1. FACULTY MENTORING FACULTY: INSTRUCTIONAL TECHNOLOGY THAT FLIPS THE CLASSROOM
Liz Hartmann, Ph.D, Assistant Professor of Education
Lori Rosenthal, Ph.D, Associate Professor and Chair, Social Sciences
Cathy Zeek, Ed.D, Associate Professor and Director, Teaching and Learning Center
Ye Liu, Coordinator of Instructional Technology
Workshop evaluation address: bit.ly/nercomp_moodle13
Lasell College

2. Outline A glance at Lasell College Faculty Mentor Program
Flipping the classroom with Moodle in & out
Set the tone before the first day of the class
Get students prepared before the class
Engage students during the class
Support learning beyond the class time
Looking Ahead
Q & A
Welcome to all of you. I’m Cathy Zeek, Director of Lasell College’s Teaching and Learning Center. We work with faculty on pedagogy, curriculum, and resources, along a continuum from technology-based to classroom-based. Lasell College has used Moodle for about 5 years now, first for our graduate courses and more recently in our undergraduate teaching. We’re going to share with you our experience, particularly as we added faculty mentors and worked to flip our classrooms.
My role is to introduce us, give you an overview of Lasell, and describe our faculty mentor program.
Liz Hartmann and Lori Rosenthal are two of our faculty mentors. Liz is a faculty member in education; Lori chairs the department of social sciences. Ye Liu is our indispensable coordinator of instructional technology. She’s our point person with our uses of Moodle, both basic and creative, and with instructional technology in general. They’ll tell you a bit more about themselves as we move through our presentation.

3. Lasell College Overview
Student Population
Undergrad and Grad Programs
Faculty Support
Moodle Upgrade
Overview (slide 3)
Lasell has about 1600 undergraduate students and 300 grad students. All of our grad classes are either fully online or hybrid (generally, 50% on-campus meetings). Our traditional undergrad classes generally meet face-to-face, although increasing numbers of sections include a dose of online interaction, content, resources, and assignments, and we added a fully online undergrad program in summer As part of our College strategic plan, we’re focusing on using Moodle in undergrad courses to improve communication with students. Specifically faculty are using Moodle to post syllabi, maintain attendance, post assignment sheets, and (more slowly) set up the gradebook function. With that goal in mind, we’ve organized faculty development along 3 lines:
Technical/how-to: pre-semester professional development sessions; department and one-on-one support; how-to sheets on website.
Pedagogical/why-to: new faculty development; workshops on communication and clarity; faculty modeling
Ongoing support, including faculty mentors.
In summer 2012 we upgraded to Moodle 2.3. The process wasn’t 100% smooth (believe it or not) – there were problems with our internal server, for instance, and the occasional hiccup with features that faculty had customized in “old” Moodle.

4. Faculty Mentor Program
Framework
Getting buy-in from senior management
How faculty works with faculty
Faculty mentor program (slide 4)
Our faculty mentor program grew out of the strategic plan decision to include Moodle in 100% of our courses, which was a major factor in gaining support from our senior management. The 4 mentors each worked with faculty in specific departments, most closely in spring 2012 as we implemented the plan. The initial goal was to support faculty in uploading syllabi and setting up attendance. For those faculty who were ready to add a step, they also helped with other Moodle support, such as forum, assignment, and gradebook, etc. Another critical function is modeling using instructional technology in creative and pedagogically sound ways. This plays out in workshops in the Teaching & Learning Center, faculty highlights showing the apps and strategies, and demonstrations during our annual faculty summer camp.

5. Flipping the classroom with Moodle in & out
Set the tone before the first day of the class
Get students prepared before the class
Engage students during the class
Support learning beyond the class time
I am Ye. In next section, Liz, Lori, and I would like to share how we use Moodle, iPad, and other web2.0 tools to flip the our classrooms in our teaching – set the learner-centered tone before the first day of the class by redesigning the syllabus and welcome students, get students prepared before the class, engage students during the class time, and continually support students learning beyond the class time. We also work with faculty as mentors to encourage more faculty to be creative when using Moodle and other technology to facilitate students’ learning process.

