By Yiren Kong Educational Research & Grant Development Specialist yiren.kong@stonybrook.edu
Virtual reality (VR), characterized by its immersive experiences and interactive capabilities within virtual environments, has the ability to enhance educational experiences. The unique characteristics of VR and the availability of low-budget VR headsets in recent years signal great potential in using VR as a learning tool on a large(r) scale to help students learn effectively. Additionally, the growing popularity of VR in everyday lives speaks to a need to provide opportunities for students to familiarize themselves with VR at school.
Inspired by and building upon these premises, the Center for Excellence in Learning and Teaching (CELT) at Stony Brook University has held a series of hands-on VR workshops over the past year to showcase the possibilities of using VR in higher education classrooms as an alternative learning option. This series of professional development events have been well received by faculty and staff members across both east and west campuses. Many have expressed interest in continuing the conversation with us and exploring feasible ways to integrate VR into their classrooms. Reflections on these events and discussions with different stakeholders has revealed the importance of helping faculty and staff members to have a deeper and more comprehensive grasp of VR, which could help them in make an informed decision about whether and how they will use VR as an optional learning tool to facilitate their students’ learning experiences.
Our VR studio is a great space for those looking to learn more about VR/AR in the classroom.
In order to familiarize faculty and staff members with VR as an effective learning option, CELT has made multiple efforts. In addition to offering workshops and collaborating with interested faculty members on research and grant projects centered around the theme of VR, CELT also just soft-launched a VR studio in Harriman Hall after working on the space for more than half a year. This VR studio serves as a collaborative space for faculty members to work closely with experienced instructional designers and educational researchers at CELT to develop VR learning activities.
The CELT VR studio features two VR stations which present two very different VR solutions and experiences. The first station is powered by an HTC VIVE and a gaming PC which is capable of providing a highly visual and immersive experience. The second station features a Meta Quest 2, which is an all-in-one headset that offers affordability, convenience, and accessibility. Different from the HTC VIVE, Meta Quest 2 does not need to be connected with a computer at all and can run VR applications by itself. Besides, the price for a Meta Quest 2 is much lower than an HTC VIVE, at the cost of lower graphic quality and performance.
Headsets such as the Meta Quest series have made VR more accessible to those who are interested.
Empirical research has pointed out that VR, when being used appropriately in a suitable learning environment, could help with both learning experience and outcomes. Moreover, integrating VR in classrooms could help mitigate digital divide and enable upward social mobility for underrepresented students in this digital age. If you are interested in developing a VR learning activity and try out in your classroom, or if you just simply want to learn more about VR, feel free to come and work with us in the newly launched CELT VR studio (appointment needed).
By Shyam Sharma Associate Professor and Graduate Program Director Program in Writing and Rhetoric shyam.sharma@stonybrook.edu
Last year, students in my WRT 102 class systematically explored how AI chatbots can help them as writers–that is, if they learn how to use the tools effectively and responsibly. By breaking down the process of writing a research-based paper into a step-by-step process, my students asked ChatGPT to assist them with a few dozen different tasks related to those steps. The result has so far been fascinatingly mixed.
Unfortunately, most faculty across campus do not have the luxury of time (i.e., small class), teaching experience/expertise (in some cases), or the curricular space that writing teachers do in order to engage their students in the research and writing processes with the assistance of AI or not.With these challenges in mind, the following are some strategies that can be helpful to colleagues across campus:
Time
The first challenge, lack of time, is most significant for faculty teaching larger classes. Natural language processing tools can be a convenient way to reduce time and labor that writing-intensive assignments require from instructors. Unfortunately, this convenience comes with a number of risks, including plagiarism and the bypassing of learning/skill development. Consequently, all instructors who assign writing might also have to allocate some time on writing instruction as well as time to help students use the new tools effectively and responsibly.
Finding ways to effectively incorporate AI into assignments can be a time consuming process.
Adopting the “writing to learn” (WTL) approach (rather than just “learning to write”) can justify the investment of some time for teaching writing, as it helps students “discover” ideas and perspectives, “create” connections and structures, and “interpret” text or the real world around them. If writing needs to mediate learning, then it must be seen as more than merely a means for encoding pre-existing ideas in words; it calls for assisting students in the process, including for using AI tools productively and responsibly.
With some scaffolding/support and the right approach, even a small amount of time to help students use AI tools meaningfully can greatly help to harness the power of writing as a means for learning, fostering disciplinary identity, and preparing for professional careers. Below I share a range of strategies to optimize whatever little time faculty can invest.
