I work with faculty and their students to integrate media components into the learning experience. I’d like to share a few unique experiences that I have had with offering media instruction on campus, and hear some of yours as well!

This week, I wanted to talk about a neat example I ran into while developing ideas for an interactive simulation with a Biochemistry professor.

Example: Media as a process for shaping curriculum

Little Enzymes eagerly await their proteins

A few years ago, I worked with a professor to plan an interactive media component to help students with the concepts of a chemistry lab that spanned several weeks and several experiments. The professor found that students were having a hard time figuring out which data to use in what way when they reached the final experiment.

When we broke down the components of the lab into an interactive presentation, we began by outlining the problem. We illustrated the final experiment in the series, and explained how some of its resulting data came in the form of color measurements from a spectrophotometer. This highlighted the need for a set of correlation data that would tie specific spectrophotometer readings with specific quantities of an enzyme. With this understanding in place, we explained experiments that would provide each of the needed correlations to properly evaluate the main experiment.

Color correlating to percentage of enzymes present

Along the way, we came to an interesting realization: the steps for the lab did not align with the steps that we felt most clearly explained the design of the experiments. The lab procedure had the students perform the correlation experiments first to prevent bias, followed by the main experiment. But this left students without a concrete understanding of how their first 3 weeks of data would be useful until the final week of the lab. Ultimately, the professor changed the actual order of procedure in the lab to match the descriptive format of the review materials.

Now, I’m not going to suggest that revising course structure to suit a media narrative is always the best solution, but in this case, it was a neat find, and the concepts for the lab no longer seem to be a problem for students. Has anyone else had similar results?

I will be sharing additional examples over the next month or so–stay tuned!

As we approach summer, a time when many faculty redesign and redevelop their course materials, consider how the Technology for Teaching & Learning team can help you adapt your content for the diverse learners in your classes.   Below are several technologies or technology-related ideas you might explore:

• Inserting Graphics and Images into PPT:  Graphics can help to demonstrate key points and also provide visual interest in your presentation.
• Digital Pen tools:  Using the Sympodium or Wacom displays installed in e-Classrooms allows you to mark up digital content on-the-fly during lecture. Students that process information visually and aurally best can watch you work through an equation, or annotate/highlight text-based content.  Additionally, using digital pen tools at the podium instead of the chalk board allows you to face your students so that you can gauge their engagement in the material just by glancing up quickly at their faces while lecturing.
• Share Audio/Video or Simulations:  YouTube and other video or simulation respositories (e.g. MERLOT and Khan Academy) have a variety of content out there that can support your content.  Consider incorporating short video clips in your lecture to break up the content, while also demonstrating content that can be difficult to explain and/or understand.  Integrating this type of content meets the needs of kinesthetic learners, or those who learn through hands-on experiences, even if it is just reflecting/visualizing the experience.
• Think-Pair-Share: Chrys Demetry has successfully used the Think-Pair-Share method in her own teaching to engage her students.  In this method, Chrys deploys a question to students using clickers, and the students work together to solve the question/problem before clicking back in as a group.  This approach encourages students to discuss the problem and employs peer instruction techniques that can support better retention of the material.
• Lecture Capturing:  We recognize that it can be challenging to convert/present much of your course content into different formats.  Lecture Capturing would allow those students that are struggling with retaining content that cannot be presented in a way that appeals and engages them in the learning process during lecture.  However, it does offer them the opportunity to go back in and review the lecture on their own time, pausing and reflecting on the material where necessary.

These are just a few ways technology can be used to help you address the needs of your diverse students.  To discuss specific ideas with a member of the TTL team, send email to atc-ttc@wpi.edu or call 508-831-5220!

For reference, here are links to several popular Learning Style Inventories:

VARK Learn (A Guide to Learning Styles): http://vark-learn.com/english/index.asp
Index of Learning Styles Questionnaire: http://www.engr.ncsu.edu/learningstyles/ilsweb.html
A Learning Style Survey for College: http://www.metamath.com/multiple/multiple_choice_questions.html
Learning Style Inventory: http://www.personal.psu.edu/bxb11/LSI/LSI.htm
What’s YOUR Learning Style?: http://people.usd.edu/~bwjames/tut/learning-style/
Learning Style Inventory: http://ttc.coe.uga.edu/surveys/LearningStyleInv.html

www.youtube.com/watch?v=Y5UktFLzlyg

Sir Daniels predicts three trends to watch

1.  The growth of private, for-profit institutions.  He suggests that the for-profit sector does online learning “better” because they treat education as a business.  Economy of scale is necessary for this team-based approach to distance education.  It is difficult for traditional higher-education institutions to adopt this model because it requires a significant investment, both up-front and on-going, by faculty, staff, and administration.  This brings to mind the question of quality.  Sir Daniels suggests that the systems approach used by for-profits carries with it an assurance of quality, but do you agree?  Is a lone ranger faculty member, developing and delivering his or her own online course, at a disadvantage?

