Exploration Grant Recipients
Nolan explored the low-cost Wiimote Whiteboard and the instructional possibilities it presents. He provided a demonstration at the 2014 Tech Fair where people could see those possibilities firsthand. This program can be used in the classroom, as well as on a computer or even tablet for teaching live. Nolan provided a detailed description of his findings which is available from the Tech Hub upon request.
The Multimodal Ecoliteracy Composition Archive Project (MECAP) is a collaboration between instructors in the English Department at Chemeketa , the Communications Department at Truman College in Chicago, and industry professionals and visual artists from the Chicago Green Weddings Alliance. The goal of the project is to bridge the sustainability education and workforce gap and to foster technological, visual, and ecoliteracy in community college writing students across cultural and geographical divides. Kevin leverages Instagram and Flicker for his writing students to experience authentic writing opportunities which include expressing themselves through visual literacy.
Teresa investigated the possibility of finding ways to conduct office hours and other interactions with students online by researching various tools and methods for doing so. This project included a survey of students to look into their level of interest in participating in video conferencing activities. Overall, the survey results indicated interest in online group conferencing with scheduling preferences taken into account as well as training in the use of video conferencing tools.
Teresa’s exploration led her to some ideas for the implementation of gaming into her business courses. She found that some publisher sites already have gaming activities included in their programs. From her research, she concluded that it would be possible to practice adding game-based methods into a traditional class more easily than into an online course.
This project explored the flipped course concept at Chemeketa. It looked at various aspects, including how research and experiences in the “flipped” classroom impact potential course offerings and teaching methods. And, how does the Flipped Classroom differ from the Hybrid Classroom, and how can it be adapted to support Hybrid instruction.
Looking outside the box for a new approach to literature, Brian explored the possibility of incorporating video games into the study of literature, to offer an illuminating study of narrative. This exploration has the potential to spark interest in the application of videogames to a variety of courses and disciplines.
This project explored the use of probware.with students in the Biology 100 series. To spark interest, deepen understanding, and improve student interest in the life sciences, the Vernier company in Beaverton (http://www.vernier.com/) designs a wide range of modern digital probeware that can be plugged into existing computers and produce data in real time. Students can experience data collection with tools similar to those used by professional scientists. Students develop their analytical skills as they interpret the graphical readouts. Because data collection is fast, there’s high potential for authentic inquiry, allowing students to design their own experiments to answer their own questions.
This project explored the Open Resource offerings available for U.S. and World History, and included an evaluation process for usability by Chemeketa history faculty for use in three U.S. and three World History introductory courses. This project let to the development and adoption of an OER-based textbook, as part of Chemeketa’s Affordable Textbook Initiatve.
This project investigated spatially intelligent (GIS) maps by topic and source. Online maps are excellent tools to share simple and complex data on population, migration, environmental conditions, poverty, demographics, religions, political relationships and much more with students in GEG 106, Cultural Geography, and GEG 107, Development, Resources and Sustainability.
Implementation Grant Recipients
Bobbi curated a collection of resources and reading materials to be shared among faculty who teach Reading and Study Skills. These resources make it possible to teach these courses with no textbook expense to students. The variety of materials gives instructors the ability to select materials best suited to the meeting of their course outcomes.
Steve combined the innovations grant opportunity with his sabbatical project to produce live videos of his travels throughout North America to be used as virtual field trips for his Geography courses. Through Google Blogger, Steve shared photographs and reflections on his journey. He also uploaded artifacts to his blog daily to provide an authentic, real-time experience of the trip.
Ken flipped his Algebra class by delivering content lessons online and working more closely with students doing their “homework” in class. In order to build accountability into his hybrid math class, Ken created partially completed notes for students to print out and complete as they watched the lecture videos, not only making students accountable for the viewing of lecture videos outside of class but also having a more interactive learning experience as they prepared for classroom application activities. Ken also took advantage of the time provided by the grant to develop worksheets for group work for each class meeting.
Bethany, Tammy and Jill used Camtasia Studio to produce short video tutorials on specific, frequent MLA and APA problem. Videos were created to be as interactive as possible, including features such as animations and text bubbles. The videos were added to the Campus Writing Center fall eLearn shell and will be used in future semesters as well. While these videos are Chemeketa-specific, they are available under a Creative Commons license so that other colleges can use them as a starting point for their own tutorials.
Andrew took on the challenge of developing an online interactive free reader for CS 160. His work provides an informative example of how you can pull from a range of OER resources to create your own customized materials. Andrew not only was successful in creating a free textbook, but also learned about the challenges that can come with this process.
Jan made use of her grant to explore the possibility of flipping her Shakespeare course. She discovered a variety of tools which could be used to deliver content online, leaving more classroom time for student interaction and application activities. She plans to use McGraw Hill’s online tutoring, testing and lectures as she found these tools will lend themselves very well to her course.
Art for Everyone is a wonderful, low-cost textbook for Art 101 courses. Laura authored this text in order to provide students with a textbook they could afford to keep and enjoy beyond their time taking the course. This project was also part of the Affordable Textbook Initiative at Chemeketa.
Shannon traveled to various sites of geological significance throughout Oregon where she photographed the geology as well as created video lectures in which she teaches about the geological features of the site. By means of these videos, her students experience virtual field trips.
With the help of our new content development software, Softchalk, Laura was able to create practice test items with self-check questions, feedback and video tutorials to help students to prepare for the Compass writing placement test.
Toby’s project led to the publication of a low-cost textbook for Math 070 as well as continued exploration of the My OpenMath lab which could eventually replace the current publisher-produced online lab at no cost to students. Among Toby’s findings: MyOpenMath lab has the features and functionality most commonly lused by math instructor. This made it possible to develop assignment sets tailored his OER textbook in which each problem is accompanied by examples, videos or other learning aids.