6. Flipping the Classroom – before1st Day
Must-read syllabus: Syllabus Worth Reading (Hagen, 2012)
Rethink and redesign the course syllabus
Change the tone: from requirement tone to student promise/learner-centered tone
Page/book module in Moodle or
newsletter/flip book format – interactive and visually attractive
(Ye) To flip the classroom and let students take more learning responsibilities, we start considering students before the semester starts. We encourage faculty to change the tone of syllabus, from the language of “You are required to complete a group project …” to the language of “Participating in the group project will help you …” – this is a learner-centered approach that treat the course policies listed originally in syllabus as the expectations that the student would promise to accomplish in order to take charge of their own learning. This practice is inspired by a History professor Tona Hagen in Worcester State University. Please follow the “Syllabus Worth Reading” link to see more of her idea.
When the tone is revised, we also encourage faculty to design the syllabus in a more attractive way: Some professors use the tool inside Moodle such as the “Page” or “Book” to present the syllabus, because the interactive multimedia resources could be embedded directly into these resources; Some professors use other web 2.0 tools to create visually attractive syllabus, and then embed the syllabus into Moodle for students access inside the LMS. I want to show one sample syllabus in a flip book format that is designed by professor Linda Bruenjes.

7. Interactive Syllabus: FlipSnack
Design the attractive syllabus in Publisher or Word
Save as a .PDF file
Upload to FlipSnack.com
Embed into Moodle
(Slide 7, Ye) Professor Bruenjes designed the syllabus originally in Microsoft Publisher, and published the file to the PDF format. If you want, you could also use Word, Page, or any other text editing tool to put your syllabus together. Then she used a web2.0 tool called FlipSnack, which is a handy tool to turn a multiple-page pdf file into a flip book. Let’s see the final product. Is it cool? The flip book could be embedded into a Moodle page - Moodle is still a central place to host all learning resources.
A Flipbook format syllabus designed by professor Linda Bruenjes

8. Student-Centered Tone
Forum to welcome students and build community
(Liz) At the undergrad level, I use forums to create a student-centered tone. Before the first class meets, I send out an to students to welcome them to the class and invite them to introduce themselves in a discussion forum. In this example on the upper left, I asked my first-year students to introduce themselves and describe why they are considering a career in teaching.
At the graduate level, I use forums to create a student-centered and student led tone. In my hybrid courses, I encourage students to first ask each other questions in our forum before contacting me. In the example on the bottom right, a graduate student is asking her peers for help in understanding the concept of “degrees of freedom.”
Forum for student questions and concerns

9. Flipping the Classroom – Get Students Prepared before the Class
Embedding OER Resources
MIT Open Courseware, TED Talk, Khan Academy, MERLOT, Academic Earth, YouTube, etc.
Developing Own Learning Resources
Voki, myBrainShark, ScreencastOMatic, Screenr, Showme, VoiceThread, Adobe Connect recording, etc.
Q & A forum in Moodle – original thoughts
(Slide 8, Ye) To flip the classroom, we need to encourage students to come to the classroom prepared and engage in class activities, not just be passive listeners. To help students get prepared, we encourage faculty to try three approaches: first, take advantage of many high quality open educational resources and integrate them into the Moodle course, and ask students to view the resources before coming to the class; second, as needed, faculty could develop their own learning resources for students and embed them into the Moodle course; another approach is to take advantage of Moodle’s Q & A forum.

10. Embedding OER Resources
MIT Open Courseware
TED Talk - Ideas worth spreading
Khan Academy
MERLOT -
Academic Earth
Edutopia
YouTube
More …
(Ye) Open educational resources are any resources available at little or no cost that can be used for teaching, learning, or research. Faculty could search and locate course related resources and embed or add links to the Moodle course. Students will read or view these resources before they come to the class.

