Presented by Dr. Alec Couros, University of Regina
We are currently exiting the age of personal computer and entering a new mobile reality. Emerging technologies now provide us with the tools to drastically transform our learning environments, and for the first time in history, learners now have the technical ability to learn anywhere, anytime, and with anyone. Yet, transitioning away from our industrial model of education will not be easy, and leaves us with many questions. What do teachers/leaders need to know about modern learning? How can social networks and new media be used to support student learning? How do we deal with digital identity & citizenship? This presentation will outline our new technological reality, feature examples of how social media and mobile devices can transform learning environments and guide participants in examining the potentials and pitfalls of modern century learning.
Presented by Dr. W. Gardner Campbell, Virginia Commonwealth University
Alan Kay, the visionary behind personal computing and the graphical user interface we all use today, observes that “the computer is an
instrument whose music is ideas.” The keynote presentation explores this provocative, enigmatic statement as a way to steer higher
education from our content-delivery slumber and awaken our digital imaginations.
Presented by Nanc Slizewski from the University of Wisconsin-Stevens Point
Is it possible and practical to develop and teach a course without a textbook using only the Internet? A one credit university course entitled Diabetes Epidemic was developed utilizing only credible multimedia material available on the Internet. Students used websites that were known to be reputable as outlined in the course to complete assignments and projects. Assignments included developing their own personal Type 2 Diabetes prevention plan, keeping and assessing a five day food and exercise diary and estimating costs for diabetes care for a specific period of time. The majority of their grade (40%) was based on developing a Type 2 Diabetes Prevention Project. Groups of five to six students were assigned a specific age group (elementary school age, middle school age, college age, adults, or elderly) and required to develop a brochure, poster and presentation educating that age group on preventing Type 2 Diabetes. Students were not to develop new material but rather find information from several sources to use in their presentation. Each group then presented their materials to the class for evaluation. The objective of this work was to prepare them for real life work experiences and to learn to obtain and utilize teaching materials available on the web. Course development, materials, assignments and student outcomes will be presented.
2) Image and Avatar Selection and Dissemination Issues in Online and Blended Education: Issues of Inclusive Excellence and Educational Effectiveness.
Presented by Jo Ann Oravec from the University of Wisconsin-Whitewater
In the context of online and blended education, participants often choose avatars to represent themselves. They also produce video or photo representations of themselves in an assortment of contexts. Identification with and sensitivity about these choices and productions can be high, given their personal content. This presentation outlines an assortment of real-life cases and scenarios of how the production and dissemination of these personal representations can be problematic. For example, individuals can be cyberbullied or mocked for various video or photographic representations that are not in consonance with current standards of beauty. According to some recent research, individuals with disabilities can find that online representations of themselves that disguise various stigma allow them to avoid bullying in certain contexts. Participants may also discover that their personal representations or avatars are being intentionally distorted or inappropriately modified in some ways by others. Many institutions of higher education have developed policies for text-related bullying and other difficulties; policies for dealing with image- and avatar-related issues are just emerging. This presentation outlines and critiques a range of current institutional policies. The presentation also presents a “Bill of Rights for Images and Avatars” that is designed to confront these issues in a way that empowers individuals and also respects the freedom of speech of educational participants. The presentation closes with a set of discussion questions related to how higher education will deal with the emerging image-related culture, with such terms as “selfies” and “photo-bombing” becoming popular. Should faculty and staff working in online or blended contexts work intentionally to promote the generation of textual items, or move more firmly and confidently in the direction of video- and avatar-based interaction? Issues of inclusive excellence as well as educational effectiveness emerge as participants integrate image and avatar selections into their intellectual productions and interactions.
Presented by Karla Farrell from the University of Wisconsin Colleges and Extension
In this session, we will demonstrate creating a Blackboard Collaborate meeting in the MyUWSystem portal and D2L. We’ll also talk about the basics of moderating a meeting.
Presented by Duncan Carlsmith from the University of Wisconsin-Madison
Garage Physics (www.physics.wisc.edu/garage) is a new open lab for undergraduate research and project oriented learning at UW-Madison. The Garage supports research training, interdisciplinary innovation, and entrepreneurship in a maker-style environment. In 2013-14, independent projects include quadcopter construction, 3d-printing for recycling and food, and muography for archaeology. The Garage is also home to a class in sustainability which has produced arduino controlled hydroponic food production and grey water recycling protoypes. The gestation and operation of the lab, the graduate student mentoring model, and successful projects will be described.
