Friday, November 19, 2010

ANGEL and EndNote

  • EndNote Libraries are a combination of .enl files and .data folders.
  • .enl files are the native EndNote format. They will not open directly from ANGEL. They can be saved locally or on network drives and opened. When they are opened for the first time if the .data folder does not exist, it is created in the same location. EndNote does not have rights to create the .data folder on the ANGEL server and an error message is displayed.
  • .enlx files are the native compressed package containing the .enl file and .data folder. They may reduce the size of the library up to half of the uncompressed size.
  • A recommended best practice is to ONLY upload .enlx files to ANGEL. These compressed files save server disk space and ensure consistent delivery of content to instructors.
  • Dykes Library EndNote Resources -

Posted at 01:57PM Nov 19, 2010 by dgustafson

Monday, October 4, 2010

Camtasia Relay 2: New Features Webinar (10/26, Noon, 1027 Orr-Major)

With Camtasia Relay (, KUMC faculty, staff, and students can easily record both audio and video podcasts, from their classroom, lecture hall, office, or home. Although we upgraded to the newest version of Camtasia Relay (CR2) this summer, you may not be aware of the new features of CR2 that can improve and streamline your podcast recording and lecture capture:

  1. Dual Monitor Selection
  2. Audio Device Selection
  3. Hot Key Assignment (no defaults)
  4. Options while Recording (Counter/Timer, Pause/Start, Stop, System Tray Icon)
  5. Trimming
  6. PowerPoint AddIn
  7. New Output Formats: Flash and Silverlight
      - Thumbnails
      - Speech-to-Text
      - Student Viewing Requirements
  8. iTunesU

Walter Pelowski, Customer Solutions Engineer at TechSmith, will be explaining and demonstrating these new CR2 features.

  Date: Tuesday, October 26, 2010
  Time: 12 noon - 1 pm
  Location: 1027 Orr-Major

Bring your lunch and learn with us. No RSVP is needed. (If you'd like to get an email reminder for this session, you can "register" at, but this is not required.)

Questions? Contact Dave Antonacci (x8-7144) in TLT.

Posted at 09:56AM Oct 04, 2010 by dantonacci

Friday, September 24, 2010

ANGEL-Blackboard Update

In May 2009, Blackboard purchased ANGEL Learning, our learning management system (LMS). Blackboard has committed to supporting ANGEL, as a separate product, through October 2014. We are in the second year of a three-year contract with ANGEL/Blackboard, so for the near future, we do not need to switch to another LMS. In the long term, Blackboard plans to integrate Blackboard, WebCT, and ANGEL into one LMS, called Blackboard NG, so we will need to switch to another LMS at some point.

During the last year, TLT has been discussing LMS options with faculty and school administrators, through our TL Tech Planning group and ANGEL Advisory group. Two major concerns have emerged in those discussions. Of course, our next LMS will need to have the technical capabilities our faculty currently use and need. Additionally, the longevity of our next LMS/company is an important consideration. It is simply too expensive, in terms of both money and time, to frequently migrate to a different LMS.

With that background, TLT has conducted a preliminary review of LMSs and has identified Blackboard and Moodle as potential future LMSs for KUMC. Both systems have the technical capabilities we need. In terms of longevity, Blackboard is the clear market-share leader, and Moodle, as a widely-adopted open-source platform, has some protection against corporate acquisitions and mergers.

This summer (July 2010), Blackboard also purchased Elluminate, our web conferencing system, as well as the Wimba web conferencing system/company. Like the ANGEL acquisition, Blackboard has indicated they will continue to support Elluminate as a separate product, but they will integrate Elluminate and Wimba into a single webconferencing product in the future, called Blackboard Collaborate. We will need to switch to another webconferencing system at some point in the future.

In summary, we will continue to use ANGEL and Elluminate. However, we will need to switch to different systems in the future. TLT is working with faculty and school administrators to select products that best meet our needs. If you have additional questions or comments, please contact me (Dave Antonacci at or 913-588-7144) or your school/department leadership.

Posted at 01:51PM Sep 24, 2010 by dantonacci

VoiceThread: A New Way to Discuss Online

Discussion forums are a necessary communication component in an online course, but many students and faculty indicate they don't have the same experience as an in-class discussion. While there may not be an online replacement for a face to face discussion, there's one online tool that does take discussing online a step in that direction.

VoiceThread is an online tool that is becoming very popular in education, as it presents an online discussion in a different format, utilizing video from a webcam, voice from a microphone, as well as keeping the text chatting.  You can also embed a VoiceThread into your ANGEL course. Here's an example of a VoiceThread, explaining what VoiceThread is all about.

View this VoiceThread directly.

Posted at 11:38AM Sep 24, 2010 by sgerald

Thursday, September 23, 2010

What is Educational Technology?

