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What EdTech successfully transformed student outcomes in your course? · Innovate and Educate

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  [MUSIC]
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  Welcome to Innovate and Educate,
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  the podcast that's all about empowering
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  minds and shaping
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  futures in higher education.
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  Hosted by the Teaching,
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  Learning, and Technology Center,
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  or TLTC at Seton Hall University,
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  this exciting series is
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  dedicated to exploring
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  the intersection of technology and
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  teaching in higher education.
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  During each episode of
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  Innovate and Educate,
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  the TLTC will tackle a pressing question
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  about how to harness the power of
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  technology to transform student outcomes
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  in college and university settings.
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  Whether you're a seasoned professor,
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  a tech curious instructor,
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  or an administrator looking to boost your
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  institution's digital prowess,
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  this podcast is your go-to resource for
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  practical, innovative solutions.
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  We understand that educators are busy,
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  so we've designed each episode to be a
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  concise yet comprehensive 20-minute dive
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  into a specific tech-related topic.
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  You can look forward to expert insights,
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  real-world examples, and actionable
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  strategies that you can
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  implement in your classroom,
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  in your department,
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  or across your campus.
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  will be released on the
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  last Thursday of every month,
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  giving you plenty of time to digest the
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  information and put it into
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  practice before our next installment.
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  Whether you're looking for new ways to
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  approach familiar topics,
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  integrate the latest
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  tech into your curriculum,
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  or find innovative
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  solutions to your classroom issues,
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  Innovate and Educate has got you covered.
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  During today's episode,
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  we will answer the question,
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  "What edtech successfully transforms
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  student outcomes in
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  your course or courses?"
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  We are excited to showcase a variety of
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  Seton Hall instructors
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  who will share stories of
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  their classroom successes
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  and highlight the diverse technological
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  landscape on our campuses.
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  As you will learn,
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  transformative edtech can take many forms
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  and can be used by instructors at any
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  stage of their tech integration journey.
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  Hey, how are you? I'm doing great. Good,
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  good. I'm so happy to
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  be here. I'm Joe Martin
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  Nully. I am a senior faculty associate in
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  the College of Human Development, Culture
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  and Media. And I've also been doing the
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  director of instructional design and
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  technology. Technology
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  is my thing. And I've been doing it for
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  some 25 years at Seton Hall now.
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  Wow, that's great. Then you've seen a lot
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  of technological progress.
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  Yeah, well, between 25 years at Seton
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  Hall and 15 at William
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  Patterson and almost 40
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  years and higher, it'd be a lot of
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  technology progress.
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  Definitely. Well, then you saw us as we
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  became the first
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  university in New Jersey to become
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  an Adobe Creative Cloud.
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  Yeah, yeah. With the first, I saw us when
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  we became the first with laptops. And now
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  I was so excited that we became the first
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  university with the Adobe Creative Cloud.
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  I love Adobe products. I've used them,
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  date myself going back
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  to PageMaker, which was
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  the first one that people look at, "Oh,
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  what are you talking
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  about?" Adobe does some great
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  stuff. Adobe creates the Creative Cloud,
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  gives our students and
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  our faculty the ability to
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  just have fun. I call it just make.
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  You're making something.
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  And as we got it and I started
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  working with it, I'm like, "How can I
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  integrate this into my
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  courses? How can I integrate
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  this and give students the opportunity to
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  what I call creative play?"
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  Well, and why did you have that interest
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  for them? What's in it for them?
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  Yeah, you know what? It goes back to one
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  of my things that I love.
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  My interest academically
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  research is creativeness. And one of my
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  interests in technology is we're
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  consumers of it, but
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  are we creators? We all consume it.
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  Everybody consumes it. But
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  I thought the Adobe Creative
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  Cloud, hence the word "creator," gives
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  our students the
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  ability to create. And as an
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  educator, I believe in an active
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  classroom. I believe in
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  collaboration. And I believe
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  in students being able to
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  take a risk and just have fun.
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  So last year I started with using it
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  three different courses I
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  taught. Actually, I ended
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  up using it in four. I used it in a
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  digital photography. I used it in...
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  That makes sense.
