Guest post by Jody Bowie
Instructional Designer at
Southern Nazarene University
[Editor’s note: Last fall I saw an e-mail on the technology listserv of the Council for Christian Colleges & Universities/CCCU. It was from partner school Southern Nazarene University, announcing that their Friday Faculty Training workshops were open to CCCU schools via web conferencing software. So for the past year I’ve been periodically, virtually attending these workshops and they’ve been a tremendous gift to my work. I even had the joy of meeting Jody and a few of his colleagues earlier this year at the CCCU Technology conference in Chicago. With our coming transition onto Google Apps for Education at EMU, and knowing that SNU was already a Google Apps school, I’ve asked Jody to share a bit about the platform and his instructional design work at SNU. Thanks, Jody! -brg]
Google has been a household name for well over a decade, and Google’s e-mail service, Gmail, also enjoys considerable mindshare and widespread usage. However, many may not be aware of the other products offered by Google, and that they are bundled together and provided to institutions as a single platform. Google Apps for Education (GAE) is one such bundling, and is offered to K-12 and universities free of charge. Google was founded by Sergey Brin and Larry Page as a research project while studying at Stanford University, so handing out GAE is a way for them to give back to the educational community.
GAE has a wide variety of tools for both educators and students. Here is a partial list:
- Google Plus (Google+ or G+)
- Drive / Docs
In the remainder of this post I’ll describe each product and how it can be used in your work as an educator…
2010 logo for Catholic Schools Week in the US
This morning our provost sent a few folks a story at The Chronicle, “A Catholic Case Against MOOCs,” and asked if we Mennonites had anything to learn from such an argument. Since it dealt with the high-tech MOOC phenomenon, it made its way to me, the “ed-tech guy.”
But I’m also the product of a Mennonite education in theology and restorative justice, and have benefited greatly from various aspects of the robust and long Roman Catholic tradition. The author specifically cites the social justice tradition within Catholicism, which very much resonates with the peace and justice tradition of Mennonites.
The mashup of technology, justice, and higher ed in the piece got my gears grinding, so below are a few reflections which are edited from the e-mail I sent back to our provost. (Hint: My initial response to his question – Do Mennonites have something to learn here? – was a terse “Yes!”)
Where’d we go? – (Photo by alitow via Flickr)
When I started in this role in May of last year, it was coming off of a very rewarding experience helping design and facilitate what I’ve come to call a “highly synchronous” online course on restorative justice. One of my convictions coming out of that course and into my current work was that it was the weekly synchronous/real-time dimensions of this course – and the ways we structured activities and interactions during those meeting times – which contributed to its success.
I was convinced: Asynchronous was out, synchronous was in. Face-to-face engagement creates a deeper sense of connection and cohort in an online course. Therefore, if EMU wants to expand further into online education, then synchronous modes of delivery should be privileged. Indeed, this would be reflective of the Anabaptist-Mennonite premium put on community.
Ah, those halcyon days of yore!
For the month of September, a few EMU colleagues and I are working our way through the first-ever Moodle MOOC, called “Teaching With Moodle: An Introduction.” (You can join anytime: http://learn.moodle.net) – It is a four-week, massively open course, run in Moodle, by Moodle, to teach folks how to teach in Moodle. Having participated in an edX MOOC last spring, and being mostly nonplussed about it, I gotta say: I’m impressed with this one. They’ve obviously done their homework and got their content and activities in order for a smooth, streamlined, and engaging month of learning. The activities are already more varied and engaging than the edX MOOC I experience in the spring. In fact, one of the learning activities for week 1 is to write a reflection about the experience so far, so I’m just doing as I’m told, good student that I am.
Adjunct professor, Laura Brenneman, PhD
This past spring and summer, two Eastern Mennonite Seminary online courses – both taught by adjunct professor and EMU/CJP alumna, Laura Brenneman – featured creative uses of our real-time web conferencing platform, WebEx. At EMU, WebEx is integrated into our Moodle environment, giving instructors easy access to real-time virtual interactions with their online students.
The most common use for Moodle-integrated WebEx is the conducting of virtual class sessions, where students and instructors gather at a specified date and time and have an online class session. Laura facilitated both this kind of interaction and also “virtual office hours” with WebEx in her spring course, which I described a few months back.
But in her summer online course on the Sermon on the Mount (Matthew’s gospel, chs. 5-7) – Laura took a cue from Jesus’ practice of preaching/teaching to the crowds in the biblical text in question, and assigned each of her students the task of preparing their own sermons and delivering them to their peers in a live WebEx session.
Stop! Ed-Tech Workshop
(Possible nerd-rap lyrics?)
Back in late May, I made my first trip back to EMU’s campus in Harrisonburg, Virginia, since moving last fall to “the cornfields of Iowa,” as my boss Jack Rutt likes to say. It was a short trip, just three days on campus, but on Friday the 24th I facilitated a workshop primarily geared toward graduate program faculty and administrators.
I wanted to get as many folks from EMU’s growing number of graduate programs together to talk about online education and digital pedagogy. All these programs are at different points on the online education spectrum: our MS in Nursing program is nearly all online, while our new MA in Biomedicine program does not have any online components, and the other programs fall somewhere in-between. So I wanted to folks to learn from each other’s experiences more than anything else, and hoped that the experience would inspire some to step further into ed-tech and online education.