Like Dr. Pepper, our work as educational technologists is so misunderstood. Many people think we provide technical support for technologies which just happen to be used for teaching. Reacting to that over emphasis on information and communication technologies, other people describe our work as solely pedagogical, sometimes to the extent where you would think we didn’t do anything with technology at all.

Hap Aziz at Rasmussen College recently developed a useful definition of educational technology which includes both our pedagogical and technical roles:

“Educational technology is the considered implementation of appropriate tools, techniques, or processes that facilitate the application of senses, memory, and cognition to enhance teaching practices and improve learning outcomes.”

For more additional information about his definition, go to:

Posted at 12:05PM Sep 23, 2010 by dantonacci

Tuesday, September 21, 2010

Rubrics for Online Discussions

Rubrics are common tools for evaluating complex learning outcomes, such as student writing or discussion. Penny & Murphy (2009)* examined 50 rubrics used for evaluating online discussion, and they identified four core categories among these rubrics, which you may want to include in your online discussion grading as well:

Cognitive (44.0%): "Criteria and ratings in this category reflect a preoccupation that ensures learners are not only providing information, but also engaging in higher level thinking skills such as analysing, interpreting or critically reflecting on the information presented in the forum. The criteria also emphasise learner’s ability to show evidence of deep, rather than superficial, understanding and thinking." (p. 810) "Few ratings specifically rated the learner on evidence of debate, agreement or friction. However, we located a number of ratings that rate learners on their ability to present viewpoints, perspectives and possibilities, and to strategize, compare or contrast. Some of the ratings identified thinking skills related to problem solving, such as the ability to competently analyse problems, a necessary step towards resolution. We uncovered little evidence from an examination of the ratings that they evaluate learners on the co-construction of new knowledge." (pp. 811-812)

Mechanical (19.0%): "The core category ‘mechanical’ focuses on the assessment of language use, grammar and spelling, organisation, writing style, and the use of citations and references." (p. 813)

Procedural/Managerial (18.29%): "Procedural and managerial elements of the discussion are managed by criteria and ratings that focus on learners’ presence, contributions and conduct in the forum." (p. 814)

Interactive (17.17%): "Some rubrics encourage interaction and keep the discussion focused and interactive by using criteria and ratings that encourage learners to share their reflections, resources and thoughts about the discussion. Others look for statements that elicit or encourage responses from others; that contribute to the discussion; and that respond to others." (p. 815)

*Penny, L., & Murphy, E. (2009). Rubrics for designing and evaluating online asynchronous discussions. British Journal of Educational Technology, 40(5), 804-820.

Posted at 08:15AM Sep 21, 2010 by dantonacci

Monday, August 30, 2010

What's New since Last Logon

What's New since Last Logon feature is not working automatically.
The manual workaround is to click on the calendar next to the drop-down box.

Click on the date that you last logged in from the larger calendar and the new items will then appear below.

Posted at 10:28AM Aug 30, 2010 by dgustafson

Wednesday, August 18, 2010

iClicker Receivers in Select Auditoriums/Classrooms

For those faculty and staff who use iClickers, several auditoriums and classrooms now have iClicker receiver bases:

  Rieke Auditorium
  Wahl Hall East Auditorium
  1015 Orr Major

  1050 Nursing
  G013 Nursing
  B018 Nursing

This means you do not need to bring an iClicker receiver base if you're using iClickers or webClickers in those rooms. You still need your flash drive with your iClicker software and data on it, but you can just insert your flash drive into any of the USB ports for the podium computer--your flash drive does not have to be inserted into the iClicker receiver base in these rooms. (Students still need their iClicker remotes. SoM students still need their webClicker accounts.)

Additionally, Rieke, WHE, and 1015 Orr Major have both a receiver base and a flash drive with the iClicker and webClicker software on it. This means you can use iClickers/webClickers in those rooms without your personal flash drive, but you should still use your own flash drive in those three rooms if you want to save your clicker data for attendance or grades. (The Nursing rooms only have a receiver base.)

If you're using iClickers or webClickers in any of these six rooms, please contact TLT (x8-7107 or, and we'll make sure you're setup correctly the first time you use clickers in these rooms.

Posted at 12:13PM Aug 18, 2010 by dantonacci

Friday, July 23, 2010

Elluminate 10 Arriving August 2, 2010

The new version of Elluminate will be available to us starting Monday, August 2nd. The new Elluminate 10 includes many performance, quality, and usability improvements, especially regarding new accessibility features. To learn more about Elluminate 10 enhancements, visit:!/What's_New_in_V10/?id=391

All Elluminate sessions, including those scheduled through our ANGEL-Elluminate Bridge, conducted on or after August 2nd will automatically use the new Elluminate 10 program.

Because the interface has changed from the previous version of Elluminate, you will probably need some training before you use Elluminate 10. We know this is a busy time for faculty, so you have several options for learning how to use Elluminate 10.