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  Yeah, which yeah, you got to use it. I
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  used it in writing for
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  media. And I'll explain
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  how I did that one. And I used it in my
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  oral comm class, which
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  I think all the sections
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  use it to an extent. Tools that I used
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  out of the Adobe, the
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  Adobe Express is just...
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  That's a fantastic one just to start
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  with. With a little bit
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  of learning and ability
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  to just play, you can create portfolios,
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  you can create images,
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  you can create branding
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  things, you can work into YouTube, which
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  we did. In digital
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  photography, we started with
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  Lightbox, Lightroom, sorry. And then we
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  went over to Photoshop. And
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  then we went into Photoshop
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  Express. And then we went into Adobe Free
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  Express itself. So we
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  used all different tools. And
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  we used the Premiere Rush, the short one,
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  to make a video. So
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  part of the thing was...
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  That's a lot of tools.
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  Oh yeah.
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  In one class.
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  And then we used the portfolio to put all
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  their digital images,
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  their products up. So
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  they were able to see, yeah, it was a lot
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  of products. So over
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  15 weeks, we would begin
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  each class because we had them, I had
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  them once a week for
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  three hours, we would begin
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  the class with a review of what our
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  themes were, students
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  would go shoot, and then we
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  would package them in the portfolio.
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  Got it. Well, it makes sense that you
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  would use Adobe tools
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  with a class like digital
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  photography. But what about oral comm?
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  Great question. So with the oral comm
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  class, I ended up I did
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  portfolio, which is required
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  amongst all the oral comm classes to
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  build a portfolio. But I
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  also wanted them to think
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  not just a portfolio to build oral comm,
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  but build artwork to go
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  along with their presentations.
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  Okay.
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  And I had them use the Adobe Express to
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  build artwork and to build their
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  presentation. Because
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  these kids have been using, these
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  students now have been
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  using PowerPoint since they're
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  great. It's part of the state rule, part
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  of the education. If
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  you look up the New Jersey
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  Department of Ed technology, by this
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  grade, you're going to use
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  PowerPoint by this grade.
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  But to go into the Adobe and get creative
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  presentations and
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  graphics is different. There
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  is a hesitation.
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  I was going to ask about that if they
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  were kind of nervous about that new tech.
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  And there's a fear that I'm not going to
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  lower your grade on
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  something, I'm going to actually
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  encourage you to play and take a risk.
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  Then that process starts to blossom.
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  Sure. Well, and along those lines, tell
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  me about that student
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  and yeah, you know, as
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  a faculty, you know, teaching and one of
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  the things that, you
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  know, I love about teaching
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  is having an impact on someone. I had a
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  student come up to me. I
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  taught them the portfolio
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  in the writing for media. And he goes,
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  yeah, I went and did my
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  own portfolio, updated it.
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  It helped me get my internship in New
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  York and broadcasting.
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  That's incredible.
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  And he goes that and he just crossed. He
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  goes that Adobe Express
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  and portfolios is an awesome
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  tool. Yeah, that's what it's about.
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  They're trying to get you
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  to teach students to use
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  these tools, how it can benefit them in
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  their careers, in their
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  life. So when they graduate,
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  because not everybody's staying at Seton
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  Hall forever.
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  Eventually you graduate. They'll
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  take the skills that we've taught them
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  and transfer to
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  something else. And in education,
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  we call that a transfer of knowledge.
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  Right. Right. When I first
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  taught writing for media,
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  it was paper or Word documents. Yep. What
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  we did with the Adobe
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  is they created basically
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  an online publication for their writing
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  assignments. And we wrote
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  because I truly believe the only
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  way to be a better writer is to write.
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  Yeah. The excitement
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  that I'm feeling right here,
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  you know, hearing you talk about it, I'm
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  sure has transferred
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  over to them. It's obvious
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  that your use of the Adobe creative tools
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  has impacted them, not
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  just in the classroom,
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  but definitely in the real world and
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  beyond. Yeah. Without a
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  doubt. So thank you so much
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  for talking to me today. Really
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  appreciate hearing about all
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  of that. And more than that,
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  and I'm going to tell you, I thank Seton
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  Hall for being
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  proactive on with this creative
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  technology in the next level.
