I used to hate Twitter until I started loving it

I opened my Twitter account in late 2007, about a year after the company started. I wrote my first tweet in early January 2008. I must have gotten inspired and posted another one 3 months later, after the twins were born. Then silence. In that time, the company and its brand grew like crazy. Celebrities were battling to see who could get the most followers. Athletes were displaying their intelligence for all the world to behold. People were losing their jobs over ill-advised tweets. One reporter even used it to tattle on the President for saying, "jackass." And all this time, I refused to use it. It wasn't just refusal, but a complete loss for any real reason to use it other than feeding my ego and trying to look hip. I will just come out and say it, "I hated Twitter," and I refused to use it.

Yet, I still managed to get 31 followers. This is approximately 1 million less than Ashton Kutcher, but it still feels like a lot. I actually know most of the people who follow me, and I wonder if they are disappointed that I don't post more. Probably not. To date, I follow no one on Twitter. I have no idea how clever Jimmy Fallon, Conan O'Brien, or Ellen DeGeneres are because I don't read their tweets. I assume they are just as clever in 140 characters as they are in 1 hour on television.

Fast forward to Spring 2013. I am teaching several classes at a wonderful private university in Fort Worth. I have many students and many, many papers to grade. I am constantly getting e-mails, and I constantly have information I need to e-mail my students. Our learning management system has an announcement tool and mass e-mail function, but they don't work great. Some of the students don't check eCollege very often, and my mass e-mails to the class many times end up in the Spam folder. The announcement tool is clunky, and it takes about 10 clicks and a login to post something, and that is just for one class. Yet, several of my students suggest, quite honestly, that they would like to get more frequent updates about events and assignments, especially when items were posted to the grade book.

Clearly, I needed to do something different. Enter Twitter. It hit me one day that I could just as easily post something to Twitter and embed a widget on the home page of my course eCollege shell. Now I can post announcements from my phone, iPad, or MacBook, and they immediately go to the feed on my homepage. No logging in. No saving. No e-mailing students to announce a new announcement. The students can actually follow me on Twitter or subscribe to my Tweets. I will confess this is probably the one area of technology where I can honesty say they know more than me. Whatever they do, they can get my announcements and updates in a format that works for them. If they prefer to check eCollege, that works. If they like to get updates via e-mail, they can get that. If they want push notifications on their phone, foggedaboudit. Services like Twitter take the content and let users decide what they want to do with it and how they choose to receive it. Since the process is so easy, I'm much more likely to post class announcements than if I know I need a 5-10 minute block. The 140 character limit forces me to be concise. No more wordy, rambling announcements with 20 updates and 10 links. The announcements are short, simple and easy to remember. I can also include links to other documents or resources.

So, I do not consider myself a "tweeter," but I have found a use for this tool 5 years after creating my account. I am eager to see how this works when I start using it from the onset of the semester. I don't think it will lead to better learning or more student engagement, but it will keep me connected to the class in a way that makes sense to them. And if there is less complaining, I'm in.

iPad Mini-Projects in a Lecture Course

When my college got a cart with 20 iPads, I began brimming with ideas. I had been teaching in a computer lab for about 7 years, and there were many ideas I had always wanted to try on tablets and mobile devices.

Computer labs can be a challenging place to teach, and I must admit I am still not completely comfortable having to remind students repeatedly to stop looking at Facebook or Zappos. There are many activities you can do in a technology-enriched classroom, but it takes some time and careful planning to teach the students how to carefully move media from a camera to a computer to the cloud to a different computer and back to the cloud. Some of my students never become quite comfortable with storing and retrieving their data from multiple devices, even though the technology is advanced enough nowadays to make the process seamless.

An environment which is even harder to teach in than a computer lab is a large lecture hall. Until last fall, the largest class I had ever taught was about 30 students. This all changed when I began teaching the course for my college intended to orient early-career students to the big, wide world of education. This class is primarily made up of freshmen and sophomores, and they are a mix of education majors and folks from other programs seeking an elective. The class meets for two hours, three days per week. I typically facilitate lecture/discussion on Monday, Wednesday is spent in schools observing teachers and students, and Friday is a lab with more discussion, presentations, and other activities. Needless to say, this class is its own planet with quite a bit of gravitational pull.

