Have you heard the term “phubbing?� It’s a combination of the word “phone� and “snubbing.� The distraction of technology is so preeminent in our minds as a society that we’re creating a whole new vocabulary set to describe it. So, not surprising then that instructors are looking for advice on this front. Managing technology use is a popular topic for the ed tech team, and we are often asked our opinion on instituting a “no technology policy� in class.

My first response to the question, “Should I institute a no laptop policy?â€� is that instructors need to do what works for them in their classrooms.ÌıThe classroom is your space to experiment in and to test out new strategies and ideas. There is nothing wrong with trying a new policy for a semester, critically analyzing the effects of it, and then modifying accordingly.

Here are some questions to consider if you are thinking of a no tech policy:ÌıÌı

• Do you want to spend time policing the policy? Creating a policy that you are not ready to enforce or act on doesn’t improve your credibility. The act of monitoring devices in your class and calling out students who have devices out can also distract from the learning environment.
• What is the bigger issue you are worried about? Is it students using technology, or is it students not paying attention in class to what you are teaching? Attention is important for learning, and while technology can distract, it can also be used to focus student’s attention on specific learning or collaboration tasks. Are there ways you could integrate devices instead of banning them?
• Do you like being without your technology? When you go to a meeting, do you bring your phone/laptop/tablet and engage with it at any point? Some people generally feel lost without their phones to help organize and structure their lives. Some people might need to be in regular contact with their devices, such as students who have children or students waiting to hear about a job or who have medical concerns.
• By cutting out devices, are you also cutting out important ways that devices can assist in learning? Some students might use devices to organize their thinking, to record critical information and to look up keywords. Some students might have a disability, such as a fine motor delay, and might need their laptop or device to take notes.

Once you’ve thought through your rationale and justifications for a no tech policy, consider the other strategies you could use to manage devices in your classroom. Perhaps there are alternatives to consider as well.

For instance, you could:

• Institute no-technology zones (i.e., if students are bringing devices, have them sit in a designated zone to minimize distracting others)
• Create learning opportunities specifically for devices, such as having students download a set of PowerPoint slides and filling them in as you talk, or having students do small group work and record notes on their conversation to add to a discussion forum in cuLearn.
• Ask your students for their input on how to manage technologies. Mention your concerns about tech and what you need from them in the classroom.ÌıRemind them of your goals for the course and of their reasons for being in class. Establish a policy together, such as a Course Terms of Engagement document that outlines appropriate class behaviour and class conduct overall (i.e., food/drinks in class, technology use, late entrances/early exits, etc.). Be sure that you also follow the Course Terms of Engagement though or this can cause resentment.
• Schedule in technology breaks. When you ask your students to put away their devices, let them know that a tech break will be coming up in XXX minutes, and that’s when they’ll be able to check their email/texts/messages.

There’s no right answer to the no tech policy question. I love this question though, and I’m always happy to hear instructors ask it because it’s really asking, “How can I make learning better?â€�ÌıAnd that’s perhaps the most valuable question of all.

Maybe it involves setting limits on technology, maybe it involves creating shared parameters for tech use, or maybe it involves integrating technology in a meaningful way.ÌıRegardless of the answer, the question is a critical one to ask yourself and to consider. You are guaranteed to see devices in your classroom in some way, why not make a plan for it?

If you want to discuss using technology in the classroom, or to learn more about the available educational technologies on campus, email us at edtech@carleton.ca or call us for an appointment at extension 4433.

Join us on Sept. 15 from 1-3 p.m. for a session that will provide an overview of the educational tools that are available and supported by the EDC.

This is not a hands-on workshop, but a critical-thinking-hat-on session. You’ll leave with an idea of some available teaching options, as well as an understanding of the variables that need to be considered when selecting technology and mode of course delivery.

I recently went to the at Michigan State University and attended a panel presentation with several instructors who are using the tool to increase student engagement and foster critical thinking in the classroom. I think it can be used as a powerful tool to support student learning, so I wanted to share what I learned!

ThingLink is an online platform that allows users to create interactive images by tagging and embedding different types of multimedia directly on to an image. You can see an example of a ThingLink presentation I made below:

I can see many different possibilities for using Thinglink to support student learning. One of the obvious uses for this tool would be for critical or visual analysis of an image. Using Thinglink, students can pinpoint and embed their analyses directly onto the image rather than having to describe in an accompanying text the location to which a certain analysis relates. Another useful application would be to use Thinglink as a presentation software. As a student presents, they can roll their mouse over each tag to showcase more information.

ThingLink might also be useful for students wanting to describe a physical space or object to others in a digital format. Not only can they tag specific locations in the visual space, but these tags can also include multimodal elements related to that area, providing a more in-depth and creative description.

Some quick facts about ThingLink:

• The is free to use. The presenters said that this version works just fine when their students use it for course assignments.
• ThingLink allows students to tag an image with text, web links, images, videos, audio recordings, Google utilities (Docs, Slides, Forms, Maps), social networking sites and more. For a complete list, check out their .
• Users can also using ThingLink.
• Students create a URL of their Thinglink to share with others. They can even embed their ThingLink into their .

My colleague, Mike Barker, who is the computer assisted language learning consulting analyst over at SLaLS, was also at the same CALICO session with me. Mike came up with some great examples of how a language instructor may use the tool in the classroom. I thought his examples would be helpful to share here:

• Find a map of downtown Rome and mark five locations you would like to visit along with a summary of each.
• Find a photograph that represents daily life in Tokyo and label it with at least 15 new vocabulary words.
• Find a video showing a Chinese cultural event or activity and label at least five important characteristics. Be sure to include a short description of why you consider it important.