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  Hello, my name is Jürgen Heinrichs. I'm
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  an Associate Professor
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  of Art History here at
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  Setonal University in New Jersey, and it
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  is my great honor to be here.
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  Well, something that I've really enjoyed
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  seeing in your
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  classes is how you've taken
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  something as "simple" as taking a phone
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  and taking a picture
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  with it to be able to
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  share that photo with the class. I'm
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  really interested in
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  hearing more about the project
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  that you created with those images and
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  why you decided to use
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  that particular technology
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  to enhance your instruction.
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  So this assignment is a way in which to
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  bring students closer to
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  the bigger picture. And
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  this assignment in particular is called
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  "Neoclassicism in my
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  hometown." And what it entails is it
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  asks students or invites students to go
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  to the town that's on
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  their record here in our
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  student systems, so to make it, to
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  personalize it, to go to
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  their towns and pick a structure
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  or a building that we in class already
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  identified generally as
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  "Neoclassical," meaning it is
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  a revival of the classical antiquity in
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  their hometowns. Usually
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  such would be municipal
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  buildings, city halls, courthouses, but
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  also high schools and
• 1:10:45
  smaller buildings for that
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  matter. And it doesn't have to be
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  strictly neoclassical. It
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  could also be in the spirit
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  of neoclassicism, meaning playing with
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  some of these forms
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  such as pediments, columns
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  in a facade, and so forth.
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  Interesting. So you're taking concepts
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  that you're teaching them
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  in class, but then helping
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  them see those concepts in the real
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  world, and notably in a
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  city that they're already
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  very familiar with.
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  Exactly. So the whole purpose of the
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  assignment is to make them
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  realize, and this is often
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  what you find in their assignment
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  responses, to make them
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  realize that they're already
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  surrounded by things that have great
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  relevance to say,
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  architectural history, but they never
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  looked at it that way. And the way the
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  assignment works is that I
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  asked them to identify one
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  or several buildings. They usually
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  consult with me. We make
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  sure to approve it that they're
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  not going down sort of the wrong way.
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  They found a building,
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  and in a first step, they
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  make a photograph, which is very easy
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  nowadays with ubiquitous
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  smartphones or cameras. And
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  even if they can't go home to their
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  hometown, they may also
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  rely on available images that
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  exist out there on the
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  web. That's the first step.
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  The second step is that I asked them to
• 1:12:10
  practice what we call
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  close analysis. They are asked
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  to describe the building of their choice
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  in ways that we
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  practice the entire semester
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  in the classroom. They also have a
• 1:12:24
  variety of resources such
• 1:12:26
  as glossaries. There are
• 1:12:27
  all kinds of how-to resources available
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  on the web and
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  elsewhere that assist them in
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  not necessarily giving the perfect
• 1:12:36
  description, but just trying. And of
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  course, the underlying
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  purpose of doing this close analysis is
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  the imperative to look, to
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  look carefully at something
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  you may have seen all your knife, but you
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  never really looked
• 1:12:50
  at. You know what I mean?
• 1:12:51
  And when you say that they're doing this
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  analysis, is this like a
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  presentation in class? Are
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  they doing a write-up of it? Is there a
• 1:12:58
  combination of that?
• 1:12:59
  Yes, it's a combination. And just to note
• 1:13:02
  that this assignment
• 1:13:03
  is constantly shifting.
• 1:13:04
  So in the first step, they identify the
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  building. They usually run
• 1:13:07
  it by me and say, "That's
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  a great choice. Go for it." In the second
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  step, they do the
• 1:13:11
  close analysis. They write
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  up a description. Sometimes they turn to
• 1:13:15
  me for help too, which
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  I'm always happy to assist
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  regarding particular vocabulary and
• 1:13:22
  terminology. And then they
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  bring it back to class. And
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  here, we're very fortunate to use our
• 1:13:28
  learning management system
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  in which they then register
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  their close analysis in ways that not
• 1:13:35
  only I, as instructor,
• 1:13:37
  can see it, but everybody
• 1:13:38
  else in class too. And that is great
• 1:13:41
  because they can then sort
• 1:13:42
  of support each other and
• 1:13:43
  say, "Oh, this is actually a pediment."