Teaching this class presented many challenges, but the most immediate to me as professor on record was to make the Monday lecture/discussion not so brutal. Here are a few facts you may or may not know about college students :

1. Their primary objective is to earn a high grade. This is particularly true at a private university.
2. This objective tends to keep the students' focus on points, scores, and averages.
3. This tends to divert their attention away from learning for the purpose of mastery.
4. Class time, therefore, is seen as something required to help them meet their objective.

This becomes challenging because anything the students perceive will not be on a test or included in a paper becomes unnecessary, in their opinion. So for me, the goal has been to make the Monday class meetings something the students want to do rather than have to do.

One method I have used is mini-projects with the class iPad cart. I didn't want to burn the students out with these projects, but I had a few ideas I had used on a smaller scale. I was ready to try them on a larger scale with more students. My iPad mini-projects this semester included:

1. Short Public Service Announcement videos about risky behaviors many students try in school. The students got into groups of 3-4 and made a short PSA about the risky behavior they were given (e.g., drugs, alcohol, delinquency, pregnancy, STDs, and cheating. They had to include at least two statistics we discussed in class, and the video had to include everyone in the group. They uploaded the videos to a common Google Drive account, and I made the videos available for each student to view.
2. Group wiki about the hard decisions school districts must make about funding and cutting programs. Each group played School Budget Hold'Em, then reflected about their decisions on a wiki. The iPads turned out to be not so great at editing a wiki, but thankfully many of the students bring their laptops to class.
3. Thank You video to participating school. The students in this class, in addition to hearing me pontificate each week about the mysteries of education, observed in local schools for an hour each week. I put them in groups and had them record short thank you messages, which I edited into one video. I then sent the final video the schools, which I assume they enjoyed but I don't really know for sure.
4. 5 Picture Charades about the various philosophies of education. They worked in teams and tried to portray a different philosophy of education (traditional, progressive, existential, and critical) in 5 pictures. All I have to say is, students can be very creative when they want to.
5. Flipped lesson outlining the lesson sequence using Educreations. The students were given relatively easy topics, such as long division, simple machines, branches of government, and subject/predicate, and instructed to create a short lesson for students. One of the requirements was to label each section of the lesson (activate background knowledge, state objectives, explain the concept or skill, guided practice, independent practice), which I think was one of the key parts of this project. The students thought the main take-away was learning how hard it is to explain things succinctly and accurately. I still find that challenging with my own children.

I learned a lot about using iPads with a large class in a lecture hall setting. There were a lot of challenges and mistakes, but not as many as I would have predicted. As technology usually goes, my hiccups came in places I didn't predict. I think the students received this projects pretty openly, and their products were very good for the most part. The other challenge was finding time to watch and read their creations. 20, 2 minute PSA videos can take a lot of time to get through, especially when you add in transition and loading time. I will have to think of a way to do this better. These activities definitely stretched me and increased my own skill set, and I am eager to try it again in the fall.

Mission Control

I have always been one of those teachers who likes to show a lot of stuff on the screen. Before projectors, I displayed graphs, charts, images, and graphic organizers using a TV or overhead projector. I have always loved supporting what I have to say with visuals. So, it should come as no surprise that my computer, or any computer, is a necessary resource for my teaching.

I also like to switch back and forth between media. I am that guy who always has about 10 tabs open in a browser, and an addition 5 programs running on my computer. I switch between slides to documents to video to applications. I'm sure this drives my students crazy, but they get used to it. One thing I never got used to was being trapped behind my computer while I teach. I am definitely not one of these roam-the-room types, but I don't like to stand behind my computer and constantly have to look down at my screen. Since I utilize far more tools than just PPT, the little clicker thing never really worked for me. What I have always wanted is a miniature control panel that fits in one hand and allows me to switch seamlessly between apps and media, and even mark up that media for emphasis.

Well, during the Fall semester this capability literally fell at my doorstep when my department bought me an iPad. I had always wanted to use an iPad, but I didn't want to spend the money. I tend to be a late adopter when it comes to new devices. Anyway, I got the news from my dean that I would be getting an iPad, so I began researching ways to use it as a mission control for teaching.