11. OER Resources Edutopia YouTube
(Liz) I use OER resources to enhance or flip my classes in both the undergrad and grad level. I have found that Edutopia provides excellent examples of classroom practice and applications of theory and evidence-based resources. I have used it to supplement the readings from the course text and found that students can better remember key concepts when they read and then engage in a video that exemplifies the text. YouTube is another excellent resource. In a class where my students are learning about the different categories or labels of disability, YouTube provides supplemental videos of individuals with disabilities so that my students can learn not only about these labels, but more importantly they can learn from the people who experience these labels.

12. OER Resources
(Liz) Another feature that I use in Moodle is a “What You Need To Do” document. This circled link connects to a page where all the assignments and resources for the modules are detailed. It allows my students to decide how they want to engage in the content for that particular module. They may choose to watch the embedded videos, then read the text or vice versa.

13. Developing Own Learning Resources
Voki
Weekly
Announcement in Online Course
(Ye) Besides using existing online resources to prepare students, faculty are encouraged to develop their own resources for different educational purposes using some simple tools. For example, course announcement. when I teach one online course, every week I create a short and sweet video announcement using Voki avatar to wrap up the last module and orient students to the new learning module. My voice message is a kind of personal touch to my course and enhances my online presence to students.
Direct link of a sample voki announcement

14. Developing Own Learning Resources
myBrainShark
PPT voiceover for Course orientation
(Ye) MyBrainShark allows me and other online faculty to create a course orientation in a easy and quick manner, which will help online students understand what the course would look like and what students can expect in the course. I talk over to the uploaded PPT slides, images, or doc files and can record my narration slide by slide. The final product could be embedded into Moodle.
Online course orientation example

15. Developing Own Learning Resources
Screenr or ScreencastOMatic
Video
Tutorial
Using
(Liz) Screenr allows me to create short tutorial videos that support my undergrad students in the basics of being online learners. In this example, I’ve create a quick video to show my class how to participate in an forum on Moodle. In the video I walk them through the steps and it becomes a resource they can view and review as much as they want. Instead of taking up valuable class time, I can direct my students to the link and know that they will be supported in entering their forum posts.

16. Flipping the Classroom – Engage Students during the Class Time
Mobile SmartBoard - AirSketch iPad app
Student Response System
Poll Everywhere (polleverywhere.com)
Socrative iPad app
Instructional Videos – boost discussion
Group learning – creatively use Quiz
(Ye) When students come to the classroom prepared, they are ready to be engaged in the course activities. Our faculty tried some ways to use iPad apps and other web2.0 tools in the class session, for example using Airsketch iPad app to turn iPad into a mobile smart board, in order to get students involved in every corner in the classroom; Student Response tools could collect students anonymous data and keep students attention; Using Quiz in a creative way to encourage group learning. Lori will share with us how she enjoys using AirSketch.

17. Flipping the Classroom with Airsketch for iPad
(Lori)
When discussions cross multiple days …

18. What can you do with AirSketch?
Free-write
Import PowerPoint slides
Fill-in terms
Work through problems
Import picture
Import student paper
Save/ output as .pdf
(Lori)

19. What if . . . (Free-write Brainstorm)
(Lori)

20. Fill-In PPT What were the best things you learned today?
___________________
(Lori)

21. An Example: Plotting Correlations
(Lori)

22. Import Paper
(Lori)

23. Student Response System – Poll Everywhere
(Ye) I use Poll Everywhere sometimes to collect students’ responses, and sometimes want to get students’ attention back. Students could respond by phone, or from the computer’s web access. The live chart could be embedded into my Moodle course, and the real time responses will be updated in the chart. If you respond with the cellphone, the standard text fee will be charged. Would you like to try to respond to this poll? I use it in my educational technology class right after they have a small group discussion, because I want to get everyone’s attention back.
View the live poll online

24. Student Response System
(Liz) I’ve used Socrative to get quick and easy feedback from my students. I find it works well as a way to start off class. I ask students to log on using either a computer or smartphone. They answer simple questions to either get them focused on the lesson of the day or to give me feedback. In this example, I asked my students to give me feedback on research papers they passed in at the start of class. This information was really informative to me as I graded their papers. I realized that my students all felt good about their work but would have liked more time to edit and get peer feedback.