Trust
Trust is the second challenge when individualized attention is not feasible, and AI tools can complicate this even further. I started my teaching experiments with AI using a simple rule–“cite what you use”–but even in a small class, that simple rule didn’t survive the complexity of how students use the tools. Students used chatbots in too many ways in the process and couldn’t just cite specific words or ideas!
My experience so far is that the only thing we can do is to develop trust in our students, as we help them develop their own “brain muscles” for research and writing skills, with or without using AI tools. AI tools are making academic integrity issues too complex to address through any technologies or policies. With that said, they can also enhance writing if used effectively and responsibly.
Trust between students and instructors is an important part of teaching students how to use AI in a beneficial and productive manner.
In place of doubt and distrust, we must teach our students where to draw the line for themselves. We can no longer just specify “requirements” like page or word count, topic or method specifications, number of citations or strategies of source engagement, etc. We should help students understand and achieve the goals of the assignment by using appropriate tools and resources. We should help students answer their own educational questions: Why am I in this course? What skills will I develop if I invest adequate time and effort–including with AI assistance?
Broadly put, educators are bound to shift focus from policing plagiarism to bolstering originality, from requirements to commitment toward learning, from fear to interest, from policy statements to support, from challenge to confidence, from moralizing to motivating. Students can best decide when and how to use AI tools if they possess sufficient skills and confidence and are inspired enough to take on the challenges of learning.
Teaching
Beyond allocating some time and shifting focus toward trust building, faculty across the disciplines need new teaching strategies to mitigate the challenges posed by AI tools. That requires first educating students what “writing” means in the context of learning and in relation to AI.
Some students ask: Could we soon be just asking AI to do all our writing? This question views writing as a product, ignoring that the use of a text generator in the process of learning is fundamentally different from a businessperson using it to cut costs, a father using it to make lasagna, or a freelance journalist using it to speed up writing. Unlike other users, students must use writing to develop their own brain muscles for researching and reading, summarizing and synthesizing, citing and engaging sources, developing and defending an intellectual position, organizing and creating flow in her ideas, and so on–with and without using AI tools as they become more and more a part of our world. Simply asking a chatbot to “do” these things for us is more like asking for the answer to all math problems and less like using a calculator to better handle the more complex ones.
Professors should also identify and address distinct challenges posed by AI use in writing processes in different disciplines and professions, from the ethical in medicine to the legal in engineering to the financial in business. Creating and using machine-generating language requires more layers of responsibilities for “languaging” than we have always known. This calls for some teaching of “critical AI literacy” skills–including technical skills, rhetorical savvy, and political and ethical considerations.
It is important that students understand not only the “what” regarding any assignment but the importance of “why” it is important as well.
To summarize, a little time, a focus on trust, and a few teaching strategies could turn a menace into a meaningful resource. From their explorations so far, my students have created a list of tasks that ChatGPT can (potentially) assist them write better, faster, etc–that is, if they have the skills and invest the time to make that assistance meaningful: finds sources**, suggest new ideas or perspectives*, help to brainstorm or start writing*, jog memory on a topic, find/generate basic knowledge about a topic**, outline a paper*, write up thesis statements and topic sentences*, elaborate topic sentences or citation*, tighten and otherwise revise draft*, recognize rhetorical strategies in samples, change style of draft such as by reducing jargons, give feedback or critique on draft*, edit for clarity and correctness, etc. In the list above, to represent the cautions my students say are necessary, I’ve used two asterisks where they’ve flagged it for unreliability (such as making up sources and facts) and one asterisk for other kinds of problems.
I must also add that my class has found that ChatGPT isn’t very reliable even with papers based on library and internet research–not to mention papers that are lab-based or fieldwork-based, creative or contextual, culturally informed or sensitive. And yet, where there is instructional support and seriousness on the part of student writers, the tool becomes more and more useful. Hence the need for some time and trust. In contrast, instructors who simply assign essays and wait for the deadline are going to receive papers, paragraphs, or paraphrases based on chatbots from many students.
With the three major challenges above in mind, as well as the cautions, I would like to share a class handout that I created for AI-assisted writing instruction for a research-based paper. Please adapt any part of it as it best serves the needs of your courses and assignments in your disciplines and contexts. The handout can be found at the link below.
