DESKTOP CLIENT INSTRUCTIONS

Open GroupWise from the desktop client if you haven’t already done so

Select Tools then Rule from the menu

Select the New button

Give your rule a name.  Example: Forward to gmail

Check the Received box for determining when the event is a new item.  Then check the Mail box under item types.

Select the Add Action button

Then choose  Forward

Delete your name in the From: box
Type in your CFCC Gmail address in the To: box (make sure it ends in @mail.cfcc.edu)
Click OK

Congratulations! You are now forwarding your GroupWise to Gmail!  You should see the rule displayed below. Click the Close button.

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WEB ACCESS CLIENT INSTRUCTIONS

Open GroupWise from the Web Access client if you haven’t already done so

Select Options from the upper right hand corner.

Select the Rules tab

Select Forward for Type
Then select the Create button

Type in a Rule name
Type in your CFCC Gmail address in the To: box (make sure it ends in @mail.cfcc.edu)
Click Save

You may or may not see a warning box in reference to defining a condition.  Click OK. Congratulations! You are now forwarding your GroupWise to Gmail.

 Directions for setting up your CFCC Gmail to your iPhone or iPad.

After the myCFCC gmail account has been synced to the iPhone or iPad, use a computer or  your mobile device to setup syncing multiple calendars to the iPhone/iPad.

Computer Instructions

Using a desktop or laptop computer, login into myCFCC at my.cfcc.edu

Select the Mail icon to access the myCFCC gmail account

The mail account will open in a separate tab.

Open an new tab in the web browser and visit the calendar select page

https://www.google.com/calendar/iphoneselect

Select from calendars owned or shared with the user to sync to the iDevice’s native calendar app. Click Save to finish.

Mobile Device Instructions

Use the iPhone’s web browser to login into myCFCC at my.cfcc.edu

Select the Mail icon to access the myCFCC gmail account. The mail account will open in a separate tab.

Open an new tab in the web browser and visit the calendar select page

https://www.google.com/calendar/iphoneselect

Select from calendars owned or shared with the user to sync to the iDevice’s native calendar app. Click Save to finish.

MOOC stands for Massive Open Online Course; meaning, free and open enrollment to anyone, anywhere.  The traditional MOOC typically touts student enrollment from hundreds to thousands of students for one class.  Yes–thousands.

Courses are developed and delivered by faculty at prominent institutions like Duke, MIT, Harvard, Princeton, etc.  These institutions are partnering together with organizations like Coursera, edx and Udacity to create a unified course delivery system for the MOOCs.

While MOOC courses don’t offer the same level of credit that traditional university courses offer, some provide certificates upon successful completion of the course.  There are rumors of MOOC certificates earning street cred, particularly for hiring purposes in large technology corporations around the globe.  If you have certificates in Computer Architecture and Computing for Data Analysis then you will be a more desirable hire than the guy with none.

I am currently enrolled in my second MOOC, Gamification, taught by Kevin Warbach from the University of Pennsylvania.  The course is designed with a series of video lectures, quizzes, and discussion forums.  I enjoy the open format. People from all other the world are enrolled and right away you get a sense of community with the other participants.  It’s easy to enroll in a course and if you don’t have time to finish it, you didn’t waste your money! New courses are starting all the time, there are no traditional semesters.

Check out available MOOC’s at:

• Coursera – a company who has partnered with 16 of the world’s top universities to offer a wide range of free courses across disciplines. (Stanford, Princeton, Michigan…)
•  edX – originally developed by MIT.  They have recently partnered with Harvard and Berkeley.  Most of their courses are technical.
• Udacity – courses from a range of universities.  Most of their courses focus on the technical.

 More on MOOC’s

Good MOOC’s, Bad MOOC’s @ Chronicle of Higher Edcuation

Instruction for Masses Knocks Down Campus Walls @ NYTimes

What It’s Like to Teach a MOOC (and What The Heck’s a MOOC?) @ The Atlantic

SOLUTION: Convert a course syllabus to a Google Doc, link to it in Blackboard.   When a Google Doc is edited it shows your changes in real time.  If you make changes to the Google Doc, it shows updates immediately wherever it is linked.

 Example: Your course syllabus is a Google Doc and you have it linked to 3 course sections in Blackboard.  When you make changes to the Google Doc (the syllabus), it is also updating in your 3 course sections all at once.

HERE’S HOW

Step 1: Open your Google Docs
Step 2: Convert your syllabus to a Google Doc
Step 3: Get the URL for your Google Doc
Step 4: Create a link to your Google Doc URL in your Blackboard course
Step 5: Happy instructor

There will be workshop on this topic in September. Be on the lookout. Feel free to call me with any questions at ext. 7038.

Seen these around?  They’re word clouds and have been circulating digitally and in print over the past few years. What appears to be a technical and time consuming task is more easy than you think (like paste a bunch of words in a text box and click the word “Go” kind of easy).