Mirroring

My first task was to figure out how to mirror my iPad on the screen of my MacBook Pro. I discovered there are basically two ways to do this. You can use the iPad as a remote desktop and control the computer using the device. I tried PocketCloud, Doceri, and Splashtop 2. PocketCloud never really worked for me. I would be logged in, but I would have trouble connecting my two devices. Doceri worked pretty well, and even allowed me to mark up the screen, but it cost money and I didn't really like trying to find things on the screen. Besides, I was far more interested in teaching from the iPad apps than I was using the programs on my computer. Splashtop actually works really well, and I was able to get it for free. However, it is still just a remote view of my computer, which is not what I want. I much prefer the interface and ease of use of the iPad.

To keep this short, I settled on AirServer to mirror my iPad on my MacBook. There are a couple of programs that do this, and I liked this one best after downloading a couple of demos. AirServer fools your iPad into thinking your MacBook is an Apple TV, so you can use the built-in AirPlay to wirelessly mirror your device. For AirServer to work, your MacBook and iPad must be on the same wireless network. My university is very strict when it comes to using the wireless network, so this kind of thing is blocked. I found out, however, that I can pair my MacBook with my iPad using Bluetooth, and it works just the same. The only hiccup is when I try to stream video from the iPad to the MacBook via Bluetooth. It almost always freezes, so I have started playing video files directly from the hard drive. Other than that, this is a great solution that has not failed me yet.

Apps

The next thing I had to do -- and I am still doing -- is find apps that enable me to enhance my teaching with the iPad. I mean, if there is no value added, then why spend $12 for AirServer and bother figuring out how to mirror the display? I did quite a bit of reading and researching different apps that do the things I want to do in my classes, and I have found a pretty nice set that I rely on regularly. Here they are by category.

Presentation Slides

• SlideShark: Easy to import and sync from the cloud, and maintains animations and formatting
• Explain Everything: A nice combo of slides and an interactive whiteboard. Also lets me record my talk and upload it directly to Google Drive or YouTube (which I have yet to do.) By the way, when I Google "explain everything," it gives me a definition for the word "everything." Now that's pretty funny.

Cloud Syncing

• SugarSync: This lets me sync everything (that I want) from my computer to the cloud. I can then access it from the iPad and send it to just about any app.
• Google Drive: This basically does the same thing, with the added bonus of displaying Google Docs, which I use a lot. This interface is also much better for images and PDFs.

Student Engagement

• Socrative: This is a clicker app that still just blows my mind. I hope it stays free forever, but I'm sure it won't. I can send out quick polls to my class, both forced-response and open-ended. I can also create quizzes and exit tickets, and have the results e-mailed to me in a spreadsheet. I will probably write exclusively about this app later.

In order to demonstrate how this works, I have created a short video of how I move between apps during one of my class meetings. This is unedited, but you will get the point.

"I used to think I was good at explaining stuff ... "

I've taken a hiatus from this blog since August 28. I actually have started three other posts that I abandoned for various reasons. Well, now I'm back. For now.

This year as I began my new position, I was given access to a whole new variety of digital tools. At UNT, it was digital fabrication and energy monitoring. I had enough devices to give one per group of students, which meant I could do some really cool things. It's a lot of fun teaching project-based learning to future teachers when you have the tools to do it. Of course, there were other things we didn't have at UNT, like interactive whiteboards and mobile devices (specifically, iPads). So, there were some other important skills that were hard to teach.

At TCU, I don't have the project-based learning tools, but I do have an interactive whiteboard, my own iPad and cart of 20 iPads for students to use in class. This has opened up a whole new domain of learning and teaching with technology. I have been able to do activities with my classes I thought I would never be able to teach. My goal over the course of the next several weeks (months?) is to post some of these activities, along with examples from students.

The first activity I would like to talk about is Flipped Classroom lessons using Educreations. I have been piloting several of these Digital Whiteboard apps, such as Show Me, Explain Everything, and Knowmia, and Educreations was the best fit for this activity. Show Me also would have been a good fit for my activity because it instantly syncs lessons to the Cloud and you can access the video files from a browser. Additionally, it lets you download a copy of the video file to your computer in case you want to do additional editing or combine lessons. Educreations does not have this capability yet. As a side note, Explain Everything (paid) and Knowmia (free) are very robust tools and worth learning. They allow you to import and export media and projects to other Cloud services like DropBox, Google Drive, Evernote, and Box. There are many tools for presenting content, including embedding web pages, video, and audio files.