2.  Open Educational Resources.  Horizon mentioned this in the 2010 report.  From MERLOT  and OER Commons to MIT, there are a wealth of free learning materials available for use, and the databases are growing.  Who are your go-to content providers?  Do you find yourself wondering what the intersection of OER’s with traditional, degree-granting institutions will look like?  Will all schools develop an “x” like MITx?

3.  Mobile Technology.  2010 Horizon mentioned this, and Jes wrote about it a while back as well (check out her post for a STELLAR video).  In fact, I feel like every paper, blog, and resource I read these days is focusing on mobile.  Jim just told me that the latest Dreamweaver has a “What will this look like on my phone?” button. Maybe that’s not what it’s called, but it should be!  Should we stay device-agnostic or go ahead and write all our books in iAuthor?  Does mobility allow for a greater sense of community?  How do we take advantage of that in a learning environment?

Report that is!  It has been a few years since we reviewed the Horizon Report and I thought it would be a good time to double back take a look at the predictions from 2010 and continue forward to the Horizon Report 2012.

Just as a recap, The Horizon Report is published each year as a joint publication  of the New Media Consortium (NMC) and the EDUCAUSE Learning Initiative (ELI). This report seeks to identify the six technologies that have the greatest potential to impact education over the next five years.  The report is broken down into three technology horizons: Near-term (within the next year), Middle (within 2-3 years), and Far-term (within 4-5 years).  Two technologies that have the potential to change the way we are currently teaching, learning and researching are identified for each of these horizons.

Revisiting the 2010 Horizon

Within the next year: The Near-Term (The Past ~2011)

Mobile Computing and Open Content

Within the next 2-3 years: What’s just around the corner? (The present ~2012-2013)

Electronic Books and Simple Augmented Reality

I wanted to start here with those things that according to the 2010 Horizon Report should be here.  I think we can say with confidence that all four of these technologies have come quite a ways in the education sector.  Mobile computing has taken off with the widespread adoption of smart-phones and tablets, books are now often offered in both bound and electronic format, and electronic content is being shared at an unprecedented rate over the Internet.  Out of these four technologies I think we have yet to see the full power of simple augmented reality in the field of education.  In the simple form, Augmented Reality has been adopted much more readily into the museum culture than the university culture.  However, I would not count Augmented Reality out yet.  As mobile computing grows and tablets become more powerful this field is likely to continue growing.

Within the next 4-5 years: The Far-Term (Still the Future ~2014-2015)

Gesture Based Computing and Visual Data Analysis 

 Now to things that in 2010 the Horizon Report predicted to be in the far term.  It is interesting to note that gesture based computing shows up again in the far term on this year’s Horizon report, indicating that the field appears to be growing slower than originally projected. Visual data analysis however does not re-appear.  This does not mean that visual data analysis is off the horizon it just didn’t make this year’s predictions.

Whats on the Horizon for 2012? Check back in in a few weeks to find out!

Resources

2010 Horizon Report Johnson, Laurence F., Levine, Alan, Smith, Rachel S. and Stone, Sonja. 2010 Horizon Report. Austin, TX: The New Media Consortium, 2010.
http://www.nmc.org/horizon

2012 Horizon Report Johnson, L., Adams, S., and Cummins, M. (2012). The NMC Horizon Report: 2012 Higher Education Edition. Austin, Texas: The New Media Consortium, 2012.
http://www.nmc.org/horizon

Hangout is Google’s take on a conferencing web application—with it, you can create a virtual space to share video, audio, YouTube movies, and most recently, screen sharing.  If most of that sounds familiar to you—and it should, if you love technology—it’s because this technology isn’t really anything new, even for a web interface.  With other web-conferencing software available, (Skype, Wimba, and WebEx, for example,) when would you want to use Google Hangout?

