Monday, October 29, 2012

Angel temporarily Unavailable (10/29) - Resolved

Users may have experienced an issue logging into and using Angel for a few minutes from 11:10 to 11:30 AM Monday October 29th. The issue has been resolved. We apologize for any inconvenience.

KUMC Exemplar Courses

KUMC Exemplar Courses: Wednesday, November 13, 2012, 12 noon - 1 pm, 1025 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…

John Neuberger (PRVM) - iClickers
Since last year, John has been exploring iClickers in his PRVM 830 course on Environmental Health. He uses iClickers at the beginning of class to assess student preparation and prerequisite knowledge, and he uses iClickers during class for formative assessment. Additionally, he has integrated iClickers into field trips, guest lectures, and flipped-class case studies, as well as with peer instruction. If you're thinking about adding clickers to your classes, you'll get plenty of ideas from John's work.

Becky Nicholson and Lauren Foster (SHP-OT) - Improving Online Student Presentations
Becky and Lauren, faculty in the OT ED Department, have used Abode Connect and the Pecha Kucha presentation format (20 slides, 20 seconds each slide) to improve the quality and focus of their student presentations online. Come learn about Pecha Kucha and conducting online student presentations.

No RSVP is needed. Questions? Contact Dave Antonacci (x8-7144) in TLT.

Angel temporarily Unavailable (10/29) - Resolved

Users may have experienced an issue logging into and using Angel for a few minutes from 8:02 to 8:05 AM Monday October 29th. The issue has been resolved. We apologize for any inconvenience.

Friday, October 26, 2012

Angel temporarily Unavailable (10/26) - Resolved

Users may have experienced an issue logging into and using Angel for a few minutes from 11:20 to 11:25 AM Friday October 26th. The issue has been resolved. We apologize for any inconvenience.

Wednesday, October 24, 2012

Adobe Connect issue (10/24) - Resolved

Some users may be experiencing issue while logging into and using Adobe Connect from 7:47 to 9:05 PM Wednesday October 24th. We have resolved that issue and Connect should be functioning normally. We apologize for any inconvenience.

Wednesday, October 17, 2012

Fifth Annual TLT Open House

You are invited to our 5th Annual Teaching & Learning Technologies Open House! Each year we hold an open house where our faculty and staff can see what's changing with our existing technologies/services and what new technologies we're piloting with our faculty.

Again this year, we'd like to invite our C2C colleagues to attend as well. There's no cost, and we've arranged free parking. You don't need to RSVP. Just show-up and enjoy the fun. Park in Lot 99. We'll have about ten parking spots reserved on the south side of Lot 99. Look for an orange cone and a sign saying "Reserved for TLT Open House". A campus building and parking map is at

  Event: TLT Annual Open House
  Location: University of Kansas Medical Center, Kansas City, KS - 4016 Varnes Center
  When: Wednesday, November 7th
  Time: 1 pm - 4 pm
  Phone: (913) 588-7107

Swing by anytime between 1 p.m. and 4 p.m. for snacks and conversation, a chance to meet the team behind the technology, sample some new educational technologies, see what’s coming, and have a chance to win some excellent door prizes!

See demos on Blackboard 9.1, Camtasia Relay 4.1, Flexible Classroom Furniture, iPads, ScheduALL, Touch Displays, Videoconferencing, and more!

If you have questions, please contact Dave Antonacci (913-588-7144).

Tuesday, October 16, 2012

Learning Analytics

In our previous newsletter, I wrote about mobile learning and how education has evolved from classroom space to literally open space.  Partly due to mobile devices’ ease of use, portability, pricing, and easy access to educational applications, it has transcended the classroom experience even more where teaching and learning truly can take place anywhere at any time.   One of the effects of this evolution has been the rise in instructors’ adoption of and students’ use of Learning Management Systems (LMS) (such as Blackboard, eCollege, Desire2Learn, etc.), social networking sites (Facebook, LinkedIn, Twitter, etc.), and educational gaming programs. 
The rise in student use of these systems allows for the accumulation of data (Big Data.)   These include rates of student participation and interaction in specific learning activities, time spent interacting with online resources, grades, and LMS login information, just to name a few.   The analyses of these data, called Learning Analytics, act as predictors for instructors and administrators based on patterns developed over time.  This allows instructors/administrators to develop interventions for successful and at-risk students allowing for personalization of instruction.
For more information, please visit:

Blackboard is Coming Soon!

