Today’s Tuesday Teaching Tip is brought to you by TLP Manager Laura Sederberg.
The Technology and Learning Program (TLP) is moving up in the world! Our location in the basement of Meriam Library has served us well for 20 years now. But as we have joined efforts with the Faculty Development Center (previously CELT). Their home in MLIB 458/459 has become a destination for faculty, and now we have the opportunity to join them and better serve the faculty of CSU, Chico.
Our Instructional Design/Technology Consultants (ITCs) are moving upstairs on Thursday, April 13. The Walk-in TLP Lab will follow soon. In this move there are some changes.
- We will be close to Faculty Development allowing for better collaboration.
- We will be seeing more of you! The more visible location means we will be in a position to serve you and your students even more effectively, and we look forward to seeing you.
- We are transitioning our technology lending program. If you have a problem and need a piece of technology for a class we can still accommodate you, but please try and work with your home department and/or the Meriam Library lending program while we are transitioning.
- We will no longer have access to our training lab, but we will still be offering trainings.
There is no doubt this move will result in some disruption, but we are excited that in the long term this will be the right move for us and the campus.
If you have any concerns or questions about this change, please contact TLP manager, Laura Sederberg x4326 or lsederberg@csuchico.edu.
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Two years ago was an exciting time in my life. My wife was pregnant with our first child, I had turned in my dossier for tenure and promotion a month earlier and everything seemed to be happening at once. Much of the semester was a fog for me, but I do distinctly remember going to my public speaking course at this time in the semester, looking at the faces, and asking myself “who are these people?” The format of the class did not lend itself well to developing relationships with the students so I had never made it a priority, but in Fall 2014 I was especially distant. It was impossible to get to know 500 students, most of which watched online and I would never meet, so I made the mistake of not getting to know any of them. The problem with that thinking was, I ended up missing out and in turn, so did they. Getting to know your students is a frequent refrain of mine, but a recent 
ral years, but a recent renegotiation is providing us with increased functionality that makes using video in your courses easier. It is a Blackboard integrated hosting space for your video content, meaning you can upload a video and share it to as many classes as you would like. It is advertisement free and you have maximum control over the privacy settings. There are also analytical capacities to let you track video views and usage far exceeding our abilities with YouTube or Vimeo. Overall it is an easier way to manage your video content for your courses and make sure you have access in future semesters without publishing it on the open internet. Kaltura also has a feature which transitions to the second development, auto-caption.
Inbox full yet? Even though we just got more capacity so those “your mailbox is almost full” messages have retreated for the moment, many of us still find it difficult to manage student email traffic, especially when we have more students than ever, and especially frustrating when many of their questions could have been answered by reading the syllabus. What’s the solution? In-class tutorials on the use and abuse of e-mail? A syllabus quiz to motivate comprehension of course basics? What about having students read and discuss an article by a professor who banned student email altogether? That’s what the author of this recent piece in Inside Higher Ed did, with pretty interesting results, culminating in the question, “Do we really want to graduate a generation of students who can’t decide for themselves what warrants pressing the send button?” My takeaway is that whatever policies we land on—about email or turning in late work or use of devices in the classroom—giving students a chance to think and talk about the issues behind the policies can create powerful buy-in and help develop important professional capacities.
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