• You want everyone to have equal presenting rights.  There are going to be times when there is no presenter and no audience—all are one and the same.  If you want everyone to have an equal voice, Google Hangout may be a better option than something like Wimba or WebEx.
• Multiple people want to share their videos or screens.  Google Hangout provides a solid interface for everyone to share their content at once—you do have to switch between content to be displayed in the large view, but it’s a simple process, and users can choose whose content to view.
• You want to share your screen easily across all kinds of monitors.  Google Hangout’s screen-sharing shows the monitor or application window of your choice, and fits it right into the interface.  You don’t have to scroll around in a content window to see the whole thing.  The resolution will automatically adjust, as well.
• You want to share documents and YouTube videos.  I get a lot of questions about web-conferencing and its ability to share a video with viewers.  If you’re just sharing screens, you can’t capture computer audio very well, and video framerates tend to be nigh-unwatchable.  In Google Hangout, you can not only share your screen with people—you can also share a YouTube video to watch synchronously!  You can also share any Google Docs for collaborative editing, and it tends to work pretty well.
• You can use Google+ accounts and Circles.  Circles are generally easy to set up, and Google accounts are free.  What’s not to like?
• You have users attending or creating Hangouts via mobile devices.  Google+ works great on tablets and smartphones, and while you can’t actually share your screen, you can at least access the group call if you’re mobile!

Of course, there are definitely times when Google’s product doesn’t quite fit your needs, or simple falls short.  Here’s what Hangout doesn’t do so well:

• You can’t control what people see.  Obviously, this makes Google Hangout less desirable for online lectures.  Users may choose to view whatever screens they want.  In addition, someone may decide to share a funny YouTube clip of a cute cat during an important discussion.  And if someone talks particularly loudly, you’ll see whatever they’re sharing show up on the main display!
• There is a 10-person maximum for a Hangout.  This is an extremely important thing to keep in mind when planning a Hangout for a class.  If you have more than 10 people that want to attend, you will want to consider an alternative.
• You need to install an executable file before using Google Hangout.  This is easy enough on personal machines, but if you don’t have administrative rights on your corporate-owned machine, you may be unable to install the plugin required to use the software.
• Sharing documents is possible—sharing other applications is not.  If you want to give users temporary control over an application on your computer, you’ll have to use other conferencing software.
• You have to use Google+ accounts and circles.  This can also be a bad thing—some people don’t feel comfortable creating new accounts or simply don’t want to, and setting up Circles can take some time for the uninitiated.

The conclusion?  Sure, Google Hangout is cool, but it’s not ideal for hosting classes or giving talks where you need to demand attention.  It is, however, a fantastic tool for quick meetings and simple collaborations, or just sharing simple content with a group.

If you’re interested in trying Google Hangout, you can read Google’s support pages on the software here:

http://support.google.com/plus/bin/topic.py?hl=en&topic=1651547&parent=1257349&ctx=topic

So, how can you adopt more environmentally friendly practices into your teaching and research?   There are several ways!   The most obvious, of course, is to save paper by instead making syllabi and other historically-printed materials available in electronic format in myWPI.   Next, have you considered the font that you are using?  Different fonts use more ink when printed, according to a study done in 2009 by the folks over at Printer.com.  Arial, my favorite, is not as efficient as other fonts.  Instead, you might consider Century Gothic, Ecofont, Times New Roman, Calibri, and Verdana instead.  When I learned this, I decided to make the switch from Arial – at least in my Outlook default font settings.  

When doing research or brainstorming, while messier, consider using chalk over a whiteboard.  Chalk, made of mostly calcium sulfate or calcium carbonate, is better for the environment than dry-erase markers which have a number of plastic components to them that cannot be recycled.  Most WPI classrooms still contain chalkboards so if you’re using chalk in your classroom, you’re already being more “green!”  (And to think, Kermit says it’s not easy.)   But here’s where the techie in me steps in as you might consider using digital annotation tools such as the Sympodiums and post your notes electronically for your students.  Lecture capturing is also a great resource for providing students with electronic access to your lecture notes.  By using the Sympodium and lecture capturing technologies, students can focus more on what you are saying because they know they will have access to the projected materials shortly after class ends for review, thus using less paper to jot down what was written on the chalkboards. 

What is the ATC doing in general to be more environmentally mindful?  For starters, in most of our newly equipped and/or renovated classroom spaces, we have programmed projectors to automatically turn off in the evenings after classes have ended for the day.  Not only are we saving the ATC in bulb-replacement costs, but we are also saving electricity since, prior to implementing these changes, a lot of the projection equipment inadvertently would get left on by the last person in the classroom in the evening.   IT, for years, has also been setting computers and monitors to go into sleep mode when idle in the classrooms to reduce the amount of energy used to power those machines.  

