“Utilizing Web 2.0 Apps to Enhance Teaching _ Learning” by yaosaigeng


									“Utilizing Web 2.0 Apps to Enhance Teaching & Learning”   1
                                       TABLE OF CONTENTS
 Agenda........................................................................................................................ 3

 Panelist Roster........................................................................................................... 4

 Web 2.0 Apps Outline & Notes.................................................................................... 6

 The World Is Open………………………..…….……………..…................................... 8

 Popular Web 2.0 and related Technology Tools....................................................... 10

 What is Just-in-Time Teaching?................................................................................ 13

 Assignment Example/Instructions……...................................................................... 16

 Mobile Learning Pilot at Houston C.C....................................................................... 20

 Mobile Learning at HCC SE...................................................................................... 23

 2009-2010 Fall Programming Schedule.................................................................... 29

 Notes......................................................................................................................... 30

 Evaluation Form........................................................................................................ 31

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       Introduction…..…………………………………………... Starlene Stringer Workshop Host

      Definitions & Reasoning………………………………………………….……. Curtis J. Bonk
                                         Professor, Instructional Systems Technology
                                  School of Education, Indiana University Bloomington

                                                                   Alexandra M. Pickett
                                             Associate Director, SUNY Learning Network
                                                                            Albany, NY

                                                                     Roger Lee Boston
                                Rockwell Endowed Chair/Assoc. Chair, Computer Science
                                                          Houston Community College

       Faculty Thoughts and Comments…………………..……………………................. Various

      Recommended Applications, Approaches, and Examples…………………………………..

       Disciplinary Resources and Ideas…………………………………..………….. All Panelists

       Mobile-Learning at Houston
       Community College……….……………..… Roger Lee Boston Colleagues, and Students

       Challenges, Solutions, and Tips………………………...……………………… All Panelists

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                                      Panelist Roster

                                         Dr. Curtis J. Bonk
                                         Professor of Instructional Systems Technology
                                         School of Education at Indiana University
                                         Bloomington, IN 47401
                                         (e-mail: CJBONK@indiana.edu)
                                         Phone: 812-856-8353

Dr. Curt Bonk is Professor of Instructional Systems Technology in the School of Education at
Indiana University and adjunct in the School of Informatics. He has received the CyberStar Award
from the Indiana Information Technology Association, the Most Outstanding Achievement Award
from the U.S. Distance Learning Association, and the Most Innovative Teaching in a Distance
Education Program Award from the State of Indiana. Curt has given more than 800 talks around
the globe related to online teaching and learning. In addition, he has given over 200 publications
on topics such as online learning pedagogy, massive multiplayer online gaming, Wikibooks,
blogging, open source software, collaborative technologies, and synchronous and asynchronous
computer conferencing. He is author of the The World is Open: How Web Technology is
Revolutionizing Education (2009) as well as Empowering Online Learning: 100+ Activities for
Reading, Reflecting, Displaying, and Doing (2008).

                                         Roger Lee Boston
                                         Rockwell Endowment Chair, Associate Chair,
                                         Southeast Houston Community College
                                         Houston, TX 77087
                                         (e-mail: roger.boston@hccs.edu)
                                         Phone: 713-718-5224

Roger Boston is currently with the faculty of the Houston Community College System and holds
the joint titles of "Rockwell Chair" and "Consultant for Creativity", an innovation supported by the
Rockwell Foundation since 1985. He is a member of the PBS Going the Distance Advisory
Group, the State of Texas Distance Learning Master planning group, a teacher with the Virtual
College of Texas, and is instrumental in the restructuring efforts now ongoing within the Houston
Community College System to deliver distance courses more effectively. He has worked with
more than four dozen organizations coast to coast to help them in their efforts to implement
electronic and multimedia instructional delivery systems and is a frequent presenter at gatherings
of the ITC and other groups interested in Distance Learning. He is pioneering in the use of low-
bandwidth collaborative tools for instruction delivery across the internet and often teaches his
classes from remote areas to test the technology. He was the 1995 recipient of the ACCT
Western Region Faculty Award, and his former students have built up a scholarship fund in his
name of more than sixty thousand dollars, going to deserving students electing a career in
computers and information technology.

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                                       Alexandra M. Pickett
                                       Associate Director of the SUNY Learning Network
                                       State University of New York
                                       Albany, New York

Alexandria Pickett, the Associate Director of the SUNY Learning Network (SLN), the
asynchronous learning network for the State University of New York. Her leadership and
direction of this area of the program were recognized when in 2001 SLN was honored to
receive the first Sloan Consortium Award for Excellence in ALN Faculty Development.
In 2002 SLN received the Sloan-C award for Excellence in Institution-Wide ALN
Programming, and the Educause award for Systematic Progress in Teaching and Learning
for 2001. Most recently SLN was honored with the 2006 USDLA 21st Century Award
for Best Practices in Distance Leaning.

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 Utilizing Web 2.0 Apps to Enhance Teaching & Learning Program Outline
Introductory Comments:
                                          Curtis J. Bonk
                                       Alexandra M. Pickett
                                        Roger Lee Boston

Web 2.0 Definition:
  • “The term Web 2.0 is… associated with web applications that facilitate interactive
       information sharing, user-centered design, & collaboration on the World Wide Web.”
                                                                                  - Wikipedia

Benefits of Using Web 2.0 Applications:
   • Creates sense of ownership
   • Fosters motivation
   • Promotes autonomous/self-directed learning
   • Creates lasting archive with audience beyond instructor
   • This global impact is inspiring!

Various Faculty Share Their Thoughts and Experiences:
    • Houston Community College Faculty & Staff Members - Douglas Bump, Sandra Lebrón-
       Lozada, Catherine Smith, Molly Thomas, Lisa A. Wildermuth, June Woest

                                         Curtis J. Bonk
        (For more information see additional resources provided in this Resource Packet)

Recommended Approaches:
   • Begin by incorporating low-risk mobile-applications
   • Poll students to find out technologies they’d like to use
   • Incorporate 1-2 as you go along

Assignment Example:
   • Provide list of YouTube videos related to class
   • Students view a few weekly
   • Reflect online in discussion forum (blog, interactive social site, etc.)