25. Flipping the Classroom – Support Learning Beyond the Class Time
Grading with iPad
Teacher-Student Private Communication:
Private forum to follow up
Gradebook & Attendance
Group forum and Chat – group project
Self assessment and development – Quiz
Web meetings
(Ye) After each class session, faculty could still use Moodle and other technologies to support students’ learning. For example, more personalized grading with iPad, private teacher-student communication channel to follow up with each student’s learning progress, using group forum and chat to support group synchronous and asynchronous communication, offer self assessment quiz on Moodle to encourage students to improve the basic concepts understanding, or offer web meeting to online students for virtual office hours, Q & A sessions, or group presentations. Lori will share how she mark up and grade students’ work that was uploaded to Moodle using an iPad app. Liz will share her experiences of integrating the self assessment quiz, and then I will share how I use the private group to follow up with each student’s work.

26. iPad Options for Providing Feedback
ShowMe
Personalized Feedback
Paperport Notes
Write-on .pdfs
Attendance
(Lori) Show me – iPad app, could provide personalized feedback by recording the voice and the onscreen mark up;
Paperport - iPad app. Handwriting mark up to the student’s paper.

27. Self Assessment Quiz
(Liz) In my graduate, hybrid courses, I use quizzes as a final activity in a module. The quiz is counted as part of the students’ attendance for that module - I do not count the grade they get in the quiz. I allow students to take the quiz as many times as they want. Most choose to take the quizzes a few days before the end of the module and they tent to take them until they get every question correct. This allows them to self-assess what they’ve learned in the module, and let me see if there questions that many of the students are getting incorrect. I used to create these quizzes from scratch, but more recently decided to import quiz items using the test banks provided by the course text publisher. It limits the quiz to multiple choice and short answer questions, but also gives my students instant feedback. It also saves time in creating the quizzes.

28. Quizlet
(Lori)

29. Private Forum Moodle Group & each student in one group
Private communication channel
Follow up with feedback provided with the instructor
(Ye) It is very often that I feel the constructive feedback I have carefully prepared and provided to the student’s paper ends up nowhere. I don’t know if my students read it or take it seriously to improve the future work. I feel I need a dedicated personal communication channel throughout the semester with each student. I put one student in one group. In the personal forum, I follow up with each student after they get the assignment feedback and check their understanding and the improvement plan.

30. Looking Ahead Faculty Mentors – Continue and expanding
Apple TV – beyond AirSketch
More Moodle plugins
iPAL iclicker (build-in clickers in Moodle)
ePortfolio
The above are some practices that Lasell faculty used to flip the classroom with the help of Moodle, mobile technology, and Web2.0 tools. Moving forward, we will continue to expand our faculty mentor program, because we have seen this model’s great impact; we also plan to maximize the iPad use in the classroom. AppleTV will be installed in some classrooms by request. While currently airSketch could only work for image files or PDF files, AppleTV will enable any app to project to the projector screen while the instructor move in mobile. In addition, we plan to bring more plugins to Moodle to enhance Moodle’s capability. For example, bringing in the iPAL clicker plugin, so students could participate in voting inside Moodle; and integrating ePortfolio into Moodle in order to accommodate students’ portfolio development need.

31. Questions?
Welcome to any questions.
Please offer your evaluation to the link at the last page. Thank you.
Please submit the workshop evaluation to: bit.ly/nercomp_moodle13