Presented by Elizabeth Buchanan from the University of Wisconsin-Stout
This session will explore the ways in which the University of Wisconsin-Stout has developed a proactive approach to assuring academic integrity and rigor by combining ethics education with Turn-It-In. In our approach, Learning Technology Services and the Center for Applied Ethics, partner to support a holistic model of academic integrity. Instead of using Turn-It-In solely as a means to “catch students in the act,” we present an array of pedagogical strategies, ethical frameworks, and learning activities for instructors to consider to in their teaching practice to foster a culture of academic integrity and rigor in their courses.
Our objectives include:
1. To define the UW-Stout culture of academic integrity
2. To discuss the UW-Stout approaches to facilitating a positive culture of integrity
3. To provide examples of pedagogical strategies that contribute to academic rigor
4. To describe how TII is used with an awareness to ethics
Please note- This session will not focus on training instructors to use TII.
Presented by Kristin Koepke and Jen Snook, University of Wisconsin-LaCrosse
The UW-La Crosse Center for Advancing Teaching and Learning (CATL) created and offered a faculty development program Improving Learning by Design. The program focused on instructional and course design, and assisted participants in an active redesign of a course, as well as developing course materials and teaching strategies intended to improve student learning.
The program consisted of four phases:
(1) In the summer of 2013, participants completed a 4-week long blended workshop series where CATL staff facilitated workshops and participants completed developmental course activities between workshops. Topics included backward design, student learning, student motivation, and feedback and deliberate practice.
(2) Later in the summer of 2013, participants developed a course redesign project plan that proposed a plan for redesigning a course, developing new course materials during the summer, and preparing for teaching the course in Fall 2013.
(3) In Fall 2013, participants implemented the redesign project. Participants taught and assessed their redesigned course.
(4) During January 2014, participants documented and disseminated their project results at a CATL event.
The 2013-14 cohort is the first group completing this faculty development program and twelve faculty participated from a variety of disciplines (a full list of participants can be found here: http://www.uwlax.edu/catl/lbdp).
In this session we will overview the Improving Learning by Design program, highlight outcomes of the program as reported by CATL staff and participants, as well as showcase a few example projects completed by 2013-14 participants.
Presented by Katie Stern, University of Wisconsin-Stevens Point
The Department of Computing and New Media Technologies at UW-Stevens Point has a long history of collaboration between students and community. One example is Web and Digital Media Development (WDMD) 202, Digital Image Development. In this course students learn how to retouch damaged photographs. In so doing, they can qualify to become volunteers for Operation Photo Rescue (OPR), an international volunteer organization that collects old family photographs damaged by floods or other natural disasters, uploads them to a website, and asks qualified volunteers around the world to retouch the damaged photos. The photos are then re-uploaded, printed, and returned to the families free of charge.
Since introducing this assignment in my WDMD 202 class, approximately 20 students have completed the work well enough to qualify for the designation of OPR Volunteer. However, my methods of teaching the project have dramatically changed over time. Old-fashioned lectures/demos have been thoroughly assessed, broken apart and rebuilt to enhance the students’ learning experiences. Now with the help of Camtasia Relay and just-in-time teaching, student grades have dramatically improved.
I would appreciate the opportunity to describe this assignment, trace the changes made to this project’s delivery over a period of four semesters, and observe the subsequent changes in student grades. I will encourage discussion regarding the advantages and disadvantages of my teaching methods and will critically examine the depth of learning my students have attained through this project.
Presented by Katie Sanders and Eric Bass, UW-Colleges and Extension
The 13 libraries at UW Colleges, and the Central IT Help desk have used chat as a point of service for several years. This academic year, the library and IT have partnered to consolidate systems and expand chat service to several departments across campus; including Online, campus student services offices, and campus IT. We will discuss the unique structure, best practices, and how this service is helping by reaching out to students. We will also discuss cost savings and some departments’ “cooperate, divide and conquer” approach to service which is helping cover ever shortening staff hours.