Have Mike’s examples given you any inspiration for your own teaching? Do you think you might like to use ThingLink in your class? If so, I’d love to hear about it! If you have any questions or would like to discuss how to incorporate the tool into your course, send me an email at allie.davidson@carleton.ca or drop by the EDC at 410 Dunton Tower for a chat.

By: Maha Ansari, TLS staff writer

BigBlueButton is a dynamic learning tool that makes it possible for instructors and TAs to host live online classes and virtual office hours. The system boasts a wide variety of features, including a live chat window and an interactive whiteboard.

Erika Caceres is among the many students enrolled in courses that use ĞÓ°ÉÔ­´´â€™s BigBlueButton system. Caceres, who is studying Technology Innovation Management (TIM), says the system has provided easy access to her classes when she has been unable to access them live. For example, when her visa did not arrive on time, Caceres was able to begin taking the first few classes for her degree using BigBlueButton.

She says her own experiences highlight the usefulness of web-based courses and online learning tools and that even students who physically attend their classes can benefit from the system by using it to review course material.

“When I do not understand something from the classes, I can always come back and check through the system,� she says. “It’s really good when I need to review notes from the class, because I can go back … and check the videos and presentations.�

Another benefit Caceres says she has experienced with the BigBlueButton system is better communication with her instructors. When corresponding with her instructors online, Caceres says she is able to have “straight conversations,� in which complex subjects are made easy to understand.

Looking toward the future, Caceres says she hopes to continue taking courses that use the BigBlueButton system so that she can benefit from convenient online access to her course material and instructors to help her achieve academic success.

If you’re interested in learning more about how BigBlueButton can be incorporated into your classroom, register for our upcoming workshop Ìıon Feb. 10. You’ll discover how other instructors are using the tool as well as best practices and implementation steps.

The assessment sessions cover a wide range of topics related to assessment in higher education and bring a unique perspective from each of theÌıEDC’s educational development, educational technology and instructional design groups.ÌıFrom planning and implementing to feedback and grading, we hope these sessions answer some questions you many have about assessment and spark some ideas that you can incorporate into your teaching practice. If you have any questions or would like help implementing something in your courses, please follow up with us.

1. Assessment Planning: Why, When, What?Ìı
In this first of four sessions, EDC instructional designer Maristela Petrovic-Dzerdz tackled the fundamentals of this complex topic from a course design perspective, while answering the following questions:

• Why assess?
• When in the process of course design should we design assessment?
• What should we consider when designing assessment?
• When in the course should we perform assessment and for what purpose?
• What type of learning should we assess?

You’ll finish the session with refreshed ideas on a range of assessment categories, principles and purposes based on the most widely used strategies in course design.
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2. How To Assess? Live and Online Assessment Strategies
In this second of four sessions, EDC Educational Technology Consultant, Kirk Davies, analyzed several assessment strategies that can be implemented both in live and online courses, including:

• Formative in-class assessment (clickers)
• Group projects
• Peer review
• Submitting assignments
• ePortfolios and blogs

We also discussed possible challenges and concerns attributed to online assessment, including plagiarism, timing and technology.
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3. Digital Feedback: For Students and Instructors
In this thirdÌısession on assessment, EDC Educational Technology Consultant, Ryan Kuhne, looked at digital strategies for providing feedback, by both students on the course and by instructors on submitted assignments.ÌıProviding feedback helps instructors improve their teaching and helps students improve their learning.ÌıTopics covered include:

• The purpose of and motivation behind feedback
• Dimensions: timing, amount, mode and audience
• For students
  • Providing digital feedback on assignments (text, drawing, audio, video)
  • Creating course checkpoints
• For instructors
  • Learning analytics
  • Midterm feedback evaluation

Rich feedback opportunities can be integrated into your course without adding to your workload. Find out how digital feedback can positively impact your courses.

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4. Grading: The Final Stage of AssessmentÌı

This final session on assessment is designed to promote an understanding of grading along with providing strategies and examples to enhance your grading skills.ÌıEDC Senior Teaching Development Associate and 3M award winner, Dr. Anthony Marini, explored the role grading plays in communicating student learning and highlighted techniques that can make that communication clear and accurate.ÌıWe also explored the role of feedback within the grading process and discussed methods for determining pass/fail or credit/no credit decisions.

A general outline for the session is as follows:

• Identify and address key issues related to grading
• Explore alternative models to current grading practices
• Discuss how to communicate grading results clearly and accurately

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Upcoming Events

The EDC offers a variety of events year-round, from workshops and roundtables to training sessions, as well as an annual teaching and learning symposium. Please check the Ìıregularly to see what new events we have to offer.

Monday, June 22 – 9:00 AM

In this roundtable, you’ll learn what a partnership with community-based organizations looks like in practice, the benefits and challenges of these partnerships and much more! Meet ĞÓ°ÉÔ­´´ faculty members, and some of their community partners, who practice community-based teaching and research within the private, public and non-profit sector. .

Monday, July 27 – 9:30 AM

During this hands-on four-day summer institute, you’ll hone your ability to elaborate on the impact of the first-year experience for teaching and learning, create learning outcomes suitable to an introductory-level course, build assessments that promote deeper learning, create teaching activities and assignments with a focus on formative feedback and more!Ìı.

You be the judge: What workshops should we offer?

Teaching and Learning Services is developing new workshops and needs your help. Email oavptl@carleton.ca and let us know which topics or themes you’d be interested in exploring so that we can better understand your needs. Your responses will help guide our future offerings.