Knowledge Sharing, New Skills and Outcomes

of Our Faculty Learning Community

Spring 2015

Title Text

FLC mission - Teachnology

  • The Faculty Learning Community (FLC) on Enhancing Learning with Technology created an exchange for faculty members who wanted to get together, trade ideas, offer support, and reflect on the Big Picture — using tech tools in our classrooms.
  • Teachers walked away with new ideas and a tech tool -- tablet, camera, headset -- to use with students.
  • During one presentation, a handy typo appeared on the screen. An "A" had been inserted into the word "technology" making it "teachnology."
  • Serendipitous, right?

FLC members

Spring 2015 FLC facilitators:

Kim Vincent-Layton & Deidre Pike

Jenny Cappuccio, chemistry

Lyn Scott, education

Melanie Michalak, geology

Amy Rock, geography

Cesar Abarca, social work

Jeffrey Schineller, chemistry

Susan Abbey, theater, film & dance

Tim Miller, library

Young Kwon, kinesiology

Yvonne Doble, social work

Meredith Williams, sociology

Amanda Admire, geology

FLC goals

What teachers said they hoped to gain


in arts and social sciences

  • Digital storytelling
  • Sociology scavenger hunts
  • ePortfolios
  • Course blogs
  • Using citations
  • Research presentations
  • "A User's Guide to Me"


designed by Susan Abbey and Kim Vincent-Layton

for TA 104 Story Through Word and Image


Create a short, first-person video-narrative by combining recorded voice, still or moving images, and music or sounds.

Learning Outcomes

Students will be able to:

  • Use a video and audio tool to share a personal story which
  • reflects an important part of your life’s journey.
  • Witness bridges created between people when personal stories are shared.

Required Digital Story Package Elements:

  • A creative title.
  • Recorded Voice-Over of you reading your personal story.
  • A minimum of 5 images. (Video counts as an image.)
  • Audio background—sound effects and/or music.


Suggested technologies

  • Animoto (We have an education account for expanded capabilities)
  • iMovie, Adobe Final Cut Pro or Express, Adobe Premiere, Windows Movie
  • Maker
  • YouTube Video Editor

Storytelling in Layers

A. Write the story.

  • Select a favorite memory to share and write it out in first person.
  • Read rough draft to team for honest feedback.  Edit story under 150 words.

B. Create your story package layer by layer:

  • “SEE” your story—think photos, colors, fun images, symbols, etc.
  • “HEAR” your story—what sounds, music, vocals represent your story?
  • Gather and create your sounds and images.
  • Assemble them—like a storyboard: In what order do you want the images and sound?
  • Load them onto editing tool.
  • Record your story using your voice.
  • Edit all elements together.

Examples here @AbbeyClass2015.

Sociology Scavenger Hunt via mobile device

For SOC 584: Qualitative Research Methods, Meredith Williams
Visual Sociology and Stereotype Threat

Research Questions

  • Are some groups experiencing stereotype threat at Humboldt State University?
  • If so, what groups are experiencing stereotype threat?
  • How is Humboldt State University impacting stereotype threat for some groups on campus?


Work with a small group of your classmates to look for and photograph visual cues that may relate to stereotype threat.


  • SmartPhone
  • A video or collage app to edit and share work (e.g. Vine,                          YouTube Capture, Animoto, PicStich, PhotoGrid)
  • Web-linked classroom computer with projector


  • Step One: Discuss understanding of stereotype threat with group and brainstorm good research sites.
  • Step Two: Spend 40 minutes looking for and capturing visuals, from signs to structures, a that may stimulate, or ease, stereotype threat on campus.
  • Step Three: Create a video collage using app of your choice.
  • Step Four: Debrief with group, discussing how to frame  findings and explain them using your theoretical foundation (stereotype threat) and your research method (Visual Sociology).
  • Step Five: Present results to Class

Technology: Google's shared files and folders

The on-going development of a personal teaching ePortfolio offers students the opportunity to showcase accomplishments and growth as a beginning teacher.  Each semester students have the opportunity to add to an ePortfolio and reflect on items included in the ePortfolio.  Possible items to be archived for the ePortfolio include teaching philosophy, resume, presentations, reflection logs, class observations, performance evaluations, and letters. 



for Liberal Studies Elementary Education

By Lyn Scott

Sociology course blogs by Meredith Williams


The Sociological Perspective

Assignments and resources for current classes.

Including: Final conference presentation assignment

(Students use tech tools including video, animation, podcasts to create presentations of academic research.)


Public Sociology @HSU

Online textbook for graduate class and other research-based courses at grad and undergrad levels.


Public Sociology Toolkit




Citation workshop

By Tim Miller, HSU library


Before workshop: Complete library's citation tutorial.

Bring: Laptop or mobile device with wifi.

Begin: Take poll at Poll Everywhere.



Slides.com: "Why Cite?"

Slides.com: "What is Plagiarism?"

Quiz: "Proper Citation or Plagiarism?"

Partner paraphrase exercise.

Post paraphrases at Padlet.

Slides.com: "Anatomy of a Citation."





Research presentations

by Cesar Abarca

Assignment: Create a 5-8 minute digital presentation, including major points of your project, graphics, and other elements to enhance your digital presentation (short videos, websites, blogs, or other online content)


  • Select a software program -- Slide, Haiku Deck, or SlideShare -- and get familiar with it.
  • Develop an outline based on your final paper
  • Introduce key concepts/themes form your paper for the presentation
  • Prepare the presentation and ask for guidance and feedback from one classmate and the instructor.