1. We have scheduled a live training webinar, presented by Elluminate, covering the new features of Elluminate 10:

  Date: Wednesday, August 11
  Time: 12 noon - 1 pm
  Location: B012 Nursing

No RSVP is needed for this webinar. (If you'd like to get an email reminder for this webinar, you can "register" at, but this is not required.)

2. If you cannot attend this training webinar or would like to learn more about using Elluminate 10 on your own, their website has a variety of print and video training resources at:!/?id=418

3. Also, you can contact TLT ( or x8-7101) to arrange a private training session.

Posted at 01:29PM Jul 23, 2010 by dantonacci

Wednesday, May 5, 2010

Six Online Collaboration Principles

Garrison (2006) developed six online collaboration principles based on the Community of Inquiry model for online teaching (Garrison, Anderson, & Archer, 2000).

Education is a learning experience structured to achieve intended outcomes in a systematic manner. There is also the expectation that the goals will be achieved in an expeditious manner. As such, it is the role of the educational leader to provide the teaching presence that will structure, support and shape a meaningful and worthwhile learning experience. That is, considerable thought and care must be devoted to the design, facilitation, and direction of the learning experience. (p. 26)

Design: Building a community of learners is important to incorporate legitimate academic tasks and not just focus on personal and social issues. From a design perspective, the overriding issue is to consider the phases of inquiry and the selection of learning activities congruent with the particular phase at which students are expected to be operating.
  • Social Presence: Establish a climate that will create a community of inquiry.
  • Cognitive Presence: Establish critical reflection and discourse that will support systematic inquiry. (pp. 27-28)
Facilitating Discourse: Activities must be provided where participants must engage and rely on each other to accomplish a relevant and important task or goal. Guidelines associated with this principle are to provide stimulating questions, keep discussion focused, identify issues needing clarification, and be prepared to move discussion forward in a timely manner.
  • Social Presence: Sustain community through expression of group cohesion.
  • Cognitive Presence: Encourage and support the progression of inquiry through to resolution. (pp. 29-30)
Direct Instruction: While students expect strong teaching presence, too much direct intervention will most assuredly reduce discourse and collaboration.
  • Social Presence: Evolve collaborative relationships where students are supported in assuming increasing responsibility for their learning.
  • Cognitive Presence: Ensure that there is resolution and metacognitive development. (pp. 31-32)

Garrison, D. R. (2006). Online collaboration principles. Journal of Asynchronous Learning Networks, 10(1), 25-34.

Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 87-105.

Posted at 08:17AM May 05, 2010 by dantonacci

Wednesday, April 14, 2010

KUMC Exemplar Online Courses: Tuesday, May 4th, 12 noon - 1 pm, 1027 Orr Major

Please join us for another session in which KUMC faculty demonstrate how they are using technology in their courses. In this session, see…

Edna Hamera (SoN):
This semester, in NRSG 844 - Psychiatric Assessment for Advanced Nursing Practice, Edna offered her students the option of coming to campus for their standardized patient interviews or using the two-way video capabilities of Elluminate for their standardized patient interviews. Come learn how she did it and how it worked.

Carla Sabus (SAH-PT) and Dory Sabata (SAH-OT):
In several courses, Carla and Dory help their students conduct Home Assessments using a virtual house in Second Life. This unique use of virtual world technology may suggest some possibilities for using Second Life in your courses as well.

No RSVP is needed, but you can register at if you'd like to receive email reminders about this event. Questions? Contact Dave Antonacci (x8-7144) in TLT.

Posted at 11:34AM Apr 14, 2010 by dantonacci

Friday, February 5, 2010

Easily Add Synchronous Webconferencing to Your Online Courses

With our recent addition of the ANGEL-Elluminate Bridge nugget, faculty can schedule Elluminate webconferencing sessions for their courses within their ANGEL coursesite, and students can access these Elluminate sessions directly through ANGEL, bypassing our previous system which required separate login credentials.

By default, the Elluminate Live nugget is on the Communicate tab in ANGEL. Within that nugget, users should see a list of scheduled Elluminate sessions for today, and they can join a session by clicking the Session Name link. (Faculty can schedule sessions from the Elluminate Live nugget as well. A how-to video is available at

Posted at 09:35AM Feb 05, 2010 by dantonacci

Wednesday, January 27, 2010

Want better online discussions?

In his literature review, Garrison (2007) consistently found difficulty moving online discussions from simple information sharing to knowledge construction. Discussions that did progress to knowledge construction shared two characteristics:
  • a discussion task which requires resolution
  • an active, but not dominating, teaching presence (focusing on issues, identifying areas of agreement/disagreement, summarizing the discussion, asking probing questions, etc.)
Garrison, D. R. (2007). Online Community of Inquiry review: Social, cognitive, and teaching presence issues. Journal of Asynchronous Learning Networks, 11(1), 61-72. Available online at

Posted at 04:01PM Jan 27, 2010 by dantonacci