For this activity, I gave the students three "badges" they were to earn: video editing, screencasting and a flipped lesson. The idea behind the flipped lesson is that students present content to students to watch and learn at home with the intention of doing more collaborative, hands-on activities at school when everyone is in the same room. The students worked in pairs to create and record a short lesson, which they later uploaded to the class Educreations account.

Beyond the simple interface of the tool and how fun it was to create mini-lessons, I knew this was the only way for my students to see the importance of developing this competency as a future teacher. The students commented on how great it would be to create examples for how to correctly work math problems, edit their writing, convey science and social studies concepts that students and parents could watch at home during homework time. This is usually when students have questions, and many parents feel frustrated trying to help their children. I can't speak for everyone, but I routinely would tell my dad, "But that's not how the TEACHER did it!"

An added benefit for this activity is that students got to practice explaining academic concepts at a level their students could understand. You really have to think about such aspects as pacing, language, examples and sequence when you are planning these lessons. The students were able to practice presenting to students without dealing with some of the environmental factors that often stump early-career teachers, such as crowd control and limited attention spans. As one student explained, "I used to think I was good at explaining stuff, but this activity really forced me to think about what I was saying and how fast I talk." Even though this was not my intention, the class got an impromptu lesson on micro-teaching.

I plan on integrating this strategy into my classes many more times in the coming semester. Ideally, I could work with a teacher (or two or three) and have my students create mini-lessons based on the content being address in the schools. My students would get experience teaching lessons in a concise, understandable way, and the teachers and students would have resources to utilize at home. An added benefit would be feedback from teachers and students about the quality of their lessons and explanations. We'll see how this goes.

To see some examples created by students in my class, visit our Educreations page.

Connected to what?

I've had this thought more than once during the past few weeks: What if I delete my Facebook account? I have no real reason to delete it, and I certainly have nothing against Zuckerberg or the company (though recent history has definitely exposed his true business sense). I haven't posted anything I'm trying to hide, and there is no one in my Friend list who I believe to be a liability. So, what is the source of these feelings?

Hollowness.

That is the feeling I am left with when I look at Facebook. To me, it is a very hollow. I know it is not that way for everyone, such as my sister who is very involved in playing various games with several of her friends. I know many people who chit-chat back and forth with their friends all day, as if they were in the same room. I think this is great, but it's not the experience I have had. I'm not sure it's the experience I want to have.

The obvious advantages to Facebook are the networking and being able to see what people are up to (assuming they choose to share their lives) without having to ask. Networking, especially in this day and age, is a benefit. It's nice to have a central place where you can send people messages, knowing it will go directly into the e-mail inbox. It's also frustrating when you never get a response from someone, knowing your message went directly into their e-mail inbox. To this end, I would say this has been my main use of Facebook.

Facebook also does a nice job of keeping people who would not ordinarily be in your consciousness in your consciousness. Stalking, lurking or whatever you want to call it probably is not a benefit, except for those moments when you think, "I wonder whatever happened to old So-and-so," then you proceed to find him or her on Facebook, only to discover he lives in Peoria, Illinois and sells sand to hourglass companies. "Oh," you think to yourself, and move on. But at least old So-and-so is in your thoughts in some way, which is a way to stay connected to your past, I guess.

For me, the hollowness comes from knowing there are many people in my Friends list who want to know about me but aren't really interested in knowing me anymore. They want to have a connection to me in case I ever come in handy but they aren't committed enough to actually connect. I have a handful of friends who actually do write back, chit-chat or want to get together from time to time, but I am starting to think those are the friends I would have stayed in touch with even if there were no Facebook.

Like I said, hollow.

The main question for me, however, is not the impact this 21st century digitally-driven social networking has on me. I'm a grown-up with a great job, wonderful family and sense of purpose in life. I can deal with a little hollowness. The bigger question is how does this type of connecting affect people who have never known anything else? How are my children going to define friendship? Will they grow up thinking that people are information you need to simply find out? That once you know the person's information, you "know" that person? Will they believe the lie that you are what you share? Will they feel compelled to tweet, update, instragram or whatever every single experience they've had, or even worse, manufacture experiences just because they think they'll make for a good tweet, instragram or update?

