I Homewood Prepares for Blackboard Migration
Course management system update
II The CER Introduces The Innovative Instructor Series
Monthly articles on groundbreaking teaching practices at Hopkins
III Faculty Spotlights: Steven David, Professor and Vice Dean for Programs and Centers, Department of Political Science, and Richard Shingles, Lecturer, Department of Biology
A continuing series on teaching success stories on the Homewood campus
IV New ISIS Feature: Downloadable Photo Roster
Get to know your students’ names and faces
V Expanding Course Recording Methods at JHU from Podcasting to Webcasting
Capture both the sonic and the visual elements of your lecture
VI Teaching Portfolios: A Tool For The Academic Job Search
Create an online record of your pedagogical accomplishments
VII Effectively Using Images in Teaching
Explore the specialized image databases available at Hopkins
VIII Writing for Publication: Tools for Getting Started
A guide for authors from the Sheridan Libraries
I Homewood Prepares for Blackboard MigrationPlanning is underway for the migration from WebCT to Blackboard Version 9 for all Homewood courses. The CER is currently working with IT@JH to identify a small number of courses to be piloted during the spring 2010 semester. Full migration of Homewood courses will take place next summer in anticipation of the fall 2010 launch of the new system, when all courses will be in Blackboard and WebCT will be retired. To develop new training materials, the CER is collaborating with other JHU divisions* that are also migrating to Blackboard Version 9. Training resources will include ‘how-to’ guides, online video tutorials, and hands-on workshops for next spring and summer to help faculty with this transition. Please continue to check our website for updates on the transition process. As a reminder, WebCT will remain in place for academic year 2009-10. Please send an email to email@example.com to request a new course site for the spring and summer 2010 terms. And please send requests for any training activities or resources that you would like to have available for the migration to Blackboard 9. *In addition to the full-time programs of the Krieger and Whiting Schools, other JHU divisions migrating to Blackboard Version 9 next fall include: School of Medicine, School of Nursing, Carey School of Business, SAIS, and Peabody.
II The Innovative InstructorThe Innovative Instructor is a new series of articles on teaching excellence at Johns Hopkins University, produced by the CER. The goal of the series is to encourage conversation among members of the Hopkins community about effective teaching methods. All the articles are written by Hopkins faculty and campus instructional technology experts. Through the Innovative Instructor series, instructors can share successful strategies, learn about what their colleagues are doing in the classroom, and discover new resources and technologies for teaching use or for professional development. The Pedagogy articles profile a particular instructor to explore his or her innovative instructional approaches and successful strategies for teaching excellence. The Technology articles showcase emerging instructional technologies and provide details on how and why these new tools have been introduced at Hopkins. Finally, the Best Practice series is a practical digest that provide tips on using technologies and applying innovative instructional methods. Visit https://cer.jhu.edu/ii for more information and current articles. While visiting MSE Library, stop by the CER in the Garrett Room or the brochure stands by Café Q to pick up a copy. To learn more about this series or to propose an article, contact firstname.lastname@example.org or call Cheryl Wagner at 410-516-7181.
III Faculty Spotlights: Steven David, Professor and Vice Dean for Programs and Centers, Department of Political Science, and Richard Shingles, Lecturer, Department of BiologyThis special edition of Faculty Spotlight focuses on two podcasting professors at Hopkins and how the technology supports their teaching goals. Several courses at Homewood use the on-campus automated podcasting system. Visit http://podcasting.jhu.edu/ for more information, or contact Robert Byrd (410.516.3459, email@example.com) to discuss your podcasting needs. International Contemporary Politics - Steven David, Professor, Department of Political Science, Director of the Certificate Program in National Security Studies, and Vice Dean for Centers and Programs Prof. Steven David teaches a very popular large lecture course at Homewood.
CER: Why did you decide to begin podcasting your lectures?
SD: I didn’t initially intend to podcast my course. My teaching fellow played the audio files for me from the podcasting website. After I thought about it, I recognized the benefits to students and decided to continue making the lectures available online.
CER: What do you perceive as the benefits to students?
SD: It’s helpful that students have the luxury of listening to the lecture several times. I cover a lot of ground, and coming from New York, I talk quickly.
CER: Were you worried about attendance declining?
SD: I am not concerned about it. I haven’t noticed an impact on attendance compared to previous semesters I taught the course. However, I did become more aware of the stories and examples I share now that the lectures are available online.
General Biology – Professor Richard Shingles, Lecturer, Department of Biology One of the first courses podcasted on the Homewood campus is General Biology, for which course lectures have been available as a podcast since Spring 2006.
CER: Why did the General Biology faculty decide to begin podcasting their lectures?
RS: We saw podcasting as another way to support different learning styles. Some students are visual learners. Others learn best by listening. We also realized that lecture podcasts could facilitate students’ pre-exam review. Before we started podcasting our lectures, we had multiple students placing tape recorders at the teaching podium. Podcasting made the lecture recordings available to everyone.
CER: Do you have any sense of how many students access the podcasts and how they use it?
RS: From surveying our students on how they use different course resources, we found that about 15% of the students listen to all the podcasts, and 20% listen to online lectures occasionally. I believe a significant number listens to the whole lecture, typically a review before exams. But students also use the podcasts to check their notes if they miss something during class.
CER: What feedback do you receive from students?