Wordle’s one downfall – - You can’t “save” your word cloud as an image.  Once it’s generated, you  have the option to print it or add it to Wordle’s gallery.
BUT, here’s the “workaround” …take a screenshot of your wordle (using either your PrtScn key or Snagit

Try it! at Wordle.net

OTHER WORDLE RESOURCES

• Learn how with a Wordle Cheat Sheet
• Read about Wordle being used  in the higher ed classroom

Two of the biggest buzzwords in education: Assessment and Engagement.

We have a tendency to associate the term “assessment” with “tests”. But, it is sooooo much more. If I were to define assessment in layman terms, I would describe is as “putting your feelers out”.  While in the midst of a lesson have you ever thought to yourself, “They just aren’t getting it”? Think back to that moment. How did you know your students weren’t “getting it”? Believe it or not, the “how” in this situation is a type of assessment, properly known as Formative Assessment.

Feedback is the heart of formative assessment.  When we, the educator, are conducting a formative assessment we are ultimately asking for feedback from the student. Student feedback provides us with information to gauge where our students are in the moment versus where we want them to be.  Feedback is essential, it allows us to tweak, modify, or change our pace to ensure student success and understanding. Now– hold that thought.

Our students want to play an active role in their education.  They do not want to be passive learners, commonly called the “sit-n-get” approach.  Engaging the learners is more than being a great lecturer; the students need to interact on their level and in a way which is meaningful to them.

Making a connection

Begin every class session with a question.  Introduce your topic by polling the class on the lesson topic before the lesson. It encourages active participation from your students.  It turns the lights on inside their heads.  They are ready.  You now know where they stand.  

Make every student a participant. This where engaging the learner comes into play and can be as easy as having every student raise their hand. Better yet, put a device in their hand.

• Clickers have made a successful debut onto higher ed campuses over the last few years.  Students can respond in a variety of formats from multiple choice to open-ended.
• A free web application, Poll Everywhere allows student to respond to questions mobile devices and tablets into the clickers.  Students can respond with their cell phones!

Respond to their responses. You’ve asked the question and gathered the information. You know where the students stand, you have their attention. What are you going to do about it? Take this opportunity to bring in a connection from the previous lesson, start a discussion, start over, move ahead!  Their responses can now guide you in a direction that best fits the needs of your learners.

Articles on Formative Assessment and Engagement

Formative assessment and self-regulated learning: a model and 7 principles of good feedback practice

Techniques to engage the online learner

The value of formative assessment in higher education

Clickers and Peer Instruction: A powerful way to improve student engagement and learning-but only if you do it right

Post your testimonial in the comment section below.

Yes, it’s true. CFCC has its own Instructional Technology website. This website provides faculty and staff with tons of resources for technology based-applications.

Including:

• Workshop schedule (they are all free!)
• Registration page for workshops
• Do-It-Yourself Resources page that provides handouts, material, or tutorials for all Instructional Technology workshops offered here at CFCC.  If you can’t make a particular workshop and would love to learn more about it, this is the perfect place to go.
• Web tools and applications for learning.  These tools range from online note-taking applications to creating accessible multimedia for your courses.
• Equipment available for checkout to faculty and staff.

This is all for YOU! The Instructional Technology Unit was created to provide support and resources for the faculty/staff. We want to effectively and creatively use technology both in  instruction and the workplace at CFCC.

If you don’t know where or how to get started, have questions, need suggestions… please contact me! That is what I’m here for!

Bethanne Winzeler
phone extension: 7038
bwinzeler@cfcc.edu

A reoccurring theme seems to pop up whenever discussions begin in regards to the benefits of storing files and information in the “cloud”.   Security and Privacy.  With some legitimate concern, Google has long been plagued with the Big Brother syndrome.  They are watching our every move and selling our information to advertisers.

This is not the case when we refer to Google Apps for Education.  Google’s Security Privacy Policy clearly states in reference to its users:

• It’s your content, not ours. Your Apps content belongs to your school, or individual users at your school. Not Google.
• We don’t look at your content. Google employees will only access content that you store on Apps when an administrator from your domain grants Google employees explicit permission to do so for troubleshooting.
• We don’t share your content. Google does not share personal information with advertisers or other 3rd parties without your consent.
• We sometimes scan content. And for very good reasons, like spam filtering, anti-virus protection, or malware detection. Our systems scan content to make Apps work better for users, enabling unique functionality like powerful search in Gmail and Google Docs. This is completely automated and involves no humans.

As far as security goes, Google goes to great lengths to protect our information.  Law firms, Fortune 500 companies, and other higher ed institutions use Google Apps to store their files and information.

Google Apps Security Whitepaper

Another thing to consider- to access your Google Apps associated with CFCC, you have to be logged into the MyCFCC portal. Think about it…

Still not convinced?  Take a virtual tour of one of Google’s Data Centers

Or, for the more “interactive” approach, visit the Story of Send where Google takes through the entire process of sending an email.

Give Google a chance, it might just change your life–for the better.