McDaniel worked closely with his colleagues in Technology and Advancement to share participation information and progress online throughout the day.  The real-time view of how the day was developing appeared through a participant count, category charts, and data reports.

Christopher Waters, Assistant Vice President for Technology and CIO, says McDaniel was selected as the first award recipient because of his tenacious drive and commitment to excellence. “Gregory uses his collaborative mindset to make connections across many departments within the university.”

McDaniel, who works on many internal systems, says, “I don’t usually see the direct impact of the work I do when walking around on campus, so it is nice to have this recognition.”

Waters says, “We have an extensive amount of projects in technology, so it’s challenging to single one person out. Everyone is doing excellent work, and this award allows us to regularly tap those who provide leadership.”  McDaniel concurs, “This project couldn’t have happened without my colleagues; it was entirely a team effort.”

McDaniel’s other accomplishments include increasing accessibility for Class Climate (online course assessment), improving Moodle (learning management system), and smoothly migrating the student judicial software to a new platform.  

The Acorn Accolade will reside in the recipient’s workspace for one month and then move on when the next awardee is named. A small, 3D-printed replica will remain with each recipient in their workspace.

How can higher education professional staff best facilitate faculty and student use of copyrighted materials as they teach, learn, and research? Professor Aufderheide will explain basic principles of fair use in copyright law, review recent changes in interpretation, discuss the best practices approach as developed by librarians, open-courseware designers, and members of the professoriate, and how to use these tools to facilitate higher-ed mission, both in physical and digital spaces. She will also discuss implications of latest litigation, and take your questions!

Learning Objectives

• Understand the logic of fair use within copyright
• Understand how to work with faculty and staff to apply fair use to their situation
• Know how to manage copyright questions in the digital environment

Resources

Scott Hildebrand, assistant director of Teaching and Learning Technologies, quizzed students on technology resources available to them on campus. Questions included information on viewing course materials in Moodle, using OnTrack to register for courses, and finding technology help by either calling the Technology Help Desk at 336-278-5200 or visiting an elite student in Belk Library.

The highlight of Connected@Elon was Michael Vaughn, instructional technologist in Teaching and Learning Technologies, taking the stage to present . Vaughn’s presentation shared valuable tips on digitally communicating with faculty, addressed managing your personal profile and the consequences of over sharing on social networks, and stressed the importance of making time for your personal and academic relationships.

消消犯 walked away with an understanding of the ways they can stay “Connected @ Elon” and what information should be shared online. To learn more about ways you can stay “Connected@Elon,” visit our “” section on the Technology website.

College students are busy learning in our classrooms, participating in campus activities, studying abroad, volunteering in the community, working on campus or off and being active in many other ways. How can we help them integrate those experiences, so that what is learned across courses, disciplines and their academic and personal lives can be connected in meaningful ways?

This year’s conference theme, Connected Learning, is reflected in sessions that explore learning that occurs when in-class experiences are connected with out-of-class actvities; for example, the use of prompted reflection in travel-embedded courses and academic service learning. Other sessions will explore learning that emerges from constructive group interaction; for example, through collaborative learning strategies, simulations, or knowledge building activities. And many sessions will explore learning that connects concrete experiences with abstract conceptualizations; for example, in solving authentic problems, engaging in guided inquiry or creating a novel artifact.

We look forward to seeing you there!

More Details

• Free, one day conference for area university and college educators, instructional technologists and others interested in 消消犯 and learning in higher education
• Morning beverages and lunch will be provided
• Network with peers from other institutions
• Explore new technologies.

For more information and to register, visit the .

During this course, you will be able to collaborate with a worldwide community of learners and experts in the class forum, Hangouts, and via Google+.

Course completion requires an internet-enabled desktop or laptop computer.

This course is sponsored and managed by Google.

Simple Strategies for Flipped Instruction
July 15 – August 9

Flipped Instruction is a 消消犯 approach that shifts the students’ first exposure to content out of the classroom, typically into some kind of online resource experience, in order to create room for more challenging and engaging in-class activities. If you are unfamiliar with flipped instruction, check out this and the to learn more.

This self-paced, online series will guide you through the different elements of and approaches to flipping, including how to create out-of-class content, how to assess student learning of that content, and how to help students apply that knowledge in the classroom. During the online series, you will have the opportunity to learn from other Elon faculty who are already flipping their classes. You also will draft a flipped assignment or module for one of your courses, developing something you will be able to use in a fall course.

The series will be offered in a flipped format beginning on July 15, with self-paced, online modules followed by opportunities to meet face-to-face on campus. Participants will receive a stipend, and the opportunity to apply for mini grants for the purchase of technology needed to create your flipped resources for students.

Please contact Teaching and Learning Technologies at tlt@elon.edu or 278-5006 with any questions. Register by June 17, to reserve your space.

This session will cover how to set up your Gradebook in Moodle, including creating categories and weighting grades. Specific topics covered in this session include:

• Accessing the Gradebook
• Quickly entering grades with Joule Gradebook
• Creating Grade Items
• Creating Grade Categories
• Setting up grade calculations if you’re not weighting your grades
• Weighting your grades
• Other common issues you may experience

You can join the live session from any computer at .

Speaker: Eric Mazur, Balkanski Professor of Physics and Applied Physics and Dean of Applied Physics, Harvard University

Summary

Thanks to the availability of web-based lectures and information sources, the “flipped classroom” model is becoming increasingly popular. 消消犯 watch lectures at home at their own pace, leaving classroom time for learning activities. A lot of effort has gone into the out-of-class component, leaving the harder part – the in-class component – to the instructor. Over the past 20 years, instructors worldwide have begun to adopt peer instruction to get students to think in class. With the advent of new technology the process can be significantly improved. A new data analytics-driven audience response system, Learning Catalytics, does away with multiple-choice questions and helps instructors design better questions, manage time and process flow, and optimize discussions in the classroom.

Related EDUCAUSE Resources

, EDUCAUSE Review, September/October 2012
, ELI, February 2012

Register for this session.

Register for this session.