Changing your font and reconsidering how you provide students with access to your course material(s) doesn’t seem like much, but it sure can add up!

For more on WPI’s sustainability initiatives, I encourage you to visit this resource: http://www.wpi.edu/about/sustainability.html

As a student, I took a distance course that was delivered via html, with gorgeous aesthetic. It was so visually appealing that it took me a few minutes to realize that the bulk of content I was hoping for was missing! I would have much preferred that the instructor put all of the material in PDF, or a recorded screencast, rather than spending such a huge amount of development time on the look and feel of each website. The html pages provided a good study guide, but there was no supplementary delivery of information that would be akin to a lecture.

Moore and Kearsley state that “In a good delivery system, such direct transmission of information would be done with print technology.” I disagree with this point because I have worked with so many faculty who make fantastic content-delivery videos on their own, using a screen recording system over a PowerPoint or a electronic whiteboard that allows them to work through example problems, tell relevant stories, and more. Their content does need to be restructured from their face-to-face experiences, but the main material delivery system is video in many of the classes I support.

Another tool affecting my own motivation is the idea of access. When I was an undergraduate, we did not have primary journal papers available to us outside of the library. Access is the biggest advantage that I can see in today’s electronic publications, especially as a distance learner. The ability to use EZProxy to access a wealth of original work from any location adds so much richness to the content of any course! Since I started in higher education 3+ years ago, these tools have already become so much better/faster/easier to use. The fantastic WPI librarians work with instructors to provide direct links to relevant papers and other resources within the library system on myWPI, making the access nearly seamless on the student’s end.

Access to resources goes beyond peer-reviewed work of course. Moore and Kearsley state that the main problem with multimedia as a content-delivery tool is that it requires “creativity and professional expertise to make good-quality programs.” Of course this is true, and the ATC’s Campus Media Service staff are kept incredibly busy creating these high-quality materials. But the ability to access material that has already been created is infinitely easier than it was in the pre-YouTube era. Blackboard 9.1 even has a YouTube-specific tool to integrate media directly into a course site. However, because it is so relatively “easy” to do (see previous TTL posts about Multimedia projects), many of our on-campus students find themselves tasked with an unfamiliar assignment: creating a video to deliver content of their own. Without a full understanding of the time and resources that are required for such an assignment, faculty sometimes put these projects on the syllabus as an afterthought or bonus. Recently, we are noticing that more and more faculty are involving the Instructional Technologists and Media Specialist when or before classes begin, so that we are able to assist students with proper planning, equipment and production throughout the term. This leads to some amazing student work!

Do these various media present a new way of motivating students, or are the packages irrelevant? Can the affect of content delivery medium on student motivation be measured?

‘Why would I want to do this?’

Instructors frequently ask to have a student testing account created so that they can log into and experience their course from a student’s perspective.  This tools allows you, the instructor, to create a student testing account on your own that you can use for the purpose of logging into your course sites from the student perspective.  This will allow you to preview your course in a true student view.  This is slightly different from turing Edit mode off.  When Edit mode is off, all content areas are in student view, but course tools (e.g. the Discussion Board) still recognize your account as the instructor so tools are not in student view.  Creating a student test account with the Add Test Student tool helps you to get around this odd quirk.  Also with a student test account you can submit assignments and quizzes to your site allowing the instructor to truly see the tools from the student perspective. and this bring us to question two:

‘Is this only for me, the instructor? Can my TA use this tool as well?’ 

Technically, yes this tool is only for instructors.  TAs do not have access to this tool and cannot use it to create their own student testing accounts. However, since these testing accounts are local to the Blackboard server and they are not tied to your WPI computing accounts you can, if you would like, share the student test account username and password with your TA or another trusted individual AS LONG AS YOU DO NOT set your student testing account password to your WPI password!!  Sharing of your WPI account information would be a violation of WPI’s Acceptable Use Policy which can result in the suspension of computing accounts!

OK, so this brings me to the last question:

‘I have a Blackboard 9.1 site, how do I use this tool?’

To set up the test student, navigate to your course site and click on Course Tools in the Course Management area:

From the Course Tools menu, click on Add Test Student:

The Create Test Student screen will appear. Please select a password for the account.