Join our partner, DoIT Training, at their Mini Byte (short online training) on Zoom Poll data tomorrow, Wednesday, 7/21 at 10am!
The way Zoom poll data downloads is not easy to read or use: Pivot tables to the rescue! Learn how to analyze Zoom Poll Data using Pivot Tables to better see how attendees responded.
From May 25th-27th, the SUNY Center for Professional Development hosted the annual Conference on Instruction and Technology (CIT), which took place virtually this year. The theme for CIT 2021 was “Working Together to Prepare all Students for a Lifetime of Learning” and included the following tracks:
Diversity, Equity, Access, and Inclusion
Emerging Technologies and Digital Strategies
Measuring Effectiveness
Open Education
Pedagogically Speaking
The Keynote speaker was Jesse Stommel, Ph.D, executive director of the Division of Teaching and Learning Technologies at University of Mary Washington, co-author of An Urgency of Teachers: The Work of Critical Digital Pedagogy and co-editor of Disrupting the Digital Humanities. In addition, there were concurrent short talks, poster sessions, exhibitions sessions, and FACT2 Excellence awards. With the shift to remote learning during the pandemic, many presentations focused on innovations in online learning and teaching including strategies for large enrollment online classes, gamification, Open Educational Resources (OERs), equitable assessments, tools for engagement online, and effectively teaching music/art virtually.
There have been many Zoom updates over the past few months and we wanted to address them in terms of how they can be used in your class(es)!
Being accountable! Faculty that set up Zoom polls for their class can now get student data as long as the student is logged in with their Stony Brook University account. After the class is over, log into Zoom and click on Reports > Meeting > radio button: Poll Report. A list of users, questions, and the response given can be downloaded. Review these formative assessments to see if there are students you should reach out to!
What a great reaction! Participants have access to a large range of emojis under Reactions in the session. Utilize these emojis in icebreaker activities or as additional options when asking opinions or for reactions in class from your students. Emojis can be limited in your Zoom settings as well.
Get immersed in the experience! Once you enable “immersive view” in settings, you and your participants can see each other embedded in various images. Have your students see each other in a classroom setting, or use the smaller immersive setups to record video with your TAs and/or other faculty. Students can also use it to record group presentations.
Make sessions more accessible! Zoom has an auto-transcription feature so that there is a real-time computer generated automatic transcription available for students that need it once you enable it.
SBU Update!
You recently received an email from DoIT about the retention of Zoom recordings:
Starting June 1st, 2021, Zoom cloud recordings older than 180 days will be automatically deleted and sent to a trash folder. This action will be on a rolling basis and recordings will be removed after they pass the 180 day mark. If you wish to keep your recordings, instructions are provided below. Please note that Zoom recordings saved locally to your computer are not affected by this policy.
You can download and save your recordings and/or move your Zoom recordings directly into your Echo account. More information can be found on the Zoom Cloud Recording Retention page.
As you are going through your recordings, think about what you want to keep! Do you want to reuse any content for future classes? According to Richard Mayer’s Cognitive Theory of Multimedia Learning, working memory has a limited capacity (Brame, 2015). Some questions to ask now that the videos are recorded:
Segmenting: can you break the videos into manageable parts and keep videos short?
Signaling: Did you highlight important/key points?
Weeding: Do you have extraneous/irrelevant information or dated information in the video?
How is the video quality?
How is the sound quality?
Want to chat further? Contact us to set up a consultation!
Asynchronous courses, when designed and implemented according to evidence-based research and learning theory, can be just as engaging as in-person or synchronous online courses. If you have asked yourself the following questions, or are unsure of where to start overall, this guide will introduce you to research and tips for making your asynchronous online course engaging.
How can my students interact in an asynchronous course?
How can I help my students give better feedback to each other in discussion boards?
How can I give better feedback and engage students?
How can I use group work in an asynchronous course?
These resources will get you started with theory and practice for engaging your students in asynchronous courses. Review the Purdue University Guide to the Community of Inquiry framework, which will introduce you to the concept of “presence” in an asynchronous course. The, dive a bit deeper and read about developing presence and learning community online, including a research study on faculty perspectives. Then, last but not least, review the ways you can give effective feedback with technology. Timely and effective feedback is a critical component of engagement.
Learning Activities for Asynchronous Online Courses
Asynchronous, Interaction, Discussion
These three resources, activity guides from the Vanderbilt University Center for Teaching and the Center for Excellence in Teaching and Learning at the University of Rochester and the FOLD Guide to Fostering Discussion will all spark ideas for engaging activities and effective discussions you can have in your asynchronous courses.