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  The triangular part of
• 1:13:48
  a gable font, such as in
• 1:13:49
  Greek antiquity, or this is an oculus, a
• 1:13:52
  circular opening in
• 1:13:54
  architecture. And so they can assist
• 1:13:57
  each other and support each other. But
• 1:14:00
  it's also a great way of
• 1:14:01
  getting to know each other,
• 1:14:02
  thinking, "Oh, I didn't realize you're
• 1:14:03
  from Sparta, New Jersey,
• 1:14:06
  or from Huntington Beach,
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  California," or wherever
• 1:14:09
  your hometown happens to be.
• 1:14:12
  Neat. So when did you start doing this
• 1:14:15
  project in particular? Has
• 1:14:17
  it evolved from a way that
• 1:14:19
  it used to be and now you've changed it
• 1:14:22
  up? Or has it always been this way?
• 1:14:24
  Well, it's a good question. It's
• 1:14:26
  constantly evolving. It
• 1:14:28
  also makes it more interesting
• 1:14:29
  for us as instructors to see that these
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  are really living
• 1:14:32
  assignments. Initially, it was
• 1:14:36
  born out of the desire to make what they
• 1:14:40
  learn more relatable.
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  Relatable in a sense, and
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  therefore here I asked them to pick
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  something from their
• 1:14:46
  hometown. The hometown is listed
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  on their student record also to avoid
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  some cheating, for
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  instance. They have to go back.
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  And interestingly enough, I sometimes get
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  students say, "Oh, I'm
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  from this really rural
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  city, way out, and there's nothing." I
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  said, "Are you sure?"
• 1:15:02
  Because often they think
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  there isn't anything, and yet once they
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  approach me, we find something
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  nevertheless. In the
• 1:15:08
  unlikely case of there being no
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  neoclassical structure
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  whatsoever, they are allowed to
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  go one town over or always refer to our
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  hometown here of Setonau
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  University, that is South
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  Orange, New Jersey, or nearby Newark, New
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  Jersey, which has a rich
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  variety of neoclassical
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  structures.
• 1:15:29
  Great. Thank you so much for talking to
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  me today about this
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  project and how you bring
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  what the concepts that students are
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  learning in the classroom
• 1:15:38
  to life. They're finding
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  these structures, these art forms, not
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  just on a textbook page
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  digitally or physically,
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  but in their hometowns. So thank you so
• 1:15:49
  much for sharing today.
• 1:15:51
  It's absolutely a pleasure, and please
• 1:15:53
  know that we couldn't do
• 1:15:54
  it without this dedicated
• 1:15:55
  team of wonderful instructional
• 1:15:57
  designers, because it
• 1:15:58
  would be half the fun and half
• 1:16:00
  the success without the incredible
• 1:16:02
  resources you make
• 1:16:03
  available to us. Thank you so much.
• 1:16:07
  That wraps up this episode of Innovate
• 1:16:11
  and Educate. We hope
• 1:16:13
  you found inspiration in
• 1:16:15
  the diverse ways our Seton Hall
• 1:16:16
  colleagues are using technology to
• 1:16:19
  enhance student outcomes.
• 1:16:21
  Remember that every step toward tech
• 1:16:23
  integration makes a difference. If you
• 1:16:27
  enjoyed this episode,
• 1:16:28
  please subscribe to Innovate and Educate
• 1:16:31
  on your favorite
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  podcast platform. We release
• 1:16:34
  new episodes on the fourth Thursday of
• 1:16:36
  every month, so mark
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  your calendars. Also, make
• 1:16:39
  sure to download our show notes, where
• 1:16:41
  you'll find a complete
• 1:16:42
  transcript and a list of additional
• 1:16:44
  resources related to this topic. Have a
• 1:16:47
  question you'd like us to
• 1:16:48
  explore in a future episode?
• 1:16:51
  Or maybe you have your own edtech success
• 1:16:53
  story to share? We'd
• 1:16:55
  love to hear from you.
• 1:16:56
  Reach out to us at tltc at shu.edu. Until
• 1:17:04
  next time, embrace the
• 1:17:05
  innovation in education.