                                     Alexandra M. Pickett
        (For more information see additional resources provided in this Resource Packet)

Examples Uses for Twitter, Delicious, Diigo, and Others to Enhance Teaching and

                           Roger Lee Boston, Colleagues, & Students

The Mobile-Learning Project at Houston Community College:
   • Douglas Bump, Professor of Mathematics
   • Sandra Lebrón-Lozada, Instructional Design Coordinator
   • Irene M. Porcarello, President
   • Catherine Smith, Teacher, HISD Austin High School, Adjunct Faculty, HCC

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   •   Molly Thomas, Professor of Biology
   •   Lisa A. Wildermuth, Art Professor
   •   June Woest, Associate Chair, Arts and Languages

Disciplinary Resources & Ideas:
   • Music - musicalacoustics.com
   • Business – debates online
   • Economics – Just in Time Syllabus
   • Physics - Just in Time Teaching (JiTT)
   • All Courses:
   • Google Jockey (any f2f class) – student volunteer accessing web/showing sites found
        while you speak
   • “Twitter” questions posted live during lecture vs. raising hands
   • Blog/wiki combined - students sign up to critique wikis & help design courses

Dealing with Challenges:
   • Have backup in case links get taken down
   • Wiki-media foundation’s requirements
   • Update web-links
   • Engage student volunteers to reduce your work

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Overcoming the Technology Resistance Movement: 10 Ideas
January 13, 2010

Over the past decade, we all have heard technology resistance stories. Some might say
reticence, reluctance, or hesitancy (sorry this last one is not an "r" word; though we could
add "restrained" and "reserved" to the list...smile). Ok, in any event, K-12 teachers, college
instructors, corporate trainers, and so on all feel some tug on them to be cautious or to be
a tad resistant to new technology integration ideas or shifting their teaching from face-to-
face settings to fully online and blended ones.

Of course, change is hard. Even harder is keeping up with possible changes in front of us
or to our sides. Frustration often sets in quickly when one does try to keep up. So
resistance is often a natural barrier to said frustrations. Before I proceed any further, let
me point out that such feelings of resistance have significantly dropped in the past year or
two. I notice this almost everywhere i visit. I think we have moved from the technology
awareness (Stage 1) and technology resistance (Stage 2) stages or phases to Technology
Understanding (Stage 3) and Technology Use (Stage 4). These are the stages as I see them
with Technology Application Sharing and Marketing (Stage 5) and Technology Discussion,
Reflection, and Revamping (Stage 6) and so on to come later. I just made some of this up
so please do not use it for training just yet...unless you want.

I get the question about faculty resistance so often after speaking about it that I wrote a
chapter about how to deal with it in my 2008 book, Empowering Online Learning: 100+
Activities for Reading, Reflecting, Displaying, and Doing...also called the "R2D2" book.
Here is the reference for the R2D2 book:

Bonk, C. J., & Zhang, K. (2008). Empowering Online Learning: 100+ Activities for Reading,
Reflecting, Displaying, and Doing. San Francisco, CA: Jossey-Bass.

Well, as with many things I do, I wrote too much. So, the publisher decided that it was one
of the six chapters that needed to be deleted. Well, fortunately or unfortunately, it is the
most popular of "the missing chapters." Seems everywhere I go to speak, those in the
audience ultimately ask about administrators, staff, and instructors who are more hesitant
and what do to about them. When I get home, I send them the missing chapter titles
"Overcoming the Technology Resistant Movement."

I tell them that if you want a copy of it, send me a note at "curt at worldisopen.com." You
can do so as well. Or, now you can get the shortened version that came out 1-2 days ago
in the "Inside the School" newsletter from Magna Publications in Madison, Wisconsin.
This article was posted in conjunction with a Webinar I will do for them in a few days (to be

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honest, the Webinar was taped last month when I visited Madison). Here is the online
newsletter article citation.

        Bonk, C. J. (2010, January 11). Overcoming the Technology Resistance Movement,
Inside the School (http://www.insidetheschool.com/), Magna Publications, Madison, WI.
Available: http://www.insidetheschool.com/articles/overcoming-the-technology-resistance-

Read the 10 ideas in there (e.g., modeling, mentoring, training, sharing, celebrating, etc.)
and see what you think. Please note that I was limited to length. It is around 1,100-1,200
words I think. If you have more suggestions, place a comment with them. I have more
ideas as well. Keep in mind that Inside the School is for K-12 educational personnel.
However, this was originally written with college instructors and corporate trainers in mind
as well as K-12 teachers. Hence, the list can be reused and repackaged in many ways and
perhaps serve as starter text for a conversation with instructors or instructional designers
about technology resistance or hesitancy. Hope you enjoy it.

It is nothing that special but people seem to enjoy having such a list of options to change
the culture. There is no one solution. It is a systemic or cultural initiative that needs to take
place for true change and progress forward. And on we will most certainly go...hopefully
forward. Again, if you want the entire chapter we wrote, just let me know. It will make it in
one of my next books

Ordering the Book

   The World Is Open is available in several formats. To purchase a physical copy of the book,
   please visit our publisher, Wiley, or Amazon.

    Dr. Curtis. J Bonk, Ph.D.


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               Popular Web 2.0 and related Technology Tools
                                    By: Curtis J. Bonk