Review the resources in this collection to find tools that will help you develop and deploy asynchronous learning activities. VoiceThread is a great tool for asynchronous discussion (even in groups!). The Vanderbilt guide from the Learning Activities collection is repeated here as well, it includes both activities and tools to keep your students engaged.
Additional Teaching Tips for Asynchronous Online Courses
Active Learning, Engagement, Inclusive, Tips, Asynchronous
This collection of resources will provide you with additional tips and tricks for creating engaging asynchronous online courses. Review the IDEA guide for actively engaging students, tips specifically for inclusive teaching from the Sheridan Center for Teaching and Learning at Brown University, additional tips from Wiley, and a Faculty Focus article on fostering fun!
Rose Tirotta, Ed.D., Associate Director of Teaching Excellence
Video has been a constant part of our lives for over a year now, and being on camera for many hours throughout the day can be stressful! Here are some tips for synchronous sessions or recorded mini-lectures to improve video quality without purchasing expensive equipment.
Computer Tips:
Raise your webcam/laptop to eye level when recording. You can use books, an empty box, or anything else that gives it a little extra height.
Keep your webcam/laptop about an arm’s length away from you when you record so you are not too close or too far from your camera.
In Zoom, go to Preferences > Video and check off: HD (to improve video quality) and Touch up my appearance (to soften your video).
Your Surroundings:
Try to place yourself in front of a neat background that is not distracting. While you want to keep it neat, try not to use a blank white wall.
If you prefer to use the Zoom background option, try to choose one that is static and not distracting. Zoom now has a blur option (try updating Zoom if you do not see it on your list of virtual backgrounds).
Sit (or stand) with the light in front of you (not behind!)
Try to use a room without (too much) ambient noise.
Before the Session or Recording:
Test out everything! Record a segment so you can hear the audio as well.
During the Session or Recording:
Look into the camera
Use a headphone (with a microphone if you have one!)
Speak clearly and naturally
Don’t worry about small mistakes!
A few other questions to keep in mind if you are recording mini-lectures:
Where do you want to segment your videos? Keep them short so students can easily find the topic they would like to rewatch.
Do you need to be on camera? If you are sharing your screen, think about whether or not you need to be on camera the whole time.
Do you need a script? Scripts are helpful not only to plan what you need to say, but can also be used as transcripts afterwards.
Sigh…I’m tired! Don’t record too much at one time! You want to have a good energy level for all videos so…take a break!
Being on Zoom synchronously all day can be exhausting as well! Be sure to schedule breaks! Also, watching yourself can be emotionally draining! If you can’t turn your camera off, you can turn off your video on your own screen while still being visible to the other participants.
Jennifer Jaiswal, Instructional Designer & Sr Instructional Technologist
When considering the use of a new technology in your class, it is important to consider how it supports your course alignment. Alignment is the connection between learning objectives, learning activities, and assessment. An aligned course means that your learning objectives, activities, and assessments match up so students learn what you intend and you accurately assess what students are learning.
To ensure that your chosen technology supports the alignment of your course, you should ask the following questions:
Does my content, activities, and assessments align to my learning objectives? (Technology integration will work best if your course is well-aligned.)
Does the technology support or enhance learning more effectively than a previous method?
What skills and resources do my students need to use this new technology?
Does my content, activities, and assessments align to my learning objectives?
Looking at the image below, go through each step starting with your learning objectives, assessments, and activities, and make sure they all work together to support each other.
Does the technology support or enhance learning more effectively than a previous method?
The technology should support the activities, assessments, and therefore, the learning objectives that you have identified. Below are examples for each step of the course alignment process:
Learning Objective: Students will be able to discuss the theme of science in Victorian Literature.
Assessment: Students will be assessed on their ability to work together to discuss and synthesize information into a group presentation based on their perspective of science in Victorian Literature.
Activity: Students will participate in a discussion board where they will discuss how the scientific advancements in the Victorian Era are shown in their reading of George Eliot’s “The Lifted Veil”. Based on their discussion, each group will create a presentation using VoiceThread.
Technology:
Discussion Board through Blackboard – for the discussion activity
Documentation links for Blackboard and VoiceThread
By focusing on your learning objectives, you will see what types of technologies are needed in your class to help you make decisions. For this example, you would look for tools to aid in the discussion and the presentation. It is helpful to list out what technologies you need for your entire course so you and your students know what will be used so they will be better prepared.