When I think about the true friends in my life, I think of inside jokes, mountain adventures, long stories to fill long bus rides to school events, secret pacts made by a campfire, calling each other over college breaks to find time to hang out. I think about talking over dinner, serving together with someone other than ourselves in mind, playing phone tag for weeks until one of us catches the other person at home, road trips. Friendships should be so heavy with shared experiences they leave a wake in our past that never really dissipates.

I'm sure my children will use Facebook (or something like it), but I am starting to believe I will have to be purposeful if I hope to keep it from becoming the central piece in their social lives. Lives are more than data, and connection is more than updates. One way to help with this is to keep my account open and use it responsibly. And Friend them when they're old enough.

Guest Blogging in the U.S.A.

The following post is something I wrote as a guest blogger on Wes Fryer's popular blog, Moving at the Speed of Creativity. My contribution will be posted on June 21.

The satisfaction to be derived from success in a great constructive enterprise is one of the most massive that life has to offer.

-Bertrand Russell

The first time I remember “creating” something for a school assignment was in 3rd grade. Up until this point, what I remember about school involved completing worksheets at my desk, reading from various texts in front of the whole class, and being placed in groups based on my ability in math and reading. This all changed in Mr. Beaver’s class, my 3rd grade teacher.

Mr. Beaver involved his students in various activities and challenges, most of which required us to build something with materials we found at home. He would come into class one day and toss out some ambiguous statement as if it were a hook with a worm: “My daughter bought a kite this weekend, and it works pretty well. I wonder if she could have built a kite out of supplies she found at home. Nah, probably not. That’s too hard for someone her age.” This was just enough for a few of us to go home and try to prove him wrong. During the school year, we had several projects that involved creating things: electromagnets, dioramas, kites, maps. For a kid who liked making stuff anyway, it was a fun year in school.

This experience probably planted the seed in my mind that projects are a fun and engaging way to learn. As a teacher, I tried to implement several different projects throughout the year, and now I spend a fair amount of time helping other teachers design and implement student projects in their classrooms.

Most of the work I have done in recent years has centered around digital media: teachers helping students combine images, audio, video and/or text to express their learning through such products as digital stories, documentaries, podcasts, virtual museums and comics. More recently, however, I have been involved in projects that cross over from digital media to physical media, otherwise known as digital fabrication or desktop engineering.

The focus of this initiative, under the direction of Glen Bull at the University of Virginia, is to teach students to apply math, science, engineering and technology skills and concepts to real-world problems. Students create digital models of objects such as electrical circuits, windmills, and gears, print and cut them using special equipment, then construct the components into a physical object. This short video describes the process of digital fabrication.

The concept of creating virtual 3D representations of objects before creating the physical object is not new. Many of the things we use everyday - cars, homes, buildings, city plans, electronics, and aircraft - were first designed and tested in a virtual environment before the physical object was ever built. Similar to storyboarding in movies and game design, virtual models help designers test and troubleshoot their products without making potentially costly mistakes that waste resources. As teachers, we want our students to be problem solvers and identify areas for improvement early in a process rather than later.

An integral part of this initiative has been training teachers - both in-service and preservice - how to integrate engineering and fabrication activities into their existing curriculum. Our research has confirmed a line of previous studies that many in-service and preservice teachers, especially at the elementary level, lack confidence when it comes to teaching math and science. This can be a barrier when it comes to encouraging teachers to create engineering design projects for their students. In response to this problem, we have been replicating engineering design projects being done with 4-5 grade students in Virginia with preservice teachers in North Texas.

If you are interested in reading examples about digital fabrication in a teacher education course, I have provided a few for you here:

• Teaching Virtual Design in a Physical World
• Implementing Digital Fabrication
• Digital Fabrication, take two

The University of Virginia also has a wealth of resources on this topic, which can be accessed for free on the Make to Learn website. Most of these activities do not require a Silhouette cutting machine and have been successfully implemented in some classrooms with nothing more than scissors. I have also found some excellent activities at robives.com, but I have yet to try any of them with students or teachers.

My hope is that sharing some of the work being done in the area of desktop engineering with a larger audience will generate some interest in doing this type of work in the classroom. This initiative is in its infancy, yet it has already attracted quite a bit of attention and buy-in from several school districts, universities and the National Science Foundation. The need for our students to be creators, thinkers and innovators has never been greater, and there seems to be no better way to foster these qualities than to engage students in activities that require creativity, thinking and innovation. Students already have a reputation for being massive consumers of digital media and other technological innovations, and they are one of the largest groups to create and share digital content. Now, with the emergence of desktop engineering we have the resources at our fingertips to help them discover the relationship between virtual and physical media and further explore what it means to play with media.