Blackboard is coming to KUMC in 2013.

When Blackboard announced that it would gradually phase out support for Angel following its acquisition of the company in May 2009, TLT began a comprehensive review of potential replacement Learning Management Systems. The culmination of this process will take place in Summer 2013 when we launch Blackboard Learn 9.1 here at KUMC.

Blackboard Learn 9.1 is an industry-leading "next-generation" LMS offering a wide range of features ( ) to facilitate teaching and learning online.  Over the course of the Spring semester, you can expect to see numerous updates and training opportunities from TLT.  In the meantime, you can learn much more about Blackboard Learn at the Blackboard website ( ).

Friday, October 12, 2012

Scheduled Angel Outage (10/13)

Angel and Connect will be unavailable from 12:30 to 5:00 AM on Saturday October 13th due to maintenance. We apologize for any inconvenience this may cause.

Thursday, October 11, 2012

Using ELMO (the document camera)

While attempting to show actual skull bone images using the new Elmo doc cam in Rieke/Wahl Hall East, it was discovered that the contrast ratio was interfering with the detail of the bones. Contrast is under a sub menu and it is called IMAGE. Set the IMAGE to GRAPHIC 2 rather than the default TEXT 1. 

Updates to Rieke Auditorium

Following the functional design of Wahl Hall East Auditorium (WHE) in 2011, Rieke Auditorium was outfitted with a full service Distance Learning system in the summer of 2012.  Designed around the powerful and flexible PolyCom HDX9004 video CODEC, the room is capable of connecting up to seven other endpoints without the use of an external Multi Point Control Unit (MCU).  The teaching faculty can observe the far end sites as well as the content which they are sending out on four large screen video monitors placed so they can be seen from almost anywhere on the lecture stage.  Step-sensitive mats on the floor allow automatic tracking of the instructor so that the far sites should always have them in view.

There is no SmartBoard installed in Rieke Auditorium.  A touch sensitive 18” monitor attached to the podium takes its place for faculty who desire to annotate their slides during the presentation.

Dual video projection was added at the request of faculty members for a more flexible teaching environment.  In the background, the robust Crestron control system makes setting up the system almost a magical experience, and Crestron Digital Media (DM) ensures that the video is as forward compatible as possible.  Fifty table microphones capture student questions as well as key the audience cameras to the zone the question is coming from.

The technical operational control (TOC) for Rieke is located in 2005D Orr-Major along with the TOC for WHE.  Together these two systems, WHE and Rieke are designed to replicate as closely as possible the KUMC Kansas City learning environment for Year 1 and Year 2 Medical Students at KUMC Salina and KUMC Wichita.

A New Way to Search: Instagrok

Instagrok is a search engine that works similar to a mind mapping tool. Search for anything and it gives you related topics in a mindmapping form graph form. It also gives you suggested options for facts about the topic, as well as websites, videos, quizzes, glossaries and books.

See for yourself:

Wednesday, October 10, 2012

Angel Temporarily Unavailable (10/10) - Resolved

This morning Wednesday October 10th from 7:50 to 8:12 AM users may have experienced issues logging into Angel. We have resolved the issue and it is functioning normally. We apologize for any inconvenience this may cause.

Tuesday, October 9, 2012

Engaging All Students in Large Classes Using ADOBE Connect

Kansas University’s School of Nursing undergraduate and graduate f2f and online courses and programs are using web-conferencing tools for synchronous engagement providing rich instructor-to-student and student-to-student opportunities for collaboration and shared expertise. Using ADOBE Connect chat pods, TLT educational technologists build ADOBE Connect rooms that provide from 1 to 4 chat channels that are used to motivate and engage learners in rich synchronous learning events inside and outside the traditional classroom. To learn more about solutions and strategies that give every student a voice in a traditional classroom with 100 students or an online virtual classroom with 40+ contact your Educational Technology Liaison or eLearning Support Specialist in TLT.

Curbing Online Cheating

I hope that you will never have to give “the speech” to your class as Prof. Richard Quinn had to at the University of Central Florida.

