Use Google Drive to do more than create documents, spreadsheets, presentations, etc., with the many apps that you can add to your Drive for creating a vast variety of media. Simply click "Create" and then "Add More Apps," then choose from the list of apps which appear.
The ability to quickly create a form for collecting information is packaged within UA Google Applications. Google Form is a very handy application for creating forms with multiple possible uses within your class or department or program. Create a form to collect information on a wide variety of topics and review the responses in an aggregated, organized-for-you format.
Google has recently added sharing features to its Maps tool, making it easier than ever to collaborate on building custom map-based resources. With these new features you can build your own information into a Google map, share it with others and embed it in your web site.
Creating an interactive timeline can provide perspective on how a topic has evolved, and how events occurred along the way. By using a Google Spreadsheet template and resources on the website,Timeline JS, you (or your students) can quickly create a multimedia-rich timeline.
Critical inquiry often benefits from the inclusion of visual elements, like comics, to complicate and challenge the idea of how we interact with text. Pixton is one of the most flexible and useful online comics-generating tools.
Augmented Reality (AR) can seem like magic but there are a growing number of creation tools that make it easy and fun for everyone to get started making their own. Layar Creator is a simple drag-and-drop interface available online. Read this week’s teaching tip to find out how to get started.
Augmented Reality (AR) has been mentioned in the last couple years’ Horizon Reports for Higher Education as one of the latest upcoming technologies for education. You may have heard of new wearable technologies such as Google Glass that will bring AR to the masses in the near future.
Domain knowledge, critical thinking, and presentation and participation: these are elements that make up information fluency. The terms for this model have been chosen carefully - it’s information fluency, not digital fluency. Many parts of the information fluency model are analog, or comprised of characteristics for which the digital/analog terminology isn’t germane. It is fluency, not literacy.
With this tip, the UAF CTL Instructional Design Team celebrates one year of weekly advice on teaching and educational technology. During that year, the UAF Center for Distance Education moved to a new home and became UAF CTL, the Design Team grew by 30%, and the depth and breadth of the courses and projects the team works on increased by an even greater amount.
The end of semester is a good time for you to reflect upon your course and your delivery of the course. Taking time to consider successful and unsuccessful moments in the course can give you inspiration for making changes.
Student reflection is an important part of academic success. Asking students to take the time to review the process they are going through to learn can help them make adjustments in that process.
Provide your students an avenue to communicate with you on how they are learning or what is working in your course. Use a Google form, a quick poll from Poll Everywhere, or a JotForm survey, etc.