 1. E-Portfolio and Web Page Tools: (Personal webpage/portfolio: Google Sites:
     http://sites.google.com (like a wiki and a homepage—easy to change)
 2. Document collab (Google Docs; http://docs.google.com/ and Google Presentations)
 3. Share Docs and Slides (SlideShare: http://www.slideshare.net/). Online presentations.
 4. Group collaboration (Google Groups: http://groups.google.com/, Yahoo Groups)
 5. Wiki collaboration (Wikispaces: http://www.wikispaces.com/, Wetpaint:
     http://www.wetpaint.com/, PBworks (formerly PBwiki: http://pbworks.com/)
 6. Blogging (Blogger: https://www.blogger.com/start, Word Press: http://wordpress.org/, Live
     Journal: http://www.livejournal.com/); Compare Blogger & Word Press:
 7. Social networking (Facebook, Ning) e. g., Classroom 2.0: http://www.classroom20.com/;
     School 2.0: http://school20.ning.com/; Ning in Education: http://education.ning.com/
 8. Online photo sharing (Picasa: http://picasa.google.com/, Flickr: http://www.flickr.com/,
     Facebook: http://www.facebook.com/, etc.)
 9. Podcasting (Audacity for PC: http://audacity.sourceforge.net/ and Garage Band for the
     Mac); also Gabcast (http://gabcast.com/) to create audio podcasting by using your phone
     or VoIP. Many podcasts in Education Podcast Network: http://epnweb.org/.
 10. Shared online video: YouTube, TeacherTube (http://www.teachertube.com/),
     SchoolTube, TVLesson, NASA TV, Link TV (http://www.linktv.org/), YouTube Edu.
 11. Concept Mapping tools (Gliffy, Mindmeister, Bubbl.us (http://bubbl.us/)
 12. Social bookmarking (del.icio.us: http://delicious.com/), trailfire: http://trailfire.com/)
 13. Finding online media (Odeo: http://odeo.com/)
 14. Bookmarking websites and collaboration (Diigo); e.g., math resources:
     http://groups.diigo.com/groups/teaching-middle-school-math and science resources:
     http://groups.diigo.com/groups/teaching-middle-school-science), etc.
 15. Communication (Skype: http://www.skype.com/, Google Talk:
 16. Adding audio to Web content (Voice Threads: http://voicethread.com/)
 17. Adding Audio to email (YackPack: http://www.yackpack.com/)
 18. Screencasting to capture and instantly share your screen (Jing:
     http://www.jingproject.com/, Screenr: http://screenr.com/); with Screenr you can save
     your project as mp4 (ready for ipod/iphone), link to Twitter, post product on YouTube.
 19. Collaborate on Math and Science Problems Online (Math Calculators like Instacalc:
     http://instacalc.com/ and http://my.instacalc.com/)
 20. Webstreaming (UStream: http://www.ustream.tv/)
 21. Video Creation (e.g., film a lecture or presentation by yourself from your laptop or
     desktop Web cam); VideoSpin: http://videospin.com/Redesign/) Windows Movie Maker:
 22. Synchronous web conferencing (Vyer: http://vyew.com/site/, Dimdim:
     http://www.dimdim.com/; both are free up to 20 users; Dimdim is also open source)
 23. Virtual Worlds: Second Life: http://secondlife.com/; Global Kids:
 24. Free Course Management Systems (Moodle: http://moodle.org/); Note: there is also free
     hosting of Moodle for basic installation: http://ninehub.com/
 25. Collaboration and Kids as Researcher Sites (BioKIDS, GLOBE, iEARN, ePals, etc.)
 26. Free and Open Access K-12 Contents and Courses:
          a. Curriki: http://www.curriki.org/xwiki/bin/view/Main/WebHome)
          b. National Repository of Online Courses: http://www.montereyinstitute.org/nroc/

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            c.   Hippo Campus: http://www.hippocampus.org/
            d.   MIT Highlights for High School: http://ocw.mit.edu/OcwWeb/hs/home/home/

Note: An alternative site with many free applications like Google is Zoho: http://www.zoho.com/
                     1. Student Video Production

                     2. Student Blogs: http://mypage.iu.edu/~cjbonk/friends.htm

                     3. More student blogs: http://mypage.iu.edu/~cjbonk/Blogs-R685-Fall-

                     4. Student Podcast: http://2point0ify.blogspot.com/

                      5. Student Podcast: John Watts, IU master’s student in School of Library
                          and Information Science program “I’m Just Over Here Selling It” blog and
                          on Technology, Learning, and Libraries podcast series, Podcast with Dr.
                          Bonk Drops Today, October 5, 2009.
                 Blog: http://john-bloggingaround.blogspot.com/2009/10/podcast-with-dr-bonk-
                 Podcast: http://podcast.iu.edu/Portal/PodcastPage.aspx?podid=9aa36b48-bf2a-
                 Interview MP3 link: http://trainingshare.com/video/Bonk_final_cut.mp3
                      6. Wikibook: Michael Orey’s class:
                      7. Wikibook Online Work and critiques:
                      8. The POLT:
                      9. The WELT:
                      10. Web 2.0 Syllabus:
                      11. Curt Bonk Videostreamed talks:
                      12. Cool Resource Provider sign up: http://www.trainingshare.com/p540.php
                      13. Online Video (YouTube) Resources for P540:
                      14. BobWeb: http://www.indiana.edu/~bobweb/r546/index.html

        Robin Good interview:

Webcam interview on my World Is Open book by Robin Good, November 19, 2009,

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Video Resources and Portals:
Academic Earth article: http://www.techcrunch.com/2009/03/24/academic-earth-is-the-hulu-for-
education/; http://academicearth.org/
BBC News: Video and Audio: http://news.bbc.co.uk/2/hi/video_and_audio/default.stm
BBC News: Video and News: http://news.bbc.co.uk/
BBC Video Nation: http://www.bbc.co.uk/videonation/
Big Think: http://bigthink.com/
CNN.com Video (see also Interactive News and News Documentaries):
CurrentTV (see also Interactive News and News Documentaries): http://www.current.tv/
Edutopia: http://www.edutopia.org/video

Explo.tv: http://www.exploratorium.edu/webcasts/

FORA.tv: http://fora.tv/
Global Nomads Group: http://www.gng.org/
Google Video: http://video.google.com/

Link TV: http://www.linktv.org/

NASA TV: http://www.nasa.gov/multimedia/nasatv/index.html
MIT World: http://mitworld.mit.edu/index.php
MSNBC Video (see link to videos): http://www.msnbc.msn.com/
Nomadsland: http://www.nomadsland.com/
Opencast (from the Berkeley, funded by the Hewlett Foundation:
http://www.opencastproject.org/); http://video.opencastproject.org/video/285/
SciVee: http://www.scivee.tv/
SplashCast: http://web.splashcast.net/catalog/search.aspx
TeacherTube: http://www.teachertube.com/

TV Lesson: http://www.tvlesson.com/

Yahoo! Video: http://video.search.yahoo.com/
YouTube: http://www.youtube.com/index
WonderHowTo: http://www.wonderhowto.com/

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               What is Just-in-Time Teaching? G. Novak, gnovak@iupui.edu
Learning technologies should be designed to increase, and not to reduce, the amount of personal
contact between students and faculty on intellectual issues.
(Study Group on the Conditions of Excellence in American Higher Education, 1984)

Just-in-Time Teaching (JiTT for short) is a teaching and learning strategy based on the interaction
between web-based study assignments and an active learner classroom. Students respond
electronically to carefully constructed web-based assignments which are due shortly before class,
and the instructor reads the student submissions "just-in-time" to adjust the classroom lesson to
suit the students' needs. Thus, the heart of JiTT is the "feedback loop" formed by the students'
outside-of-class preparation that fundamentally affects what happens during the subsequent in-
class time together.