Looking through your course you may see opportunities to incorporate technology into your class. Using technology for technology’s sake may not support the students’ achievement of the learning outcomes. In fact, it may lead them to a different learning objective then you intended. If technology has the potential to drastically change your class and its outcomes, you may want to consider revising your learning outcomes and realign the related activities and assessments.
What skills and resources do my students need to use this new technology?
Now that you have decided which technologies to use, it is time to start thinking about what resources to provide to your students. Some recommendations are:
Instructions on how to log in and the basic functionality of the new technology
Video demonstrations of how to use the technology
Sample or practice activities using the new technology
Submitting draft versions of the assignment using the technology
Contact information for technology support
Providing additional resources gives your students the best opportunity to complete the assignment successfully and meet the learning outcomes. Preparing detailed instructions and support documentation in advance can also help reduce your workload as the course progresses.
There are many useful resources available internally and on the web. Be sure to search for them before creating anything from scratch.
Reflection
At the end of the semester, it is important to reflect on the major takeaways from the experience. Think about what worked well and what didn’t, and what you could change to make improvements. This helps you close the loop and decide what will be needed the next time you teach, and decide if the new technology was a success or a hindrance to your class experience. Ask your students questions about the experience. This can help you assess engagement with not just the tool but the tool and the content together.
If you have any questions or would like to discuss further, do not hesitate to reach out!
Editor’s note: This is the first of a two-part blog series on choosing the right technology for your teaching needs. In this blog post, Associate Professor of Mathematics, Moira Chas, discusses her experience with finding a way to engage her students during synchronous online lectures. Look for the second blog post by CELT Instructional Designer and Technologist, Jennifer Jaiswal, who will describe how to select the appropriate technology. Email CELT@stonybroook.edu to get a consultation with an instructional designer who can work with you to choose the right tools for your teaching goals.
Moira Chas, Associate Professor, Mathematics
Image courtesy of Moira Chas, who is seen in her office with some of the crocheted models she has created to illustrate ideas in topology.
Before the terrible pandemic that turned our worlds upside-down and inside-out, (or better said, outside-in), I used to teach by walking incessantly around the classroom, asking many questions and trying to read in the faces of the students whether they had arrived at the answers. I peeked at the pages they were writing, and if I found cell phones on desks I would point out how unproductive these gadgets can make us. I often brought to the classroom as many “math toys” as possible to make mathematical ideas tangible.
I remember the last class I taught in person in March 2020: It was about Mathematics in Ancient China. (I was teaching a course in History of Mathematics.) I distributed a few abaci and advised the students not to share them. (It felt terrible to have to recommend such a thing. Normally, I would have them working in groups with all hands on the abacus). The week after, we entered the Zoom-universe. It was hard to lecture there, but at least I was talking to students with whom I had established a connection before becoming a face on their screens.
The next semester, for reasons that I will spare you, I decided to be a virtual instructor. A significant challenge I experienced was in replicating the immediate interaction of physically being in the same room with my students as they solved problems. I needed a tool that would allow me to conduct polls and to pose open-ended questions in real time while I conducted synchronous online lectures for my courses, which typically have an enrollment of 35 students.
I investigated several platforms, including Slido, Mentimeter, TurningPoint, and Poll Everywhere. In all these platforms, students can type written answers to questions through a web browser. Instructors can see the answers and share them, if they so desire, with the whole class during a synchronous online meeting.
Stony Brook University supports the use of TurningPoint, where each student pays a fee for a license. Currently, the cost is about $10 for a five-month term. One benefit of using TurningPoint is that the student responses can be connected to the Grade Center in Blackboard. For options that result in no extra cost to students, Stony Brook instructors can use Google Forms, but I found this a bit “less interactive.” Google Docs and Google Slides are platforms where students write in a “live” document (In Slides, the instructor can prepare a set of identical slides and assign a group of students to each slide for a problem-solving activity in real time). Zoom also has a polling tool that instructors can use for real time interaction during a meeting. Lastly, Zoom has the chat tool, which also allows for immediate interactivity during a synchronous meeting.
After exploring all the options, I decided to pay for my own subscription to Poll Everywhere. This tool helped me simulate the real time human interaction of being in the same physical space with students. In fact, this tool proved so valuable that I am planning to keep using it after the pandemic is behind us.
