Accessibility, Accounts, Mobile, social networking

App Recommendation: 1Password

Are you tired of trying to remember every password you have or worried about using the same one over and over?  Try 1Password!  1Password is an app that stores all of your passwords in one area, locked securely by one main password.  You enter this one password and it will sign you into any of your accounts.  It will also generate and save secure passwords for any new accounts you may create.  1Password is integrated into your web browser and on as many devices as you need.


This app uses a combination of encryption and key derivation to ensure that no one can see your data while in use and everything is fully encrypted when you are not actively using 1Password.  

You can try it free for 30 days and after it’s $2.99 a month or $4.99 a month for a family subscription.

Check it out: 1Password

Score Keeper Screenshot
Assessment, iPad, Mobile, Tech Generation

Track Your Teams with Score Keeper by Learning Dojo

Score Keeper – What is it and how can I use it?

Platform – iPod Touch, iPhone, iPad
Price – free in the App Store (NOTE: this is listed as an iPhone app)
Download – 


Using Team Based Learning or Gaming in your classroom?  Having a hard time easily keeping or resetting the score? Score Keeper will not only help you to add up or detract points from 2 teams, but it also allows  you to reset the score with one touch.  When a team gains or loses a point the app will comment with encouragement or gentle teasing. (Yes, you have the option to silence the app if you’d like!).  Simple to use and ready to go, Score Keeper will help you keep track of those points!  Game on!

Score Keeper Screenshot


1-1-1, Faculty Showcase, Innovative Instruction, Round Table Discussion, TLT

Student Zombies No More: Faculty Showcase Recap

Your students will be zombies no more!
Your students will be zombies no more!

A “spooktacular” time was had by all at the TLT Faculty Showcase!  A hearty thank you to the faculty who shared their innovative teaching strategies:  Gustavo Urdaneta Velasquez, Mary Ann Hartshorn, Laura Penny, Sherry Wallace, and Lancie Affonso.  Not only did we learn how to more effectively engage our students and manage our classes, we also played Plinko and enjoyed trick-or-treating!




For those who couldn’t attend, the following applications were discussed:

Google Docs (Free; Web, iOS, Android) is a cloud-based word processor that allows users to create and share work from any device that connects to the Internet.  Users can work on the same document both synchronously and asynchronously, making it ideal for collaborative projects.  Mary Ann Hartshorn’s students use Google Docs to crowd-source references for research papers.  The students each contribute to the annotated bibliography then collectively edit the document for proper APA formatting.

To establish community and encourage communication, Mary Ann asks her students compose a “Where I’m From” poem at the beginning of the semester, which they share in the OAKS Discussion boards.  In addition, throughout the semester, students take turns as discussion leaders charged with facilitating the boards. Mary Ann has found this continuous interaction throughout the semester encourages students to complete the assigned readings, engage in peer teaching, and establish relationships with one another.

Using Google Docs and the OAKS Discussion tool
Using Google Docs and the OAKS Discussion tool

What student wouldn’t love to play games in class?  Kahoot (Free; Web) is a student response system founded on game-based digital pedagogy.  Gustavo Urdaneta Velasquez tests his students’ understanding of Spanish vocabulary and grammar by creating quizzes that incorporate text, images, and video.  Using any device with a Web browser, students play against each other hoping to top the leader board.  Gustavo is able to see how well his students understand course content and use the students’ answers to provide “just in time” feedback.

Lancie Affonso starts his “flipped” classes by checking his students’ pulse.  LinkedIn Pulse (Free; Web, iOS, Android) is an RSS aggregator that exposes students to industry-specific resources and professional networking.  Students get up-to-the-minute news from industry professionals, business publications, and news media, which inspire lively class discussions.

If you’ve ever wished you could scribble all over PDFs or Powerpoint slides while lecturing, Laura Penny has found the app for you.  Goodnotes ($5.99; iOS) is a note-taking, annotation, and digital whiteboard app.  Using the external display feature, Laura projects her iPad screen to the class and annotates while she lectures.  She can then export those annotated slides and share them with her students.

Socrative (Free; Web, iOS, Android) is a student response system that helps instructors assess student understanding through quizzes, polls, and games — no clickers or subscriptions required!  Sherry Wallace uses Socrative in her art history classes to evaluate students’ knowledge based on their exploration of websites such as the Louvre and Metropolitan Museum of Modern Art.  Socrative captures students’ responses in real-time, which encourages discussion and allows Sherry to clarify confusion.

Looking for a way to deliver content while encouraging discussion, especially in an online class?  Instructional Technologist, Chris Meshanko, shared the perfect tool to accomplish these goals — Voicethread (Free; Web, iOS, Android) is a cloud-based application that allows users to upload, share, and discuss documents, presentations, images, audio files and videos.  Chris has devised twelve fantastic ways to integrate Voicethread into your classes including icebreaker introductions at the beginning of the semester, guest lectures, syllabus question & answer, peer evaluation, and a variety of formative assessments. Making Voicethread even better are the College’s site license and its integration with OAKS.

If any of these tools sound promising to you, contact your Instructional Technologist to learn more.

We hope you’ll join us for the November Faculty Showcase on 11/20/14 from 11:00-12:00 in Tate Center 202.