What is Just-in-Time Teaching designed to accomplish?

JiTT is aimed at many of the challenges facing students and instructors in today's classrooms.
Student populations are diversifying. In addition to the traditional nineteen-year-old recent high
school graduates, we now have a kaleidoscope of "non-traditional" students: older students,
working part time students, commuting students, and, at the service academies, military cadets.
They come to our courses with a broad spectrum of educational backgrounds, interests,
perspectives, and capabilities that compel individualized, tailored instruction. They need
motivation and encouragement to persevere. Consistent, friendly support can make the difference
between a successful experience and a fruitless effort. It can even mean the difference between
graduating and dropping out. Education research has made us more aware of learning style
differences and of the importance of passing some control of the learning process over to the
students. Active learner environments yield better results but they are harder to manage than
lecture oriented approaches. Three of the "Seven Principles for Good Practice in Undergraduate
Education" encourage student-faculty contact, increased time for student study, and cooperative
learning between students.
To confront these challenges, the Just-in-Time Teaching strategy pursues three major goals:

    •    1. To maximize the efficacy of the classroom session, where human instructors are
    •    2. To structure the out-of-class time for maximum learning benefit.
    •    3. To create and sustain team spirit. Students and instructors work as a team toward the
         same objective, to help all students pass the course with the maximum amount of
         retainable knowledge.

What JiTT is Not

Although Just-in-Time Teaching makes heavy use of the web, it is not to be confused with either
distance learning (DL) or with computer-aided instruction (CAI). Virtually all JiTT instruction
occurs in a classroom with human instructors. The web materials, added as a pedagogical
resource, act primarily as a communication tool and secondarily as content provider and
organizer. JiTT is also not an attempt to 'process' large numbers of students by employing
computers to do massive grading jobs.

The JiTT Feedback Loop

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The Web Component

JiTT web pages fall into three major categories:

    •   1. Student assignments in preparation for the classroom activity: WarmUps and Puzzles.
    •   2. Enrichment pages. Short essays on practical, everyday applications of the course
        subject matter, peppered with URLs to interesting material on the web. These essays
        have proven themselves to be an important motivating factor in introductory service
        courses, where students often doubt the current relevance the subject.
    •   3. Stand alone instructional material, such as simulation programs and spreadsheet

   For detailed examples of the JiTT web resources, please see the JiTT resources page.

   WarmUps and Puzzles are the heart of the JiTT web component. These are short, web-based
   assignments, prompting the student to think about the upcoming lesson and answer a few
   simple questions prior to class. These questions, when fully discussed, often have complex
   answers. The students are expected to develop the answer as far as they can on their own.
   We finish the job in the classroom. These assignments are due just a few hours before class
   time. The responses are delivered to the instructor electronically to form the framework for the
   classroom activities that follow. Typically, the instructors duplicates sample responses on
   transparencies and takes them to class. The interactive classroom session, built around these
   responses, replaces the traditional lecture/recitation format.

   Students complete the WarmUp assignments before they receive any formal instruction on a
   particular topic. They earn credit for answering a question, substantiated by prior knowledge
   and whatever they managed to glean from the textbook. The answers do not have to be
   complete, or even correct. In fact, partially correct responses are particularly useful as
   classroom discussion fodder. In contrast to WarmUps, Puzzle exercises are assigned to
   students after they have received formal instruction on a particular topic. The Puzzles serve
   as the framework for a wrap-up session on a particular topic.

   The WarmUps, and to some extent the Puzzles, are undergirded by education research and
   target a variety of specific issues. The list of targeted issues might contain: developing
   concepts and vocabulary, modeling -- connecting concepts and equations, estimation- getting
   a feel for magnitudes, relating technical scientific statements to "common sense",
   understanding the scope of applicability of equations, etc. The targeted issues are highly
   content specific. They may involve the characteristics of a particular class (e.g. the
   background skills of a particular student body).

   In preparing WarmUp assignments for an upcoming class meeting, we first create a
   conceptual outline of the lesson content. This task is similar to the preparation of a traditional
   passive lecture. As we work on the outline, we pay attention to the pedagogical issues that we
   need to focus on when in the classroom. Are we introducing new concepts and/or new
   notation? Are we building on a previous lesson, and if so, what bears repeating? What are the
   important points we wish the students to remember from the session? What are the common
   difficulties typical students will face when exposed to this material? (Previous classroom
   experience and teaching and learning literature can be immensely helpful here). Once this
   outline has been created, we create broadly based questions that will force students to
   grapple with as many of the issues as possible. We are hoping to receive, in the student
   responses, the framework on which we build the in-class experience.

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The Active Learner Classroom

The JiTT classroom session is intimately linked to the electronic preparatory assignments the
students complete outside of class. Exactly how the classroom time is spent depends on a variety
of issues such as class size, classroom facilities, and student and instructor personalities. Mini-
lectures (10 min max) are often interspersed with demos, classroom discussion, worksheet
exercises, and even hands-on mini-labs. Regardless, the common key is that the classroom
component, whether interactive lecture or student activities, is informed by an analysis of various
student responses.

In a JiTT classroom students construct the same content as in a passive lecture with two
important added benefits. First, having completed the web assignment very recently, they enter
the classroom ready to actively engage in the activities. Secondly, they have a feeling of
ownership since the interactive lesson is based on their own wording and understanding of the
relevant issues.

The give and take in the classroom suggests future WarmUp questions that will reflect the mood
and the level of expertise in the class at hand. In this way the feedback loop is closed with the
students having played a major part in the endeavor.

From the instructor's point of view, the lesson content remains pretty much the same from
semester to semester with only minor shifts in emphasis. From the students' perspective,
however, the lessons are always fresh and interesting, with a lot of input from the class.

We designed JiTT to improve student learning in our own classrooms and have been encouraged
by the results, both attitudinal and cognitive. We attribute this success to three factors that
enhance student learning, identified by Alexander Astin* in his thirty year study of college student

    •   1. Increased amounts and quality of student-student interaction
    •   2. Student-faculty interaction
    •   3. Student study outside of class.

        By fostering these, JiTT promotes student learning and satisfaction.