NOTE:  Be sure the Enroll check box is selected and click Submit at the bottom of the page.

Once this is done, you can log out of Blackboard and log back in with your testing account!  The username for your student testing account will always be YOURUSERNAME_S, so for example my student testing account would be jes_s.

With your assignment all set, you just have to copy and paste it into your Blackboard 9 course site, and…

Uh oh.

Uh oh.

Sometimes, copy and paste doesn’t “cut” it when it comes to Blackboard.  Why?  Blackboard software interprets HTML in order to properly format its text.  When you directly copy and paste from Microsoft Word into another application, it’s trying to take the Microsoft formatting HTML straight from the source right with the text.  And Microsoft Word sure does like to create bloated code.

Messy HTML from Microsoft Word

Here’s a screenshot that shows some Microsoft Word HTML.  Not too pretty, huh?

This clunky code doesn’t translate well into Blackboard’s enhanced text editor—sometimes, you’ll end up with bulleted points sticking off the edge while you’re trying to edit them, or your margins won’t quite be where you wanted them.

So how can we fix this?

Well, Blackboard 9.1 introduces a fantastic new “Mashup” feature that specializes in importing media directly into your course site.  In addition to things like YouTube clips, the “Paste from Word” feature allows you to bypass this entirely!

Here’s how you do it: on any text editor in Blackboard 9.1, just click on the “Mashup” button as shown below.  The dropdown menu should mention “Paste from Word.”

It's the far-right button on the bottom row.

Click on that, and you’ll see another pop-up. In this one, you’ll want to paste whatever parts of your Word Document that you need for your content area.  Then, you just have to click on the “Submit” button!

The "Paste from Word" tool in action.

Let’s look at that weird code from before, but this time, using “Paste from Word”:

Cleaner HTML that's easier for both you and Blackboard 9.1 to read!

And of course, it looks just like it should on the actual page!

The final appearance of your text.

Don’t hesitate to try this feature in Blackboard 9.1 if you use Microsoft Word a lot!

Principle One:  Good Practice Encourages Contacts Between Students and Faculty

Chickering and Gamson wrote that “frequent student-faculty contact in and out of classes is the most important factor in student motivation and involvement” (1987). There are many synchronous and asynchronous communication tools available to increase the level of contact and connection between a student and a professor. These tools can also provide alternative ways for students with diverse learning styles to approach an instructor with a question or comment regarding the course. 

For ideas and tips for tools available to faculty at WPI that can be used to increase contact with students, consider the following:

• Communicate with your Students using myWPI (Version 9.1 users, click on the “Communication” button)
• Consider holding virtual Office Hours using Wimba Classroom
• Did you receive a particularly challenging inquiry from a student via email?  Could P-Cap be a solution for recording a screen capture video response/explanation for the student?

Principle Two:  Good Practice Develops Reciprocity and Cooperation Among Students

Chickering and Gamson wrote, “Learning is enhanced when it is more like a team effort that a solo race. Good learning, like good work, is collaborative and social, not competitive and isolated. Working with others often increases involvement in learning. Sharing one’s own ideas and responding to others’ reactions sharpens thinking and deepens understanding.” (1987). Group work is shown in research studies to improve student understanding of the content while also encouraging students to be active learners. There are many tools available at WPI that enable peer learning and reflection:

• Create a  Student Group project space in your myWPI/Blackboard 9.1 course site (includes a group discussion board, file exchange, group blog, and wiki tools)
• Encourage your students to collaborate using Wimba by setting up a Wimba space for them in myWPI
• Assigning team-based Multimedia Projects

Principle Three:  Good Practice Uses Active Learning Techniques

Chickering and Ehrmann wrote, “Learning is not a spectator sport. Students do not learn much just sitting in classes listening to teachers, memorizing prepackaged assignments, and spitting out answers” (1996). Active learning, as indicated by the name, is where students are actively engaged in the learning process. The lab component to most WPI courses and the project-based learning experience are just two examples of active learning at WPI. There are also many tools and simulations available at WPI that encourage active learning techniques:

• Clickers - (Also, learn more about the  new Bookstore model in this TTL blog post)!
• WPI Learning Object/Simulation Repository
• Inverted Classroom Model, where students view lectures outside of class and engage in dynamic classroom activities in class
• Other ideas for incorporating multimedia into teaching & learning