Why digital text is here stay

As if anyone would even argue this point, I just had a flash that served as one more reminder why digital text is here to stay. This is also why The Cloud is here to stay, and why eReaders are here to stay, and why the discipline of close reading is here to stay. Here's what happened.

I was crafting an e-mail to a friend about a possible digital media study this upcoming fall. In my message, I decided to mention Jonah Lehrer's book ... again. Have I told you about his book, Imagine, lately? Do you need the hyperlink so you can buy it? Am I a sycophant yet? Anyway, there was a phrase from his book that I wanted to use (i.e., claim as my own), but I couldn't remember it. I reached to get my Kindle, and realized it was at home, as are all of my other devices that have this book on it. So, I looked up Kindle on Google, and found out they have a Cloud Reader for computers. Why wouldn't they? I mean, Amazon can sync my other devices so that when I put one down and pick up another later on, I start reading right where I left off. In a matter of 5 or so clicks, I was looking at Lehrer's book at the exact place where I stopped reading last night. I located the phrase (meta-idea), and went right back to my e-mail. Actually, I came right to my blog, then I will get back to my e-mail ... after lunch.

This kind of thing was not even possible a few years ago. If I needed to look at something in a book, I had to either bring the book with me or wait until I got home, to my office, etc. Now I have every book I own (in digital format) right in front of me whenever I need to look something up. I don't think I will ever buy another printed book again. I'm sure publishers will still send me copies of books to review, but if they ever give me the option, I want the eBook. It's important to note, I still had to read the eBook. If I want to make a note, I have to actually make the note. If something in one book makes me think of something in another book, I have to be disciplined enough to write it down before I forget. The eBook (or any digital media, for that matter) does not do the thinking for you, but boy oh boy, does it change the way I approach my scholarship. I love the Web because I find all kinds of resources I never knew existed, but what I really love is to be able to reference those resources I have already read, thought about, re-read, took notes on, and integrated into my existing knowledge base. The perfect storm of taking the time to sit still and read something, mixed with ubiquitous access when I can't remember a phrase or term or quotation. It's the epitome of distributed cognition, to me.

Oh, and my back doesn't hurt anymore from lugging around all those books.

Podcasting and Learning

I've been orbiting and occupying this big ol' Ed Techy world for quite a long time. So, I've read countless papers, proposals, articles, and chapters on "Why my media is better for learning than your media." I've studied this from a cognitive, social, motivational, and developmental perspective, and I am still not convinced that one medium is better for learning than any other. I do believe that all media have different affordances that make them better-suited for certain contexts, learning styles or learning tasks. Needless to say, I've done (and continue to do) my homework  on this one, and I get a little annoyed when people who just perhaps haven't done as much homework on this topic make blanket statements like this one:

 A new study found that students who listen to lectures on podcasts test better than those who listen in class. (You can read the entire article here.)

The "new study" in question is taken from a 2009 article in New Scientist, and it's reporting on a study done in the same year by Dani McKinney. I found these links in a 2012 blog post by Michael Hyatt. My issue is not with bloggers quoting bloggers quoting bloggers, some of whom don't understand educational technology research. The problem I have with this quote, and those like it, is that it is stated as if this were "proven" fact. Here are some things to consider when reading results from this type of research:

1. Learning is complex and influenced by many, many factors: motivation, engagement, prior knowledge, environment, aptitude AND delivery method. To say that students who listen to a podcast at home will score better on a test than those who come to class and listen to the lecture is absurd. This can lead to all kinds of misconceptions about learning, multi-tasking, learning styles and media. "You can learn astrophysics while washing the dishes and updating your Facebook status!"
2. Most educational technology research studies have a long list of limitations. The findings are almost always limited to the study in question, with some suggestions on how to scale it up or replicate the results. This is called "job security" for us academic types.
3. Teacher-created exams may not be the best measure for student learning. Sure, they're great for assigning grades, but they are often mismatched with the learning objectives, and if they are multiple choice, there's a chance the students could guess and get the right answer. The test items may also be written in such a way that it is easy to eliminate answer choices and choose the right one without really knowing the material. I did not read the entire research article, so I will not make any judgments about this instructor's exam.

