1. Log into VOCAT (https://http://baruch.vocat.io) using your Baruch e-mail credentials, click on the course site link, and watch two of the three videos that are available there. See this instructional video for help additional help with navigating this.
2. Use the VOCAT annotation feature to create at least two annotations on each video. These can be comments, questions, observations, or responses to other people’s annotations.
3.Create a response that discusses how you approach assessment now and what you might like to try from the videos that you saw (if anything) in one of the following formats:
Audio file with no video (Most smartphones have a voice recorder function that can be used to record audio files.)
Series of 5-6 photos with descriptive captions.(Photos or screenshots could include documentation of rubrics or other graphic representations of your approach to assessment.)
Upload your completed response to the group VOCAT project using the “Manage Media” button at the top right of the “Submission Media” box containing the assessment videos. (See screenshot below) Note: this assignment is set up as a “shared project” so please be careful not to delete the other media submissions when uploading yours.
6) Annotate at least three other seminar participant’s responses on VOCAT. By this, we mean that you should add comments to at least three other participants’ videos.
7) Find the assignment(s) that were designed by the people who share a CTL Buddy with you. Using the Google Docs comment feature, make at least 3 comments on each assignment.
8) Based on your assignment, outline two weeks of your hybrid course considering deliverables, assessments, and deadlines. You can do this however you’d like, but here’s a worksheet and a sample outline to help you get started. Print this out and bring it with you to the session.
9) Contribute additional terms and definitions to our collective Hybrid Seminar Glossary. You’ll find the instructions in this glossary doc and if you’d like to add a term that isn’t already listed, feel free to do so.
Glossary – Contribute at least two terms and definitions to our collective Hybrid Seminar Glossary. You’ll find the instructions in this glossary doc and if you’d like to add a term that isn’t already listed, feel free to do so.
Reading – Sign up here for an article that you will read along with a “role” that you will take while annotating it. (You only need to sign up for one.) The descriptions of the roles are in the sign-up doc.
We want to note that all three of the articles that we have selected come from a perspective that is generally critical of particular uses of educational technology. Our intention with this exercise (and in the Hybrid Seminar generally) is not to advocate for particular uses of ed tech, but rather to expose participants to a multitude of perspectives and to facilitate productive conversation: in other words, to get you to think about your choices, whatever they are. We hope that you’ll engage with this exercise (and with the annotation roles) with an open mind and in the spirit of helping your colleagues to explore their options when it comes to choosing tools and platforms that facilitate learning. Please note that the views expressed in the annotations may not necessarily be the actual perspectives of the participants: for example the “Devil’s Advocate” role.
Resources – At the top of this Tools & Campus Resources chart, there is a list of tools underneath headings that describe how the tools can be used (i.e. tools for group collaboration, tools for presenting information, etc). Choose 2-3 tools to research. Ideally, you’ll choose one tool that you’ve used before and one that is new to you, but both tools might be new, or you might choose all tools that you’ve already used. Do some research, and fill in as much information as you can about the tools that you’ve chosen. As you do this, consider the following:
Is there a cost or is this tool free for students to use? Are there any restrictions to the free version? If it is free, how do the creators make money from it? (i.e. Is the tool grant-funded or supported by a university? Is it crowd funded? Do they collect and sell data? )
Can students access it on a smartphone?
Does the tool require students to post any identifying information publicly? If so, is there a way for students to obscure their identity if they wish to do this? (i.e. By choosing a pseudonym.)
Will students be able to access their information after the semester is done? Can they take down their contributions themselves?
Will students use the tool after college? In other words, is this a tool that is useful to learn outside of the context of school?
What are the accessibility considerations that someone using this tool might want to keep in mind?
Assignments – This Assignment Worksheet is designed to help you take the first steps toward adapting an existing assignment for the hybrid context, or to experiment with making a new assignment for your course. You will workshop your assignment during the next session (and the third session, too!), so don’t worry if you’re not sure about what to do yet.
Feeling stuck? Check out the Innovative Hybrid Assignments doc for ideas from past participants, or reach out to your CTL buddy to talk about your ideas.
Introduction: Post a meme (in this Google doc) that explains something about who you are as a teacher and who you are as a student. Write your name above the meme, and write a caption below it (there’s an example in the doc).
Blackboard Accessibility Training: Log in to Blackboard, navigate to “Accessibility Training” in the top navigation menu, and click “enroll.”
Review “Topic 1. UDL & Your Teaching” (especially the video called UDL At a Glance). Browse / skim through the other resources in this module. Make sure to take the Lesson Quiz called UDL & Your Teaching at the end of the module
Word, Excel, and PDF Documents (please do all three)
PowerPoints Documents and Multimedia (please do both)
As you review the Blackboard material, think about how it is teaching you as well as what you’re learning. Think about your engagement as a “student.” How are you demonstrating what you’ve learned? How would we, as your instructors, know what you have learned? Be prepared to share your insights in the next session.
Collaboratively annotate the “Accessible Syllabus” using hypothes.is: [Note: if you need to join the Hybrid Seminar Hypothes.is group after the first session, please contact Lindsey for more information]. Note that you will need to check your e-mail and confirm your invitation before you can log in if you don’t already have a hypothes.is account. You are invited to use your real name or a handle (fake name), but if you use a handle, please let Lindsey or Tamara know so that we know who is commenting.
Once you have joined the group, click on this link to view the Accessible Syllabus. Add at least 2-3 annotations, or comment on other participants’ annotations (anywhere on the site). You are welcome to make more than 2-3 comments or annotations. Make sure to choose the Hybrid Seminar 2019 group. You must be logged in, and you must have accepted the invitation to the group to do this.