Process for research presentation:

  1. Using your final paper, create an outline with the major points to present.
  2. Select one of the proposed software programs, and get yourself familiarized with the one you prefer.
  3. Using the selected program, develop your digital presentation.
  4. Please use less text on each slide of your presentation and use more graphics. Three points or fewer per slide is adequate.
  5. Add as many enhancements as applicable: short videos, music, or other devices to increase interest on your presentation.

A User's Guide to Me

By Yvonne Doble


Assignment: Create a user's guide (or a user's manual) about yourself.

Audience: Teacher, friends, and classmates with whom you will be working on a regular basis--people who might benefit from knowing what you’re all about.

Purpose: The information you provide will allow your readers to better understand the best strategies for working with you-- to get your best work, to earn your respect, to motivate your performance, to win your friendship, to collaborate well with you.

User Guide Examples

1. Collect content, listing what you know about you. Ask family, friends, co-workers for input.

2. Organize your guide for possible formats including:

3. Get feedback, sharing with at least one peer.

4. Revise and finalize.


in the sciences

  • DNA metabolism
  • Cartography portfolio
  • Gas chromatography
  • Earthquake PSA
  • Exercise physiology

Learning from Links

by Jenny Cappuccio

DNA replication

Learning outcomes from tech portion of lesson: Visualize DNA replication via video links to solidify your knowledge.

  • Watch the TED talk “Astonishing Molecular Machines” about chromosomes and replication by Drew Berry and “DNA Replication Process” [3D Animation] found at the links below.

https://www.youtube.com/watch?v=DfB8vQokr0Q         Drew Berry (watch the first 10 min.)


3D Animation, look for the RNA primer

Cartography ePortfolios

Amy Rock

Goals: To familiarize students with creating a professional web presence for sharing work and keeping to a digital record of maps completed as course work.


  • Use subject-appropriate visuals to interest audience.
  • Include your 50- to 75-word biographical description.
  • Provide a copyright and fair use statement.
  • Employ correct grammar, punctuation, and usage.
  • Ensure that all links and media function.


At Cargo Collective

At Google

Gas Chromatography

Jeff Schineller

Technology used for pre-lab & flipped classroom

Before class, students watch assigned videos and read linked materials, completing a handout with assigned questions. Portions of lecture recorded by professor were posted on Google Drive.

Create an earthquake PSA

by Amanda Admire and Melanie Michalak

PSA goal: To raise awareness regarding earthquake and tsunami safety and impact viewers so they change their attitude and behavior towards this local hazard.

Goal for students:

  • Identify and explain the local hazard,  location, environment, why it’s important.
  • Design an engaging PSA that aims at raising awareness and increasing proactivity by the viewer regarding earthquake and tsunami safety
  • Include preparedness messages (photo/video/audio)
  • Disseminate message via social media

Earthquake PSA materials:

  • Camera/Video: either in the form of a smartphone, digital camera, iPod, iPad, etc.
  • Social media account (Instagram, Facebook, Twitter)
  • Email account (access to Google Drive-you can do this through your HSU email)
  • Access to GEOL 106 Moodle page for videos, images, and other educational resources
  • Imagination and creativity
  1. Divide class into project sections for Quake PSA.
  2. Research. What is an earthquake? How does it happen? What’s our local hazard? What is a tsunami? How is it formed?
  3. Create layout for images, interviews, first-person presentations, etc. What should go where?
  4. Determine what you want to have as an interview and who the interviewers and interviewees will be. Determine how best to present the information.
  5. Load all of your videos, images and content organization on our shared Google Drive folder.
  6. Editing team creates a 3-5 minute PSA video
  7. Disseminate this information via Facebook, Instagram, Twitter, or other social media of your choice.

Exercise physiology

Using tech for the flipped classroom

By Young Sub Kwon

For KINS 379 Exercise Physiology with labs

Goal: Frequent exercise physiology lab activities that will focus on concepts that support class topics.  In a "Flipped Classroom," students' initial exposure to content is shifted outside of the classroom using related YouTube videos, instructional videos made by the course instructor, and individual or collaborative activities. During class, all or a significant portion of the time is used for practice, application exercises, discussion-based activities, group-based learning.

Week One activities for exercise physiology

Kinesiology majors have  Facebook account and access group for class. After viewing/reading assigned materials, students in groups craft posts on 1) the difference between physical activity and exercise, 2) five health-related fitness components, and 3) why cardiorespiratory fitness is important.

In classroom: Work outside of class allows more time in the classroom for human performance labs and monitoring results of real-time treadmill tests.

What teachers said about the FLC

  • "Having dedicated time to think about this aspect of my teaching has been GREAT. And having a new community with whom I can collaborate...even more great!"

  • "I learned about many technologies that will make student learning and activities work more smoothly."

  • "I have a great variety of resources from the team sharing."
  • "I have developed some new ideas for activities (specifically student generated PSAs regarding earthquake and tsunami safety) and I have explored new tools like Diigo and Wordpress that may provide new platforms for my students to research and share ideas. "
  • "The strategies that I have been able to implement had mixed outcomes, but I think the delivery and my planning can greatly improve that. The strategies that I plan on implementing will allow for more collaborative sharing within the class and hopefully will help extend past the class."

  • "I think my students learned a new app, or three, and feel more confident with some technology. After our activity, which required a few apps, the next week I taught them how to make a Piktochart and they all approached it with a higher level of confidence."

  • "The students seem to assimilate the knowledge faster with the use of the videos. The students like having the power in the shared documents."



By deidre33p


A compilation of lessons from Spring 2015 Faculty Learning Community on technology use in the classroom

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