Your fun-loving Instructional Technologists: Mendi, Chris, and Kaitlin
Your fun-loving Instructional Technologists: Mendi, Chris, and Kaitlin
1-1-1, instructional technology

Faculty Guest Post: Learning Catalytics

Our guest blogger is Wendy Sheppard from the Department of Mathematics. Wendy was a participant in the 2013 Spring FTI. This post is a report on her experience using Learning Catalytics in her course.

In Spring 2014, I used Learning Catalytics (try this link to find out more: Learning Catalytics), which is a web based platform similar to Poll Everywhere.  We learned about Poll Everywhere in the Faculty Technology Institute at the College of Charleston in 2013. Learning Catalytics is provided through Pearson for the text and online homework.

I first pilot tested the Learning Catalytics in a face-to-face classroom environment. On the first day of class, I asked students to sign in and asked if they had a smartphone.  Everyone in the class had a smartphone except for one student, who had a tablet.  Next, I had students login to Learning Catalytics to set up their account outside of class, and then bring their own mobile devices (laptops, smartphones, tablets, etc.) to class for a quiz.  The first quiz consisted of two questions. One question was a graphing question where students were asked to shade on a graph. Using Learning Catalytics, students could use their fingers on their smartphones or tablets to shade on the graph.  Students with laptops could use the mouse to shade.

I could set a time limit if I wanted, but chose not to in this case. The best part was that I could instantly review the students’ responses in class, to see how many people were correct.  Since the first question was a graph and thus a visual question, this was easy to assess.  About half of the class gave correct responses. I immediately knew we needed a little more work on this topic.

The second question was a feedback question. I asked the students “Did you like this? Why or why not?”.  The students knew their responses would not be anonymous for me, the instructor, but they appear anonymously below:

Yes because It is hands on and I feel more engaged in the class

Don’t like it at all if it’s for quizzes.

Yes, because it was easy to use and fun.

Yes, more hands on & helps me understand the material better.

It’s a little weird, but I think once I got used to using it, quizzes like this would be fine.

No I dont like using my phone to do this. I would rather do it on paper.

Yes. I think it is an effective way to apply what we have learned in class to a real problem on our own. It gives us a chance to try out what we have learned.

It is a good concept because most (if not all students) have smart phones or tablets.

It’s just hard to shade, the concept is cool though

No it was hard to use and confusing. The concept is a good one, but in reality it’s easier to use paper and a pencil

I would but it takes college students way to long to figure this technology out for some reason. I think it’s very simplified and it would be good- maybe once we get used to it, everything would be smoother.

No. I prefer to do math problems and shading by hand. I understand it better when I write it out for myself.

Yes, I like this. I don’t think the entire class period should be centered around it, but it is very helpful.

Not really, it’s kind of difficult to use my phone and I’m not that technologically inclined, I prefer pencil and paper so I can write my steps out and see how I got the answer.

Incorporating technology in the classroom is important; however, with any new classroom additions there are bugs to work out.

I was able to copy and paste these responses quite easily from Learning Catalytics.  Overall, once students got used to it, I think everyone liked it, except for probably 2 or 3 students who had technical difficulties.  The backup was for them to complete the quiz on a sheet of paper.

The grading was easy as well!  I could go through and assign the point values and then mark each graph correct or incorrect, as well as type in verbal feedback for each individual student.

There are many options that I have not yet experimented with as far as presenting the information back to the students, but these options are chosen at the beginning when writing the questions.

Since I was preparing to teach an online course, I also made some video lectures of review questions for the class.  I then used Learning Catalytics to get immediate feedback about the videos, so that I could use it that semester.  It was not anonymous. I asked them, “What did you think of the video lectures that you watched online?  If you did not view them, please state that you have not viewed them yet.”  This also gave me a chance to find out if anyone had any technical difficulties.  If any students are afraid to speak out in class, this gives them a chance to communicate without that fear.

The third time I used Learning Catalytics in class, I asked the students for feedback on one of their tests.  “Were you pleased with your test grade?  If not, why do you think that you did not do well?”  This helped me to assess any classroom wide issues with the test, or if they were just not prepared for the test.  This was extremely valuable feedback for me because I knew that overall, they just did not study enough, versus thinking that the test was too difficult or too long.

The fourth time I used Learning Catalytics in this course, I asked the students to vote in a ranking order question.  Then I used that data to compile project questions for them to work on in groups later.  This time, students did not have to complete the question in class, they could do this outside of class, but then I had it on the screen at the beginning of class for students to go ahead and complete either before class started or right at the beginning of class if they had not already done so.  I gave class participation grades for these assignments where there was no right or wrong answer.

The final time I used Learning Catalytics in this class was to have students complete a matching quiz with application problems and formulas.  Students were allowed to use their mobile devices.  I did set a time limit on this one, which meant that there were about 3 people who had difficulty submitting their answers on time.  The good thing is that you can see immediately who has submitted responses and who has not.  Then you can address the problem.

Overall, I think Learning Catalytics is a useful technology platform for promoting student engagement and instructor assessment.  I plan to continue to use this technology in both my online and face-to-face courses to help assess individual student progress as well.