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                       Assignment Example/Instructions:
               Aid for Editing an Existing Wikibook or Creating New Content
              Dr. Xiuli Zhang (Beijing Normal University) and Dr. Curtis J. Bonk (IU)
                                     (with help from Nari Kim)
                          Beijing Normal University and Indiana University

1. Go to our Wikibook, Web 2.0 and Emerging Learning Technologies:
2. Create account and log in
3. Select content to change and click “edit.”
4. Make your changes.
5. Click on “Save page” and perhaps browse your changes.
6. You are done!

To go to our Wikibook, Web 2.0 and Emerging Learning Technologies, type or copy its URL (
http://en.wikibooks.org/wiki/Web_2.0_and_Emerging_Learning_Technologies) into your web
browser. Before you edit a chapter or module, you MUST create an account and log in for the
class assignments (though an account is NOT required to edit Wikibook content). Please let us
know your ID of the Wikibook after creating account.

A. Create Account

    1. To create account, click the “Log in/create account” button on the right side of the top on
       the webpage.
    2. Click the “Create one” text in the log-in box.
    3. Enter the words that appear in the box.
    4. Type your expected username and password, and your current E-mail address (optional)
       in the fields.
    5. Click the “Create account” button on the bottom.
    6. You will see the “Log-in successful” webpage if you created account properly.
    7. Click the “Return to the previous webpage (i.e., Learning theories” or “Learning theorists)”
       text on the bottom.
    8. You may have to confirm everything by opening an email from Wiki@wikimedia.org and
       clicking on a link found there.

B. Log-in

You can edit almost any module page even if you are not logged into Wikibooks. However, we
strongly recommend you to log in first before editing the Wikibooks, which allows us to track your
contributions. For more information about log-in, visit Help: Logging in at
    1. To log in the websites, click the “Log in/create account” button on the right side of the top
         on the webpage.
    2. Type your username and password in the fields.
    3. Click the “Log in” button which is right below that.

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C. Basic Editing Process
For more information about editing Wikibooks, visit Help: Editing at
http://en.wikibooks.org/wiki/Help:Editing or Editing FAQ at
If you want exercise before editing the real Wikibooks, visit the Sandbox
(http://en.wikibooks.org/wiki/Wikibooks:Sandbox) and feel free to do so in it.

    1. Click on the “edit this page” tab at the top of a Wikibooks page or on a section-edit link
       that you want to edit.
    2. Edit the contents.
           a. If you are online, you can directly edit the contents in the edit-box. Or,
           b. If you are offline, you can edit with your favorite text editor (e.g., MS Word),
                which allows you to keep a local backup copy of the pages you have edited.
                      i. Copy and paste the texts first into the text editor.
                     ii. Edit and paste it back into your edit-box of the web browser.
    3. Write a short edit summary in the “Summary” field below edit-box (this is optional).
    4. Mark the level of your editing (this is optional).
           a. If you changed minor edits (e.g., spelling corrections, formatting, minor
                rearrangement of text), mark the check-box for “This is a minor edit.”
           b. If you changed significant changes, mark the check-box for “Watch this page.”
    5. To see how your changes will look, click the “Show preview” button (this is optional).
    6. To compare the difference between the page with your edits and the previous version of
       the page, click the “Show changes” button (this is optional).
    7. To save what you edit, click the “Save page” button.
    8. You are done! If needed, see additional formatting tips on the next 2 pages.

3. Additional (Optional) Information for Editing a Wiki

D. Basic Text Formatting

To format text in Wikibooks, you can also use HTML tags.
    1. To make text italic, click the   button on the edit toolbar after selecting the text that
       you want to edit on the screen. Or, put two apostrophes on each side.
       Example:         “Behaviorism”            Behaviorism

    2. To make text bold, click the     button on the edit toolbar after selecting the text that
       you want to edit on the screen. Or, put three apostrophes on each side.
       Example:         ‘“Behaviorism”’          Behaviorism

    3. To make text italic and bold, click the      button and the       button on the edit toolbar
       after selecting the text that you want to edit on the screen. Or, put five apostrophes on
       each side.
       Example:          “‘“Behaviorism”’”                 Behaviorism

    4. To make underlines of text, click the       button on the edit toolbar after selecting the
       text that you want to edit on the screen. Or, type <u> and </u> on each side.
       Example:          <u>Behaviorism</u>               Behaviorism
    5. To color text, type <font color= “color code”> and </font> on each side. You can use color
       codes of HTML.
       Example:          <font color= “#33FF66”> Behaviorism </font>       Behaviorism

  “Utilizing Web 2.0 Apps to Enhance Teaching & Learning”                                          17
   6. To make text big, click the      button on the edit toolbar after selecting the text that you
      want to edit on the screen. Or, type <big> and </big> on each side.
      Example:         <big>Behaviorism</big>           Behaviorism

E. Organizing Writing

   1. To make a table of contents in the beginning of a Wikibook or insert multiple chapters in a
      single topic website, use headings. Then, the Wiki software automatically generates a
      table of contents from them (see the following steps about headings for more details).
      Please do not skip levels, like from two (i.e., = = ) to four equals signs (i.e., = = = =).
                       = = Behaviorism = =                           Contents [hide]
                       = = = xxxx = = =                       1 Behaviorism
                       = = = xxxx = = =                               1.1 xxxx
                       = = Cognitivism = =                             1.2 xxxx
                       = = Constructivism = =                 2 Cognitivism
                                                            3 Constructivism

   2. To make headings with underlines, click the         button on the edit toolbar after selecting
      the text that you want to edit on the screen. Or, put two equal signs on each side.
                       = =Behaviorism= =                 Behaviorism
   3. To make subsections, three equal signs on each side.
      Example:         = = =Behaviorism= = =             Behaviorism
   4. To make smaller subsections, four equal signs on each side.
      Example:         = = = Behaviorism= = = =                  Behaviorism
   5. To make unordered lists, start every line with a star.
                       *Behaviorism                    Behaviorism
   6. To make deeper level of unordered lists, start every line with more starts.
                       *Behaviorism                   Behaviorism
                       **1800s                                   1800s
                       ***1820 Brown                                   1820 Brown

   7. To make ordered lists, start every line with a sharp.
                        #Behaviorism                   1. Behaviorism
                        ##1820 Brown                              1. 1820 Brown
                        ##1885 Brain                              2. 1885 Brain
   8. To intent a line or paragraph, start text with a colon.
                        : Behaviorism                      Behaviorism
                        :: 820 Brown                              1820 Brown
                        ::: 1885 Brain                                1885 Brain

   9. To make a new paragraph, insert an empty line, not a single new line.
                    Behaviorism as a learning theory, Behaviorism as a learning theory,

 “Utilizing Web 2.0 Apps to Enhance Teaching & Learning”                                          18
                         can be traced back to Aristotle.      can be traced back to Aristotle.