With the increase of electronic assessment, comes the concern of increased cheating.  The Chronicle for Higher Education recently posted on how students in an online course worked together to successful pass their course by cheating.  Just a few months ago, KU had it first national conference on test fraud. (More than 130 people from 29 states and Canada attended the “Conference on Statistical Detection of Potential Test Fraud” on May 23-24, including professionals from state departments of education, federal agencies, private testing companies, public school districts, and universities.) In addition, I have visited with a number of faculty members who have expressed this concerned and have asked for advice on how to reduce the opportunity to cheat. I would like to provide you with some suggestions from John Fontaine, a Senior Director at Blackboard, on how to reduce online cheating. (For more detailed descriptions of these tips, click here.)
  1. Change your assessment to constructivist activities (such as blogs, wikis, and group projects)
  2. Pull questions from large pools to vary questions among students.
  3. Randomize question ordering, answer order, and display one question at a time.
  4. Set feedback options to display answers after assessment window is closed.
  5. Use “Negative marking” to penalize students for choosing wrong answers.
  6. Use calculated questions.
  7. Lower the stakes of the quiz by making quizzes unlimited attempts and increase exams and protector the exams.
  8. “Watch a video, click next and take a quiz” style courses reward “cheating” and copying.  Completing the sequence is the reward, people will do whatever gets them through sequence the fastest. So, rethink sequencing and design of course.
There are additional settings in ANGEL and even software programs that can be installed to reduce the ability for students to capture online test questions and answers. If you feel that there may be cheating in your in-class or online course, feel free to contact one of the Educational Technology Liaisons in TLT to provide you suggestions on how to reduce this issue in your course.

Best Practices in Clickers

Clickers, also known as student response systems and classroom voting systems, allow students to answer teacher-posed questions using an electronic polling unit. Typically, an instructor poses a multiple-choice question by displaying the question on a PowerPoint slide. Students answer the question by pressing an answer button (A-E) on their clicker remote. The instructor has a receiver base which receives and processes the radio signals from the student remotes. After students have responded, the instructor can display a histogram of student responses.

Used by over 2 million students and 1000 institutions, iClickers increase student interest in the subject matter and enjoyment of the classroom experience. Using proven techniques iClickers can enhance learning by engaging students during lectures, through collaborative group learning and instant feedback from the instructor.


  • Active, student engaged environments.
  • Quick and efficient quizzes.
  • Time saving class attendance taking.
  • Interactive lectures.
  • Better Retention.
  • Instructor feedback.



  • Explain pedagogical benefits. Students who understand why they are using clickers are more likely to learn and not feel they are simply being tracked.
  • Provide clear instructions. In your syllabus, explain the process for purchasing and registering clickers, and describe class usage. An in-class tutorial on how to use clickers and an explanation of your clicker policies are helpful to students as well.
  • Award points for clicker participation. Students may participate more if a small percent of their course grade comes from their clicker participation. You can award points for correct answers, answer attempts, or both. Clicker grades can be imported into ANGEL.


  • Test the system with your questions before class. If the system works in the classroom you are occupying, your course will evolve more fluently.
  • Rehearse your presentations, especially practice including your clicker questions.
  • Things to consider:
    • Lighting
    • Signal interference
    • Device malfunction
    • Opening and closing clicker questions
    • Displaying answer histogram and reinforcing correct answer
  • Have a backup plan. Technology is beneficial, but mishaps do occur. If you have no backup plan you can lose your audience quickly. What happens if your receiver base doesn’t work or if a student forgets his/her clicker?


  • Pace questions at 10 – 20 minute intervals. For a typical class this would be 2 – 5 questions throughout one class lecture.
  • Keep questions short to optimize legibility. If your questions are long, it will take time for the students to read it, and more time to process the question, taking time out of the discussion after.
  • No more than five answer options. Less screen clutter means better comprehension.
    Include an “I don’t know” option to prevent students from guessing.
  • Focus your questions. Use sparingly to highlight major points.
  • Do not make your questions overly complex. When creating questions think of response time, but don’t over simplify either. Ask questions that are challenging but not too difficult.
  • Questions should spark interest. Construct questions that lead to discussions.
  • Allow time for discussion when designing your presentation. When engaged in peer instruction students grasp a deeper understanding of concepts and materials. This allows the instructor time to interact with students in another way to see if learning has taken place. You also may need to adjust the amount of content covered in class.
  • Discuss student responses. This allows time to reflect on the reasons behind their responses.
  • Use peer instruction. Before revealing the correct answer, have your students discuss their answers with one or two nearby students. Maybe allow them to change their answers based on their discussions.
  • Do not overuse the system. Overuse can cause loss of value to the students. Use the devise to help break up the lecture such as every ten minutes.