Online and hybrid learning environments are here to stay, and the research into best practices and learning outcomes for this model of teaching will only get broader and better. Studies such as the one I reference above are an important part in this process and must be done. Any research study should produce more questions than answers, which this one obviously did (Do podcast lectures have the same effect over an entire semester?) But please, if you are going to quote studies like this, look at the original research article and temper your statements with a qualifier or two. Michael Hyatt and Mile Elgan have thousands and thousands of readers. If I go back and read this tonight, I will have one. People believe what they read, and they especially believe what they read when they WANT to believe it. If you want to do better on tests, or learn something new, try the time-tested strategy of applying yourself and taking ownership of your learning. Don't expect media, podcasts or otherwise, to do for you what you aren't willing to do for yourself.

Wikispaces: One-stop shopping for digital learning

In the past several years, I have come to rely on Web-based website builders quite extensively in my teaching. I typically use Google Sites for the bulk of my Web content with my classes, and it has always been very reliable. I have noticed lately that the editor doesn't always load in the newest versions of Firefox. This isn't a big deal because I can jump over to Safari and finish whatever edits I need to do.

Anyway, what started as a way to write lesson plans without having to move files with me wherever I went has evolved into a complete lecture management tool. I started using SeedWiki circa. 2005 because I found myself planning my lectures at odd times, using a host of different computers. Using a wiki was a perfect solution because I could log in from anywhere and pick up where I had left off. I also liked the wiki because I could paste links and other resources directly into the page. It was a great tool.

Eventually, I started giving my class the link to my lecture notes in SeedWiki, and it wasn't long before I was using the wiki as the hub to my class meetings. I got this idea, in part, from someone else, and though I have switched tools I still use this method for managing class meetings. Some of the basics methods that I use a wiki for include:

• Time management: I would organize each section of the class meeting using cells in a table, including the amount of time I thought we would spend on each section. Each section of the class meeting has relevant links, embedded videos, documents, etc.
• Collaborative Learning: Keeping track of group work and collaborative learning can be a nightmare. One area of my teaching that I noticed was in serious need of improvement was keeping the class on track during group discussions. We've all seen this technique used, and it did not come naturally to me. What I noticed in many instances was that the students would spend about 60 seconds discussing the topic, then they would digress into conversation and have nothing to show for their work. Essentially, group discussions lacked accountability and there was no incentive for staying on task. What I began to do, and do to this day, is determine ahead of time how many groups the class would be divided into and create that many pages as part of the class wiki. Each group would then summarize their discussion on the assigned page. I was able to get creative too, throwing in such tasks as finding a random picture on the web, or finding a movie clip that corresponded to their main idea. As soon as the group clicked save, I was able to display their summary to the rest of the class. I had a built-in record of what each group talked about, and because anyone could edit the page, no sign-in was required.
• Lecture Archive: Because everything that we covered, as well as what we did in class, was saved to the wiki for that day, I had a detailed archive of the class meeting. More detailed than I could have created on my own because the class helped me do it. So, when a student would come to class and ask that question that all professors love to hear ("Did we cover anything important last week?"), I could point them to the wiki and tell them that EVERYTHING on the page for that day is important.

About the time that SeedWiki went under, Google Sites (which used to be JotSpot) came around. I was already a big Gmail and Google Docs user at this point, so it made sense to start using Google Sites to manage my lecture notes. The tool itself is very stable and easy to use, but it was not ideal for collaborative learning. Students had to have Google Account and be added one-by-one to the Site before they could log in and participate in the learning activities. This may not sound like a big deal, but there were just enough moving parts that it became a nuisance. Remember, college students are basically high school students with no curfew and more access to beer, and many of them are not good at keeping track of their information. Just to give my students permission to co-edit the class Site, they had to:

1. Open a Google Account
2. Send me the e-mail address they used to open the Google Account
3. Respond to my invitation to join the class Google Site
4. Remember their log in information

When you go to start a class activity and half the class can't access the Site, it gets pretty frustrating. UVa eventually moved to Google Apps for student e-mail accounts, so this reduced some of the friction, but it was still very clunky. In Google Sites' defense, I don't think they ever intended for the tool to be used in this way, and restricting editing access to only those with permission is a security measure.