                        Other philosophers that followed   Other philosophers that followed
                        Aristotle’s…                       Aristotle’s …
    10. To break lines without a new paragraph, type <br> between the lines.
                        Behaviorism can be traced back     Behaviorism can be traced back to
                        to Aristotle. <br>                 Aristotle.
                        Other philosophers that followed   Other philosophers that followed
                        Aristotle’s thoughts …             Aristotle’s thoughts …

    11. To insert horizontal lines, click the   button on the edit toolbar. Or, type ---- between
        the texts.
                         Behaviorism can be traced back      Behaviorism can be traced back to
                         to Aristotle.                       Aristotle.
                         Other philosophers that followed Other philosophers that followed
                         Aristotle’s thoughts …              Aristotle’s thoughts …

F. Links

    1. To make an internal link, click the      button on the edit toolbar after selecting the text
       that you want to edit on the screen. Or, put [[ and ]] on each side.
       Example:         [[Behaviorism]]           Behaviorism
    2. To make an external link without a title, type the URL.
       Example:         http://www.iub.edu                http://www.iub.edu

    3. To make an external link with a title, click the      button on the edit toolbar. Replace the
       example URL and link title inside of [     ] with the URL and link title that you want. Or,
       type the URL and link title that you want inside of [ ].
       Example:       [http://www.iub.edu Indiana University] Indiana University


Wikibooks (2007). Help: Editing. Retrieved August 3, 2007 from
http://en.wikibooks.org/wiki/Help:Editing. Note: This document was primarily created by Nari
Kim, doctoral student, Indiana University.

 “Utilizing Web 2.0 Apps to Enhance Teaching & Learning”                                              19
                       Mobile Learning Pilot at Houston C.C.

 •   Execute the pilot study, learning all that we can of the iPhone's potential to support/enhance/enrich
     instruction in various environmental settings.
 •   Build on what we learn in the pilot toward something more formal, yielding ultimately a permanent
     and scalable platform for supporting MLearning across other devices, including iPod/Touch, and
     more than 100 other mobile phones.

“Utilizing Web 2.0 Apps to Enhance Teaching & Learning”                                                 20
“Utilizing Web 2.0 Apps to Enhance Teaching & Learning”   21
“Utilizing Web 2.0 Apps to Enhance Teaching & Learning”   22
                            Mobile Learning at HCC SE
                            Update and Status Report as of 09/09/09


This brief report is being issued to “punctuate” our work with m-Learning at HCC SE as we move
into the Fall semester. This time has been chosen for the update because our one year Mobile
Learning grant provided by the Chancellor’s Innovation Fund has come to its conclusion as of the
end of August -- budgets winding down, iPhone services cancelled, and now awaiting the final
reporting and dissemination of results.

This report is also being issued at this time to provide an accurate assessment of where we are
today with m-Learning, and to help us focus on the future, where we go from here. Before the
grant was even finished, our work was expanded with the help of Tech Fee monies, with technical
support from the Instructional Technology / CIC department, and widened to involve many
additional players from the original cast. So we did accomplish very much more than the original
ambitions of the grant suggested might be possible.

Our accounting for these works will be somewhat chronological, grouping activities that took
place during the summer before those currently underway for this Fall semester, and then will
look ahead, past the Fall Symposium, to see where we go from here. We will sharpen our
“Update” over the next few weeks, and use the result to guide us in “what is next”.


    •   Infusion of Tech Fee resources: Sandra Lebron was able to obtain Tech Fee monies to
        purchase a large number of iPod Touch devices to support expanded innovations and
        program development. These devices were added to our program and the bulk of those
        dispatched to users and students during late Spring and summer (we still have an
        inventory of unused devices, and one of the purposes of this report is to drive that
        inventory to zero) ---

    •   Tech Fee Funds were used to purchased iPod Touches for:
         A&P and Biol ( 50)
         Austin H.S. ( 35)
         Art (35)
         Learning Communities for GUST 1270/Math 0306 (50)
         Library (40)

    •   HISD: Catherine Smith, from HISD’s Austin High School, created more than six dozen
        tutorial videos highlighting functions of the Microsoft Office Suite, to be used in her
        summer program, for dual credit with HCC. Students taking Office software classes used
        the wireless devices with pre loaded content to help them with drill and practice and
        repetition as they learned to operate the software. Her summer program is highlighted at

    •   GUST 1270: Beverley Hixon hosted student opportunities for using iPod Touch devices
        for direct wireless access to internet resources in the summer program for young
        students. Roger Boston created twenty two instructional videos teaching how to use the
        iPhone/ iPod devices and these were a part of the students’ orientations, after which they

  “Utilizing Web 2.0 Apps to Enhance Teaching & Learning”                                       23
     were able to use the devices under the guidance of their instructor for one of their
     modules; two separate five-week classes experienced mobile learning activities: Dr.
     Jason Apodaca class used iPhones in the Career Exploration module, and library

 •   Mathematics: Dr. Douglas Bump, Sandra Fittz, and Chris Moore -- Two Learning
     Communities ( 50 students) were provided (check out for the semester) with iTouch
     devices to be used in various class activities such as mobile blogging, library search, and
     access to 55 Math 0306 tutorials preloaded in the ipods. Students participated in two
     workshops: one on mobile blogging; and another in accessing library resources using the
     iTouch. A survey of students’ perceptions and satisfaction will be taken at the end of the

 •   Biology: Chris Moore class used the iTouch for blogging on assigned class topics, and
     library research

 •   Dissemination: Roger Boston attended a by-invitation-only conference in July at Brunel
     University, Uxbridge, UK (London’s west side) to facilitate the presentations of others,
     and primarily to deliver a repost on the progress of m-learning at HCC. Dr. Lifang Tien
     travelled in the same month to Corfu, Greece, to present her research findings drawn
     from the early stages of our m=Learning studies. Both these faculty were in China this
     summer as well, both visiting universities there to discuss eLearning and its newest
     expression, “m-Learning”.