Principle Four:  Good Practice Gives Prompt Feedback

Chickering and Ehrmann wrote: “Students need help in assessing their existing knowledge and competence. Then, in classes, students need frequent opportunities to perform and receive feedback on their performance. Students need chances to reflect on what they have learned, what they still need to know, and how they might assess themselves.” (1996). There are many ways in which technology can be used to give feedback to students in and out of the classroom.  Consider the following: 

• Through the use of clickers in your class, you can obtain feedback on whether or not your students are understanding the material and they can also see whether or not they understand.
• Posting grades in myWPI keeps students informed of how they are doing in your course.
• Allow your students the opportunity to provide you with their own feedback anonymously prior to end-of-course evaluations.
• Help students to become more engaged in their own learning by reflecting on the quality of their work.  

Principle Five:  Good Practice Emphasizes Time on Task

Chickering and Ehrmann wrote: “Time plus energy equals learning. Learning to use one’s time well is critical for students and professionals alike. Allocating realistic amounts of time means effective learning for students and effective teaching for faculty” (1996). There are many ways by which technology can be used to improve time on task for both students and faculty in and out of the classroom:

• Set up due dates using assessment tools in myWPI
  Tip: Incorporate interim due dates for larger projects, which encourage students to manage their completion of the project, rather than scrambling to meet a deadline!
• Track student progress with the Review Status tool.
• The Assignment Manager allows course instructors and TAs to batch download submitted assignments and is integrated with the grade center tool.
• Posting class notes either before or after a lecture encourages students to pay more attention to what is being lectured rather than copying what is being displayed on the projector or whiteboard. 
  Tip:  Consider using Lecture Capturing to capture your lectures and make them available for student review after class is over!  WPI faculty who have used the technology have said that they have seen no impact on their classroom attendance when using the tool!

Principle Six:  Good Practice Communicates High Expectations

Chickering and Ehrmann wrote: “Expect more and you will get it. High expectations are important for everyone — for the poorly prepared, for those unwilling to exert themselves, and for the bright and well motivated. Expecting students to perform well becomes a self-fulfilling prophecy” (1996). WPI faculty can take advantage of a few myWPI tools to not only communicate their high expectations to their students, but to also motivate their students to achieve.

• Use myWPI to publish exemplary student work. Knowing that their hard work will be published to the rest of their classmates drives students to want to achieve higher standards.
• Use myWPI to provide examples of past student projects. Having examples of past projects available with suggestions as to why these projects did or did not meet your expectations will help students in preparing their own projects.
• Create Rubrics in myWPI-Blackboard 9.1 from Control Panel > Course Tools > Rubrics.  Rubrics created in myWPI can be associated with a Grade Center column and viewed in the Grade Center as well.  They help communicate high standards to students prior to the assignment or project’s due date.

Principle Seven:  Good Practice Respects Diverse Talents and Ways of Learning

Chickering and Ehrmann wrote: “Different students bring different talents and styles to college. Brilliant students in a seminar might be all thumbs in a lab or studio; students rich in hands-on experience may not do so well with theory. Students need opportunities to show their talents and learn in ways that work for them. Then they can be pushed to learn in new ways that do not come so easily” (1996). WPI faculty can take advantage of many technology resources available to them to help meet the needs of the diverse learners and student personalities in their classrooms:

• Incorporate graphics, audio, video and web resources into your lectures to help convey content. This appeals to the kinesthetic and visual learners.
• Consider using Lecture Capturing and posting your lecture notes to help those students who learn best by reading and listening.  It also provides an effective way for students to review what they learned when preparing to complete assignments or while studying for exams.
• Encourage asynchronous class discussion using the Discussion Board tool in myWPI.  This allows for introverted or reflective students to process the information on their own prior to participating.
• Use clickers to allow students to provide you with anonymous feedback on their generaul understanding of the material.
• Promote peer instruction and student collaboration.  Students can learn a lot from each other in group work!

References
Chickering, A.W. & Gamson, Z. F. (1987). “Seven Principles for Good Practice in Undergraduate Education,” AAHE Bulletin, 39(7), pp. 3-7.

Chickering, A.W. & Ehrmann, S.C. (1996). “Implementing the Seven Principles: Technology as Lever,” AAHE Bulletin, 49(1-10), pp. 3-6.

McCabe, D.B. & Meuter M.L. (2011).  “A Student View of Technology in the Classroom: Does it Enhance the Seven Principles of Good Practice in Undergraduate Education?” Journal of Marketing Education, 33(149). pp. 149-159.