In our opening session, we went around the room and introduced ourselves, and I also asked folks to tell me 1) their hopes for the workshop, and 2) their frustration with technology as it relates to teaching and learning. Two strong trends emerged from each:
- Hopes – Reflections here were often prefaced out of a sense that we’re behind the curve at EMU and need to “catch up” when it comes to ed-tech. This assumed that “catching up” was important and therefore gaining better mastery of ed-tech was important. What really gave me hope was a general eagerness and curiosity to do just that. There was also a hope expressed that faculty would have adequate support in this journey. Yes, indeed!
- Frustrations – By far the most common response here related to the rapid pace of technological change, and how this creates a sharp challenge for faculty who are (in my own experience as both a student, teacher, and staff-helper to faculty) extremely busy doing what they’re already doing, with very little time to learn more about ed-tech and digital pedagogy. There was also a concern here that the technology/tail not wag the education/dog, something I’ve heard in other settings.
Upcoming online courses at EMS
This just-concluded spring semester was the first time an online course offered at Eastern Mennonite Seminary made use of synchronous online activities, which we facilitate through WebEx. In ed-tech lingo, “synchronous” describes any activity that takes place in real-time, in online/virtual space. This is a particularly important moment for EMS because they have been doing online education at EMU the longest, since 1997 when an e-mail based correspondence course was offered. Around 2000, they switched over to LMS-based (Blackboard, then Moodle) online courses and basically hadn’t changed that formula since.
There are currently no comprehensive online programs – such as degree or credentialing programs – offered through the seminary, but a la carte online courses are offered every semester and through the summer, and are taken advantage of by residential and remote students alike. Core faculty have consistently taught these online courses, but there is a trend toward increasing use of remote adjunct instructors to teach them. Such was the case in the spring semester when I assisted Dr. Laura Brenneman (CJP alum, ’00), who resides in Illinois and taught an online Intro to Old Testament course for EMS in the spring.
Amherst College seal
In what is probably the first public “rejection letter” handed to the heretofore uncriticized MOOC phenomenon, Amherst College has said “No thanks” to joining the non-profit platform, edX. The piece at Inside Higher Ed offers some of the reasons why faculty voted down the prospect after months of negotiations with edX. They’re worth listing out there:
- Incompatibility with the liberal arts – MOOCs were conceived by folks in large and/or wealthy research institutions – Harvard, MIT, Stanford – and by folks rooted in the sciences. While Amherst is, like these others, an elite school (unlike EMU), it is 1) tiny by comparison (like us) and 2) a liberal arts school (like us).
- Pushing quantity over quality and connection – The “M” in MOOC stands for “massive,” as in “let’s get as many people in this thing as we possibly can!” Amherst explicitly structures itself around small, colloquy/seminar format courses. These two approaches are not easily reconciled, if they’re reconcilable at all, and Amherst faculty spotted this a mile off.
- Perpetuating an anemic pedagogical approach – Another thing Amherst faculty rightly spotted and resisted was the MOOCs use of the “information transfer” approach to teaching, simply digitized. Teachers lecture, students listen, teacher gives quiz, students take quiz, teachers grade quiz – wash, rinse, repeat, then give final. MOOCs currently have zero in the way of more substantive forms of engagement and assessment. Amherst faculty don’t teach like this and weren’t willing to take a step backward, pedagogically.
- “Mastery?” – MOOCs grant certificates of “mastery” for the completion of courses. The bar for what constitutes “mastery” in this case – watching lectures, taking simple quizzes – is incredibly low, to the point of almost completely emptying out the word of any substantive meaning whatsoever. Amherst faculty saw that granting ascent to this credentialing scheme would water down its own credibility as an elite institution. The “benefits” of spreading the Amherst “brand” in this manner were not seen to be inadequate. (The capitalistic/marketing language that’s used to justify these MOOCs – even the non-profit ones like edX – continues to grate at my nerves.)
Doug lecturing in a local stream for the “streams and floods” unit
In a previous post, I showcased the work that Doug Graber Neufeld undertook to record his lectures for an online earth sciences course last summer. I mentioned that fact that Doug planned to reuse the videos to flip the on-campus version of the same course this spring.
Well, the spring semester at EMU is starting to wind to a close and I recently reconnected with Doug to get a sense for how that flipping experiment went and how the recorded lectures factored into the process.
(For the perplexed, the “flipped classroom” entails moving didactic content outside the classroom – usually to some digital online medium – thus opening up classroom time for other more engaged activities.)
The medium is the message? (Photo by Vincent Diamante/Flickr)
First off: I’m being a bit tongue-in-cheek with the word “proselytizing” above. In the highly secularized tech industry, it’s not uncommon to see someone with the job title “product evangelist.” This should strike those of us in Christian higher ed as funny. So I’m merely playing with that a bit there in the title (and the photo). Marketing as proselytizing. So this is on how we can – with webinars – proselytize with integrity.
Before transitioning into the Information Systems (IS) department last spring at EMU, I spent nearly all my four years of grad school working part-time for EMU’s Center for Justice and Peacebuilding (CJP). Most of that time was spent as their web and social media resource, but one of my last projects there was helping design and facilitate the program’s first online restorative justice course last spring. So I spent most of my time there with a “marketing & communications” hat on but also started to get into the territory of “education” near the end.