generate more questions and to respond to one another.

How do you teach leadership skills online? Through assignments that students complete offline, group work, other?

Synchronous v. asynchronous – most instructors utilize non synchronous tools, though some prefer a mix of real time interaction (using programs like Common Ground) to accommodate the students who value this interaction.  And there are ways to designate timed responses from students ( “auto-submit” function).

Some concerns about paying structure – the time-intensive development and facilitation process involved before and during the online course.

Questions about the ability to convey passion and enthusiasm online to the same degree as in f2f. Strategies to connect to students developed over time. It can be done, with some examples shared of becoming closer to students as online participants than in the classroom.

Final word of the discussion – perhaps online learning is not appropriate for all subjects, all instructors, or all students – important to find the right mix.

The IDC will be hosting an informal discussion on integrating information literacy into our classes, or P.A.I.L. (Pizza And Information Literacy), which will take place in the Group Study Area in the Library at noon today (3/28).

At this informal meet and eat, we will:

– share examples of incorporating info-literacy into our classes

– give an overview of new trends in information literacy scholarship and competency standards

– give an update on the Information Literacy learning outcome for the Liberal Arts Core.

We hope to see you there!

Instructional Delivery Committee

Discussion materials:

Cindy Stewart – Why I have decided to teach IL course

Robert Bodle and Janna Hoglund – Embedding IL. Collaborative Efforts



Web Site Evaluation Form

Members of the Instructional Delivery Committee have experienced a wide range of mobile technology behavior in the classroom that has given us pause. I have personally found some students to be so “into” their phones and tablets (texting, facebooking, tweeting, following sports events) that they cannot maintain eye contact with me for more than 3 seconds (until I mandate that they bury their phones). Surely smart phones and tablets are legitimate study aids, providing access to eTextbooks and dictionaries, facilitating info searches, useful for note-taking, providing speech-to-text features, etc.

Two related questions arise: 1) what is the best way to establish mobile technology etiquette in the classroom? and 2) how can instructors continue to support technology use in the classroom as much as it supports learning, while moderating distracting and disruptive uses?

Please feel free to share your experiences, best practices, techniques, and/or opinions (anonymously or add your name to the comment) related to these two questions, in order to elicit a range of responses that can be used to guide appropriate tech/media use in the classroom.

Access background articles here on our Wiki.


“Embedding Information Literacy in the Classroom” 3:30-4:30pm Thursday, November 10th in LIB 16

The Instructional Delivery Committee would like to invite you to join us in a workshop “Embedding Information Literacy in the Classroom.”

Short presentations include:

“Information Literacy Defined” – Janna Hoglund

“Teaching a one-credit information literacy course. Why Have I Decided to Teach It?” – Cindy Stewart

“Information Literacy Program for the Nursing Department” – Nancy Hinzman and Susan Falgner

“Embedding Librarian Initiatives in Traditional and Online Learning Environments” – Robert Bodle and Janna Hoglund

See you there!
IDC Committee

Posted by: msjidc | April 29, 2011

Using Turnitin for Teaching and Learning. Workshop

Paul Jenkins talked about and demonstrated how to check a student paper for plagiarism.

How to Use – a brief video

Noteworthy Links:

Training Videos

TurnItIn FAQ from University of Maryland 

MSJ Library Sites to Prevent Plagiarism


Please contact Paul Jenkins for log in information (into the MSJ TurnItIn account):, 513 244-4351

Note: for demo on and general information purposes you DO NOT need to log in.

The Instructional Delivery Committee is hosting a session on “Using Turnitin for Teaching and Learning” ( Thursday, April 28th from 3-4pm in LIB16.

Paul Jenkins, M.L.S., Director of Library Services will demonstrate how to check a student paper for plagiarism, and how students can submit their own papers before handing them in to ensure they have cited all necessary quotes. A lively discussion will follow.

If you missed our recent workshop “Best practices in the use of video in teaching and learning,” feel free to visit the IDC blog to access PowerPoints and notes on the presentation:

I. Christa Currie – Recording PowerPoint Lectures

Presentation Highlights:


– snow days, conferences, blended format (16 weeks ½ in class, have distance learning)

– produce audio recorded PowerPoints for the online component


– Avoid recording a “new” lecture

– Think about what you record (What can be presented in this format?; What should be done F2F?; Basic information; Avoid topics that require utilizing several concepts; Length)

– Give yourself lots of time

– Don’t be too hard on yourself


– need a headset with a microphone

– in PowerPoint go to Slide show> Record Narration>Set microphone level record for each slide (slide by slide) or a whole lecture Re-record or edit for any slide without changing the rest.

– Timings? – depends on lecture material. (Chista often doesn’t use timings because of stopping to do activities.)


II. Charles Kronke Videotaping Lectures

Presentation Highlights:

– Economics as an Accelerated Course

– there is always material I won’t cover in class

simple videos cover the issues not covered in class

Chris Boland helped with recording

then posted on the video server on blackboard

– also useful if students miss class

– small chunks

– Feedback -students liked it

– Charles asked students to take notes on the videos

– can also track students’ views on Blackboard

nothing different – just lecture like normal

– except video lectures and demos are more compressed

– students then can take their time to re-watch


III. Chris Boland – Video Support for Teaching and Learning

Presentation Highlights:

– Equipment

– Production

– Streaming

-Copyright Policy


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