RS: Podcasts are a critical component of the course. When podcasts aren’t available, we hear about it from the students. Any technology has its hiccups, but overall, it’s been a positive enhancement to our course. We also use the in-class voting technology to track attendance. This ensures that students show up to lecture and don’t rely solely on the podcasts. New York Times Article on Podcasting featuring interview with Prof. Shingles: http://www.nytimes.com/uwire/uwire_JUUJ02092007481452.html?ex=1249016400&en Former students offered these comments on Richard Shingles’s approach to teaching: "I listen to the podcasts every day they come out. I take messy notes in class, then come back home and listen to the podcasts when they get put onto the website, and then take neat notes and organize them into a notebook. I've never done better in any other class! The whole combination of having the podcasts, the lectures themselves, the slides, and being able to physically write down the notes onto paper covers all the bases of learning and retaining the information. It is often hard for me to remember things or stay focused, so having all of these options is really helpful. Having the podcasts is perfect. It's like having the professor teach me one-on-one. I like being able to pause, rewind, and fast forward through lectures and work at my own pace, instead of scribbling down notes and missing key information." "I learn mostly from listening, and hearing difficult chapters more than once really helps." "It's great for studying. I just put them on my iPod when I walk around campus or when I go for runs."
IV New ISIS Feature: Downloadable Photo RosterCan’t match a face and a name? It can be difficult to remember which student was the one who came to office hours, spoke to you in the hallway, or asked you that question from the third row last week. Hopkins instructors face the challenge of trying to learn the names of many new students each semester. To address this problem, ISIS has introduced a new feature that enables faculty to view and download a class roster in PDF format with photos, names, and email addresses for all students.
|How can I access this Photo Roster?
|Can I save or print this Photo Roster? Absolutely. From the opened Adobe file, simply click Save from the menu bar and save the roster to your computer. Want to take the Photo Roster to class? Simply click on the Printer Icon to print the Roster for convenient reference.|
|Can I create a Photo Roster for a combined roster? For combined rosters, you will need to access each section separately:
V Expanding Course Recording Methods at JHU from Podcasting to WebcastingIn addition to auto podcasting capabilities from Homewood’s touch screen teaching podiums, Hopkins Instructional Technology Facilities is now offering selected use of Sonic Foundry’s Mediasite, which goes beyond a simple audio podcast to provide a comprehensive video recording of the course speaker plus slides. This system enables Hopkins faculty to capture both the audio and visual components of a lecture and any computer-based elements used in class, such as PowerPoint slides or multimedia resources, Tablet PC notations, web browsing, etc. The Mediasite suite stitches these elements into a single webpage that can be accessed from any browser. The resulting resource is convenient for both students and professor. The video is time-stamped so that students may select specific portions of the lecture to review, much like the chapter search feature of a DVD menu. Faculty can easily access viewer statistics to see how many of their students are reviewing the material online. Currently, Hopkins Mediasite is offered on a first-come, first-served basis, with no usage fee for classes scheduled through the registrar. This semester, the system is being used in classes ranging from Professional Communication to Medical Imaging. For special events, student groups, meetings, and other applications, a nominal support and hosting fee is charged. Contact Sean Stanley (410.516.4249, firstname.lastname@example.org) for a demonstration or to discuss recording a class during the spring semester. For a directory of recorded presentations, visit http://mediasite.jhu.edu/.
VI Teaching Portfolios: A Tool For The Academic Job SearchFor graduate students entering the academic job market during these difficult times, a teaching portfolio can help a job seeker stand out in a competitive search process. The portfolio is a collection of information documenting an individual’s teaching experience and showcasing his or her philosophy of teaching. Evidence published in a portfolio might include:
- a teaching philosophy statement
- example tests or course activities
- course syllabi
- selective student evaluations
- video clips of the individual teaching
VII Using Images Effectively in Teaching
The strategic use of images in teaching and research can engage students who have grown up in a media-rich environment. While teaching with images has been at the core of disciplines like art history for decades, all disciplines can benefit from introducing visual materials into class lectures, assignments, exercises, and resources. Today’s students are surrounded by images and media in their everyday lives. As heavy Internet users, they are accustomed to accessing information in both textual and visual forms. Digital technology makes images more readily available and easy to incorporate into teaching and learning materials. Images can enrich presentation of abstract concepts or data clusters. Instructors have reported that their use of images in the classroom has led to increased student interactivity and discussion. Teaching with images can also help develop students’ visual literacy skills, which contributes to their overall critical thinking and lifelong learning. Finding appropriate images for teaching purposes, however, presents a challenge. Google Image Search, a frequently used technology, retrieves images based on the text appearing nearby or on the image file names. It can produce thousands of pages cluttered with images that have nothing to do with your subject. In addition, images posted to the web may have been taken out of context, or they may have incorrect attribution or data attached to them and may not be in the public domain. Also, images identified through Google are often of poor quality or insufficient resolution for classroom projection or printing. The Johns Hopkins Libraries provide access to a number of specialized image resources – such as ARTstor, Digital Image Database at JHU (DID@ JHU), and Accunet/AP Multimedia Archive – that provide downloadable, high-resolution images in a wide variety of subjects for educational use. The image databases available at Hopkins contain reliable information about the images and allow advanced search capabilities and filters. In addition to these databases, there are numerous websites with collections of images that are in the public domain or otherwise free to use. The library has developed a new LibGuide called Finding Images: http://guides.library.jhu.edu/images. The CER has a list of resources for free use images and other media on its website at: https://cer.jhu.edu/mediaresources.html. For more information or for individual assistance in becoming an effective image locator, contact Macie Hall in the CER at email@example.com or your Research Services Librarian.