 •   Biology: Dr.Molly Thomas completed her iPod Instruction group and passed on the
     documentation for Dr. Tien to integrate into her reports, while Dr. Tien used the iPod
     devices for follow on utility in her Biology class.

 •   Mathematics: Dr. Douglas Bump had previously created many hundreds of tutorial videos
     highlighting the operations of college algebra and geometry, and spent the summer
     migrating them o a format suitable for use on the small screen devices. He also
     participated in the “summer Fellows” program,(mentioned below).

 •   Art History: Professors June Woest and Lisa Wildermuth did extensive work this summer
     to refine techniques or using iPod devices for live chat, instant messaging, “flash cards”
     and other kinds of collaborations in preparation for their hoped for Fall launch of Art
     History II (the launch was successful).

 •   Nutrition: Dr Matash Moussavi did development work on her nutrition class, bringing it
     closer to a 100% readiness for distance delivery and via iPod as well.

 •   m-Learning Portal with JOOMLA: Sandra Lebron’s team built significantly on her
     JOOMLA platform, developed during the spring and now expanded and polished during
     the summer. A replacement for the learning web tools, it provides small screen friendly
     access to content, in a manner so simple that ordinary faculty can craft their own web
     pages, made ready fo up to 124 different kinds of mobile devices. This is an ongoing
     project by a small group of developers/designers in the Instructional Technology/CIC
     department: Antonio Quintero and Alex Nguyen led by Sandra Lebron-Lozada.
     (http://m.se.hccs.edu )

“Utilizing Web 2.0 Apps to Enhance Teaching & Learning”                                        24
   •   SEC is leading the development of the first HCC mobile portal using a Joomla content
       management system (CMS) platform, and a MySQL database. This summer served as
       the testing/pilot phase of the system that will be replacing the existing SEC Learning
       Web. The focus of the mLearning portal at SEC is on instructional content (syllabi, course
       materials, and resources) that our faculty can published from their own web pages.

   •   Summer Fellows Program: Related to the above, a half dozen faculty were given
       instruction (by Sandra’s team) in the use of JOOMLA to craft their moble friendly web
       pages, and those faculty are now many steps closer to hosting their own programs for the
       small screen. Progress was made for Computer Science, Astronomy, Art History,
       Nutrition, and mathematics, as well as Biology, and the outlines of a History department
       web portal.

   •   Summer Faculty Fellows:
          o Dr. Douglas Bump (Math)
          o Lisa Wildermuth (Art History)
          o June Woest (Art History)
          o Karen Saenz (PSYC 2314)
          o Catherine Smith
          o Dan Donalson (History 1302/1302 Readers

   •   IT positioning at District Level; While these things above were happening, Bill Carter’s
       team has been in frequent contact with vendors, primarily AT&T, to explore how best
       HCC can make wireless tools available to our students. He is also concerned with
       providing a unified, standardized portal for all of HCC, which provides access
       independent of what the platform might be, and this includes the small screens.

   •   “Virtual Computing Lab”: Perhaps the most powerful step forward taken this summer was
       the successful activation of our Citrix server systems for delivering APPLICATIONS to
       remote computers, including mobile devices. We have seen it working- complicate
       programs, like Microsoft Office, fully functioning on an Apple iPod/ Touch and iPhones
       (and other phones as well). We can now provide virtually any licensed software to be
       operated on virtually any smart mobile phone. This is huge!

   •   The Virtual Computing Lab is a project of the Instructional Technology/CIC department in
       partnership with Citrix, Inc. -- a worldwide leading company in virtualization technology.
       Pete Medina and the Citrix’ consultants completed a proof of concept (POC) that will
       served as the first platform to deliver remote access to students to course instructional
       applications and desktops-- on demand-- 24/7 through the Internet (cloud computing) .
       This VCL has a mobile client component for remote access to software applications using
       mobile devices (phones, iTouch, PDA) with internet wireless connectivity


   •   HISD: The work at Austin High School continues, with several sections of integrated
       office software doing dual credit work with HCC SE, and building around he summer pilot
       for he use of iPod/ Touch devices. Their mathematics teachers have asked to be a part
       of this, and their request is under evaluation at this writing.

 “Utilizing Web 2.0 Apps to Enhance Teaching & Learning”                                          25
 •   Biology Dr Molly Thomas: Dr. Thomas has plans to use the iPod Touch devices again
     this Fall with her students, following similarly her experiences in the Spring, but this time
     using PRE LOADED content, not spooling it down live from the internet, as before

 •   Biology Dr Lifang Tien: Similarly, Dr. Tien has plans to use the iPod Touch devices again
     this Fall with her students, following similarly her experiences in the Spring, but this time
     using PRE LOADED content, not spooling it down live from the internet, as before

 •   Art History, Lisa Wildermuth and June Woest: These two art instructors have gained
     considerable experience during the summer with iPod Touch devices and they did launch
     their Art History II course successfully this Fall. They will utilize the collaborative features
     such as instant messaging, chat, blog posting, as well as accessing web resources, short
     quizzes and examinations – they are fast becoming our most sophisticated users of m-
     Learning technology!

 •   Math Learning Communities: Dr. Bump is teaching two courses his Fall, Math 0306,
     using his videos pre loaded onto the iPod Touch devices so they will not have to be
     spooled down from the web in real time. But his online access via the summer load of his
     JOOMLA web presence is still in place for when it may be needed, as in someone trying
     to access his materials who may NOT have preloaded the content. He is using these
     devices to provide multimedia review materials and to facilitate testing.

 •   “Virtual Computing Lab”: This project is snowballing fast, opening an exciting new door
     for mobile learning – iPod and other mobile users NEED NOT have the software on their
     own devices (it most likely can not be run on these devices anyway) in order to use the
     software. HCC SE can now SERVE the software application directly to the mobile device
     in he same way we used o serve CONTENT. This is a very big development.

 •   The VCL project will continue under the auspices of the SEC Instructional
     Technology/CIC department and a district’s IT group to move into a pilot of the remote
     applications, virtual desktop, with a mobile access client component with a selected
     group of courses including drafting, astronomy, real estate, intensive English, and natural

 •   Regional Portal: HCC SE has crafted the beginnings of a regional portal for mobile
     learning using the JOOMLA platform for ease of update. This portal is being refined and
     polished during the Fall term and will be made to interface with whatever portal is finally
     put in place at the district level. Sandra Lebron’s team is working to insure that there will
     be no compatibility issues between the two front ends.