Recently, I rediscovered Wikispaces, and I think the tool has come along to point where I will start using it exclusively for all of my lecture management needs. I typically use Wikispaces about twice per semester with each of my classes, but I am starting to see how it is much more effective than Google Sites for use in a learning environment. First of all, the teacher can add users to a wiki in bulk. All you do is create  a spreadsheet with usernames and passwords, and upload it to the wiki. Students then have access to the wiki, and they didn't have to sign up or respond to a confirmation e-mail. This option is superior to making the wiki editable by anyone, as you will see later.

Second, you can create Projects within the wiki. These projects are partitioned off from the rest of wiki, making it much easier to manage each activity. Otherwise, the list of your wiki's pages gets to be pretty burdensome and hard to manage. Every time you create a new project, you can drag-n-drop the names of students into different teams, or you can let Wikispaces randomly assign students to teams. This is great for mixing up student groupings and getting students out of their comfort zones. The alternative is letting the students always pick their own groups and essentially work with the same people all semester.

Finally, there is a Discussion tab for each page, which you can use in several different ways. You can have students follow up with group projects by discussing key questions in a back channel. I haven't used this particular feature much, but I plan on using it more.

There are many reasons to use a wiki to manage your class meetings, some of which I have discussed here. What are some other ways you have used a wiki as part of your teaching?

The 15-minute Experiment

One tool I have used with students for several years is a wiki. I have personally used wikis for group work, class websites and digital portfolios. However, I have had a hard time coming up with a good activities for my students that really demonstrate the affordances of a wiki (group editing, version history, comments and discussion, etc.) beyond the ability to just create a web page. In fact, my experiences were always similar to Melissa Cole, who had a lot of great ideas for using a wiki in her class but struggled to get buy-in from her class. I have had the same problem in the past, where I would set up a semester-long collaborative project for students to build a collective knowledge base. These projects always started out strong before interest fizzled after a few weeks. One interesting piece from Cole's article was the brief taxonomy of wiki usage, taken from Tonkin (2005):

1. Single-user. This allows individual students to write and edit their own thoughts and is useful for revision and monitoring changes in understanding over time.
2. Lab book. This enables students to peer review notes kept online by adding, for example, commentary or annotations to existing lecture notes or seminar discussions.
3. Collaborative writing. This can be used by a team for joint research such as a group project, essay or presentation.
4. Creating a topical knowledge repository for a module cohort. Through collaborative entries students create course content that supplements and extends delivered material.

I don't think this list is exhaustive, but it got me to thinking. How could I show my students the power of collective knowledge without giving them a project that would drag on forever, while harnessing knowledge each student currently possessed?

Well, I came up with the following idea:

Imagine you were each asked to speak to a group of students new to UNT about tips for being successful in their first semester. In other words, what do you wish you had known as an incoming student? Chances are you could come up with several good tips. But what would happen if three or four of you collaborated on the same talk? You would probably be able to come up with an even better list of suggestions for incoming students. What you will do in the next 15 minutes is collectively tap into your knowledge and experience and provide incoming students with a knowledge base that might be helpful to their transition to UNT (assuming they take your advice).

The result was this wiki, which I created using WikiSpaces. The end result is not totally impressive, and you can see that some of the students took this opportunity to be kind of silly (which I can relate to ... I was always that kid in the class). But what was interesting was the reaction from many of the students when we debriefed about this activity. For most of them, they got it. They were able to see in a  short amount of time that many people can collectively put their heads together and create something useful (e.g., Wikipedia, though that experiment has taken many years to create).

On the technical side, there was quite a lot of work I had to do beforehand to make this experiment truly 15 minutes. Here is the rundown:

1. Set up the wiki
2. I took advantage of the free teacher upgrade, which allowed me to add users in bulk. This takes about a day to do, since wikispaces wants to verify your .edu or k12 e-mail address.
3. Created a CSV file with a username and password for each of my students.
4. Uploaded the file and created the student accounts.
5. Distributed the usernames and passwords to my class (via Moodle)

I demonstrated this process to the class as well, in case they wanted to try it themselves. I think this is an activity I will include in the future, and I may even have my students edit or add to the existing entries in addition to creating their own. I may have to find a new topic before long if this one becomes saturated, but I think there are still several topics that haven't been addressed.

So, how do you use wikis in your teaching?