This is how I used it. When teaching during a synchronous meeting, I started a typical lesson with a greeting and a word cloud that was generated by the students’ answers to a question like, “write down a word that describes how you feel”, or “tell us something you gained and something you lost because of COVID” I tried to acknowledge the hardship of the moment and, to remind us of hope.
During the rest of the lecture I would never talk for more than 10 minutes without having the students participate in some way. For instance, when we studied how Ancient Egyptians measured geometric figures, I asked students to answer one of the following questions: “What does measuring a segment mean?” or “How do you measure a segment?” At that point in the course, Egyptians were discovering mathematical concepts and I wanted my student to put themselves in the experience of discovery. After reading some answers, I gave my own, or shared some of the students’ responses. I explained why certain answers were inappropriate. Then I asked, “What does it mean to find the area of a plane shape?” Finally, I gave concrete examples of Ancient Egyptian problems where shapes are measured.
Another frequent activity was having the students read a paragraph and explain what it means. For instance, it is said that when the ruler Ptolemy asked Euclid whether there was a way of learning geometry faster than reading The Elements, a 13-book mathematical treatise, Euclid answered: “There is no royal road to geometry.” Then I asked students to write what they thought Euclid meant.
Sometimes I asked for educated guesses on topics where students were unlikely to know the answer. After a discussion, I would pose the same question again. I tried to use Zoom breakout rooms for group activities, but I did not manage to do it in a productive way. I would often visit a breakout room and find the students in complete silence. Some students expressed frustration at the lack of participation by their classmates.
Every time a beautiful math idea appeared in front of us (and there are so many!) I would point it out and emphasize how lucky we were to be studying such wonders.
At the end of each lecture, students wrote up a short summary of the lecture and submitted it through the Poll Everywhere tool. However, this could be done with another tool or through Blackboard, which is the learning management system supported by Stony Brook University.
Overall, I think all of us learned about math history and about each other. Reading the students’ answers to my open-ended questions was like visiting their minds, in a way sometimes more effective than my “face reading” during the in-person lectures. Mostly because I could read the answers one by one, (and when reading a whole bunch of faces it is easy to miss a few), and also because all students answered (and words are often more explicit than faces).
Two books have helped, taught, and inspired me during this time of teaching during the pandemic: James M. Lang’s Small Teaching: Everyday Lessons from the Science of Learning and Dan Levy’s Teaching Effectively with Zoom: A Practical Guide to Engage Your Students and Help Them Learn. Lang has also many useful essays in The Chronicle of Higher Education.
While I write these last words, the students of last semester come to my mind, and I find it hard to believe that I miss them even though I never met most of them in person. This was my first all-virtual teaching semester, and despite all the turmoil of the time we are living in, to my surprise, I enjoyed almost every minute of the experience.
Dr. Chas and Dr. Alan Kim are facilitating the SBU Faculty Writing Group, which meets on Fridays from 1:30 to 2:30 p.m. starting on Feb. 5 through April 30, 2021. Register at this link. The Faculty Writing Group is sponsored and supported by the CELT’s Faculty Commons.
As we navigate through this new way of teaching remotely and online, there have been many educational technologies available to faculty to implement into their courses to facilitate academic engagement. One of these technologies is VoiceThread. VoiceThread is an interactive way to present multimedia content that allows for collaboration among students and faculty. You can use VoiceThread to deliver instructional content, provide an alternative way to facilitate discussions, and allow students to create their own multimedia presentations for assignments.
There are many ways to incorporate VoiceThread into your class and this can sometimes feel a bit overwhelming. To help you navigate the VoiceThread waters, we have developed short instructional resources focusing on using VoiceThread inside of Blackboard:
You can use VoiceThread to deliver course content, for interactive multimedia discussions, and as a graded assessment for students. VoiceThread can also be used to deliver asynchronous presentations publicly.
VoiceThread integrates with Blackboard providing direct links to presentations and graded assignments.
You can grade VoiceThread assignments which link to the Grade Center in Blackboard.
Over time, more resources will be added on topics such as groups, assignments in Blackboard, and some basic troubleshooting tips. If you have an idea for a short VoiceThread tutorial or an issue that you have come across on which you would like more guidance, please email celt@stonybrook.edu.
From May 25th-27th, the SUNY Center for Professional Development hosted the annual Conference on Instruction and Technology (CIT), which took place virtually this year. The theme for .gif)
