NVivo has released new versions of its Windows and Mac software, with features likely to be of interest to the BU community.
NVivo for Windows now allows you to import Qualtrics surveys as datasets and auto-code them, allowing a deep integration between BU’s data-collection and data-analysis tools. The NVivo help system has instructions to import from Qualtrics.
Both the Windows and Mac versions now support a new feature called Explore Diagrams, which automatically generates mind maps by showing you all the nodes whose coding is connected to any given node. Instructions for Mac and for Windows are available through the NVivo website.
Members of the BU community can download the upgraded version for free from within NVivo or from TechWeb.
As the academic year closes, it’s time to sharpen the saw, reconnect with colleagues, and network with our BU community and education vendors at the 11th Annual BUMC McCahan Education Day on May 25th. This year’s theme is Interactive Learning and we have a charismatic keynote speaker, Dr. Colin Montpetit visiting from the University of Ottawa. He will model our theme and speak about his experience transforming his teaching style from a ‘sage on the stage’ lecturer to an engaging facilitator. The day includes workshops, lunch, vendor networking time, a Medical Campus Deans’ Panel on Innovations in Teaching, a poster session, awards and oral presentations. Register for the entire day or just part of it. Check out this year’s Schedule of Events. The event will be held in the Hiebert Lounge on the 14th floor of the School of Medicine Instructional Building at 72 East Concord Street (just a hop, skip, and a jump away from the BUS stop on Albany Street) and it runs 8am-3:30pm. Registration is now open for BU faculty, staff, and students. We hope to see you there.
Not all scientists must also be expert computer programmers, but basic knowledge of programming fundamentals can be an important tool in your professional toolbox. The ability to automate repetitive tasks and to modify or create simple programs is a major boon in terms of research productivity and creativity. Here at BU, Research Computing Services (RCS) offers a regular series of scientific computing tutorials to help researchers get up and running. While these tutorials work well for many researchers, some may benefit from a more comprehensive approach. To meet this need, RCS is currently exploring offering Software Carpentry workshops.
Software Carpentry is a non-profit that supports teaching basic programming to early-career scientists through 2-day workshops. The goal of these workshops is to provide programming tools that are immediately useful, and an introduction to best-practices (or just good-enough practices) in scientific computing. For some researchers, a Software Carpentry workshop can be a “one stop shop” to learn enough programming to further their research. For others, it can be an entry point to a deeper study of scientific computing.
A typical workshop includes lessons on the Unix shell, programming in a popular scientific programming language (e.g. Python, R, or MATLAB), and version-control and collaboration using Git and Github. Instructors strive to make their teaching highly interactive, leaning heavily on live-coding and hands-on exercise as opposed to lecture. The lessons themselves are developed and improved by a large community of instructors. All of the lessons are shared on Github and anyone can suggest a modification. After thousands of revisions from hundreds of contributors, the lesson plans are highly polished and anticipate many common misunderstandings.
Back to BU, Research Computing Services recently hosted a Software Carpentry Instructor Training workshop, and anticipates hosting our first Software Carpentry workshop this coming summer. Please don’t hesitate to contact us if you are interested in attending or hosting a workshop.
How best to introduce a busy faculty member to new educational approaches and technologies? Scheduled for December 15, 2015 and next on April 19, 2016, BUSM faculty attend a drop-in when-you-can, two-hour lab and talk one-on-one with Educational Advisors: media specialists, clinical educators, librarians, and early adopters. Faculty brought their specific course/seminar/educational topic on thumb drives and the Ed Advisors consult with them on how to make it more active learning. Individual stations for different pedagogies such as flipped classrooms, simulation exercises, interactive large lectures, and small group sessions and for different educational technologies such as MS Mix, Personal Capture, and Qualtrics. Faculty casually moved from station to station and asked questions of the Ed Advisors. A looped slide presentation with soft music shows the different resources. Short snapshot presentations by Ed Advisors showcases their topics. Participants receive handouts, resource lists, a relaxing environment and a light lunch. Stop by next Tuesday at noon in the Instructional Building L-206 and join the conversations.
Digication, BU’s ePortfolio software, now allows Google app documents, including Google Docs, Google Spreadsheets, Google Forms and more, to be embedded within an ePortfolio module. Students can create, share, and collaboratively edit a document in Google Docs and have the result be pushed to the portfolio, with the original revision history still available in Google Docs. You can find this function in Digication by pressing Add A Module, selecting the Google option, pressing Add This Module and following the instructions.
On Monday, April 4 from 10am-2pm, BU IS&T will host a Tech Fair open to all BU students, faculty and staff. The event will be in Metcalf Hall at the GSU. There will be snacks, drinks, prizes and more, along with displays from companies like Microsoft, edX and Verizon. No advance registration is required. More details are available. Come join us!
Over the last few weeks the Boston University Libraries have been evaluating a tool, free to the BU community, for creating, writing, and editing data management plans called the DMPTool. As many of you might be aware data management plans are increasingly required from funding agencies and institutions. However, what is included in a data management plan often varies from funder to funder, which can make writing them a bit of a headache. The DMPTool is one solution to this problem.
Created by the California Digital Library the DMPTool allows you to:
- collaboratively write data management plans
- find templates from numerous funders
- find public data management plans for reviewing
- obtain assistance and get feedback on writing a data management plan
- find data management resources and tips
Many of you will remember Eldon Strickland, who served at BU as an Associate Director in the Office of Distance Education, as well as an advisor for centers such as CADER, CFLP and other units. Eldon attended many of our Ed Tech Collective meetings while he worked at Boston University.
Today we can congratulate him to his successful defense of his dissertation, which he accomplished on Tuesday, February 9, 2016 at BU’s School of Education. In his dissertation entitled “The Effect of Teacher Self-Disclosure on Student Motivation and Affect Toward Teacher in Online Education” he examines the effect of TSD and comes to some interesting conclusions.
Hopefully we will soon be able to point to a published article based on his work and invite him to our Ed Tech Collective to share his findings. Overall the importance of student-teacher engagement as one of the pillars for successfully motivating students is highlighted, as well as the need for us – as Educational Technologists – to support and educate our faculty in leveraging the technologies and tools we have at our disposal to achieve this beneficial level of engagement.
BU’s former Center for Excellence and Innovation in Teaching (CEIT) is back with a new name – the Center for Teaching and Learning (CTL) – and a new Director, Matthew Trevett-Smith. As well as a PhD in cultural anthropology and significant teaching experience, Dr. Trevett-Smith brings with him a long background in engaging students with technology. We hope you will join us in welcoming him to campus, and have a look at the newly revised CTL website.
Group work can be more successful when students are involved in developing the assessment process. Self and Peer Assessment is a way for students to answer questions provided by the instructor, and then have others in the class (peers) and/or themselves evaluate their answers, guided by a variety of grading criteria (rubrics) also provided by the instructor, and each worth a specified number of points. The Self and Peer Assessment building block is included in Blackboard Learn. By default, it is turned on and available for use immediately. Through this advanced assessment tool, the instructor is able to:
・increase student responsibility, involvement, and encourage students a deeper approach to learning
・encourage students to reflect on their role and contribution to the process of the group work.
・lift the role and status of the student from passive learner to active leaner and assessor
・develop in students a better understanding of their own subjectivity and judgement.