 •   District Level Portal and Interfaces; Bill Carter is working the other end, actively
     researching the options for a portal that can serve the entire district with mobile access,
     while continuing to serve the more traditional users. The web services group at the
     district’s IT started a search for a district-wide mobile platform. Our SEC Instructional
     Technology/CIC team will be presenting in a future Web Crew committee meeting
     regarding the SEC mobile portal developing and challenges, and current best practices in
     Higher Ed.

 •   District Level support for wireless Access: His team (Bill Carter) is also in dialogue with
     the vendors, to discover the best and most efficient and economical ways that wireless

“Utilizing Web 2.0 Apps to Enhance Teaching & Learning”                                            26
      access can be provided to our students. IT is scheduled an upgrade of the Eastside
      campus wireless network as part of the Angela and Felix Morales’ renovation. The new
      learning hub will be wireless. Meanwhile, additional access point antennas were
      purchased and will be installed in various locations at Eastside to expand wireless

  •   Coleman Center for Spring 2010: Dr. Art Tyler has asked that we contact Coleman
      Center to be sure their ambitions to get involved with mobile learning can be served by
      the beginning of the Spring semester. We will make the contacts there, identify a
      champion, and work with them to pass on what we have learned, and help them to board
      this train.

  •   Fall m-Learning Symposium: We are looking at a date of October 30, a Friday, for our
      Fall m-Learning symposium. The event last April 17 will be very hard to top, but we
      believe we have much to report, and feel also that it is the right timing to bring our
      progress and our unfinished business to an enterprise wide discussion. Our team is
      already at work to plan this event

  •   Chancellor Briefing: A the Chancellor’s request, we have done a thorough briefing for the
      Chancellor and the Vice Chancellor of Instruction. They are supportive, encouraging,
      and hopeful that we can move this initiative forward with a sustainable budget, making
      mobile learning another part of what we do here on an on gong basis.


  •   District Portal: The issue of what the “front end” to the HCC web should look like is a
      larger one than we can tackle alone. Bill Carter has taken this one to lead, but we need
      progress there so that we can mesh seamlessly with the regional portals as they are

  •   Regional Portal: This one is hand in glove with the above – HCC SE already has a fine
      portal for mobile learning, but it needs improving to make it easier for students to find

  •   Student Access to wireless: We need to settle our thinking, how students may best gain
      access to broadband wireless and take advantage of what we have to offer

  •   Training for faculty: By the end of September, 2009 a series of faculty training session
      will be provided at the CIC to start the migration to the new learning web , and the
      developing of the new faculty web pages and course digital content. This fall semester
      the developers emphasis in on standardizing the conversion of video/audio content and
      streaming, the addition of new tools ( slide shows, podcasts, and blogs), tutorials, and
      usability testing.

  •   Gates Grant: Dr. Cook and others feel that our work with Learning Communities, utilizing
      the iPod Touch devices as an active part of these courses and collaborations goes a long
      way toward satisfying the language and expectations of the recent gates grant. We need
      to follow this up to discover wht parts of he Gates grant budget cal for a technology
      component, and see who what we are doing folds into the requirements of this grant.

 “Utilizing Web 2.0 Apps to Enhance Teaching & Learning”                                          27
 •   Met Life Award petition: We intend to nominate our college for recognition for a Met Life
     award, the thinking being to pursue the :cloud computing” initiative, using grant resources
     to acquire licenses for the applications that will be served through the cloud to mobile
     devices, and to support Sandra’s team in the implementation, and to help faculty prepare
     their courses for operation under this new configuration.

 •   Dissemination: We will continue to network with other institutions, hosting events such as
     our m-Learning symposiums, speaking and writing in forums where we have been
     invited, and generally to remain in our leadership role as the m-Learning phenomena

 •   Remaining unused i/Touch Devices – how to keep the momentum: We still have more
     iPod Touch devices (100 not yet assigned). We will make those allocations during the
     month of September

“Utilizing Web 2.0 Apps to Enhance Teaching & Learning”                                       28
                2009-2010 Fall Programming Schedule
Sept. 28 – Oct. 12, 2009          “Funding Sources for Your Courses:
                                   New Initiatives, Programs and Partnerships”

Oct. 5 – Oct. 19, 2009            Leadership and Success
                                  “Pursuing Your Passion at All Costs”

Nov. 2 – Nov.16, 2009             Leadership and Success
                                  “The Leadership Challenge”

Nov. 23 – Dec. 7, 2009            Leadership and Success
                                  “Me to We: How to Find Meaning in a Material World”

Nov. 30 – Dec. 14, 2009           “Meeting the Challenges of Dual Credit: Building
                                   Bridges to Student Success"

Jan. 25 – Feb. 15, 2010           “Utilizing Web 2.0 Apps to Enhance Teaching &

Feb. 8 – Feb. 22, 2010            Leadership and Success
                                  “Influence: The Psychology of Persuasion”

Mar. 8 – Mar. 22, 2010            Leadership and Success
                                  “Change, Transformation, & Self-esteem”

Mar. 22 – Apr. 5, 2010            “Redesigning Online Courses with the Latest Media:
                                  Does it Help?”

Apr. 5 – Apr. 19, 2010            Leadership and Success
                                  “Start Young, Finish Rich”

Apr. 19 – May 3, 2010             “More Award-Winning Tools, Tips, & Techniques for
                                   Classroom Instruction”

June 21 – July 5, 2010            “Developmental Education: Motivating Your Students
                                   to Succeed”

 “Utilizing Web 2.0 Apps to Enhance Teaching & Learning”                         29

 “Utilizing Web 2.0 Apps to Enhance Teaching & Learning”    30
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Panelists or Instructors                      5        4       3      2       1

Handouts                                      5        4       3      2       1

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Local site activities were held   ____YES         ____NO

1. Institution name:_________________________________________________

2. My current position is: (circle one)
             a. Faculty                                c. Classified Staff
             b. Administrator/Professional Staff       d. Other______________

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4. What could have been done to make it more valuable to you?

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 “Utilizing Web 2.0 Apps to Enhance Teaching & Learning”                          31

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