9) Content, Cognition, and Constraints: A Framework for designing positive User Experiences in Learning Management Systems.
Presented by Margene Anderson, University of Wisconsin – Madison
As instructors, we want our students to spend most of the energy engaging with the content and activities–not struggling to navigate the Learning Managment system. In this presentation, we’ll talk about how to use simple methods to increase cognitive engagement and learning potential by applying balanced aesthetics and intuitive navigation within the constraints of the Learning Managment System.
10) History of 4-H in Wisconsin Wiki: Using Mediawiki to create a Collaborative History of Wisconsin 4-H
Presented by Dennis Larsen and Jane Jiumaleh, UW-Extension, Mary Wise, University of Wisconsin – Madison
Wisconsin 4-H celebrates its centennial in January 2014. Seeking a way to celebrate this milestone, the History of 4-H in Wisconsin Wiki project was launched as a partnership between 4-H, University of Wisconsin-Extension, and University of Wisconsin-Madison Archives. The History of 4-H in Wisconsin Wiki project, funded through an Infusing Technology Grant, utilizes an emergent technology, Mediawiki, to centralize the story of Wisconsin 4-H online, to provide a forum for the exchange of 4-H histories and of digital content, and to advocate for records management, preservation, and conservation.
Consider the breadth of 4-H activity throughout the 72 counties in Wisconsin. Youth participate, adult volunteers lead clubs, and UW-Extension staff assists with institutional administration. Hundreds of Wisconsonites participate in 4-H every year and hundreds of thousands of Wisconsonites participated in 4-H at some level since January 1914. Prior to the Wiki’s creation, institutional publications were the singular source for 4-H history in Wisconsin. There is limited online space for 4-H youth, volunteers, and UW-Extension staff to collectively contribute histories and their personal experiences in 4-H. Our Mediawiki provides this online space.
Our Wiki advocates for traditional archival material preservation and uses the indexing power of a Wiki to collect and tell history. We connect 4-H youth with the diverse history of 4-H through the use of an innovative technology, a seemingly contradictory idea. Our Wiki encourages the idea that historical storytelling is enhanced when used in combination with an emergent technology. The primary goal of our project has been to empower 4-H youth to discover their clubs’ histories by providing an online space for them to share these histories.
Our presentation will discuss institutional partnerships and outreach strategies that appeal to a diverse audience, including program participants and staff and Extension staff and retirees.
Presented by Laura Middlesworth, University of Wisconsin – Eau Claire
Piazza (https://piazza.com/) and the D2L Discussions tool both provide means for online interaction and asynchronous communication. In other words, instructors and students can share comments, questions, and feedback about course-related content without having to be online at the same time. Piazza can be integrated with D2L as an “external learning tool”; when Piazza is setup in this way, users can access Piazza through a link that can be added in the D2L Navbar, News Items, and/or Content with no additional login required as Piazza will sync with the D2L Classlist. The D2L Discussions tool offers some useful features, including the setting that requires students to post before they can view other posts; however, Piazza offers some features that are not currently available through the D2L Discussions tool that some instructors/classes may find valuable. Some of Piazza’s unique options will be discussed, including the ability to conduct polls, “validate” student answers with the “Good answer!” button, and the wiki-style approach to responding to questions. In addition to comparing and contrasting the features of the two tools, the presenter will share some specific details about student communication and interaction from her experience using Piazza in introductory- and upper-level economics courses.
Presented by Mary Churchill, PhD at University of Wisconsin-Superior
Interested in using online learning in your face-to-face classroom? Teaching an online class for the first time? While the available opportunities are endless, they can also be overwhelming. As teacher facilitators, we quickly understand that students do not always know how to learn in an online environment when using online tools for the first time and that teaching an online class is much different than placing teaching materials online. In this session, practical applications and practices will be explored to engage and motivate students and to enhance teacher facilitation. Primary focus will be placed upon instructional design strategies, using Web 2.0 tools, facilitation and feedback, and building community at the high school level.
Presented by Dylan Barth, Rachel Baum, and Megan Haak, University of Wisconsin – Milwaukee
As Education Secretary Arne Duncan recently advocated, the eradication of printed textbooks and a move toward more digitally-based content is necessary for all types of education (Lederman, 2012). With the increasing cost of publisher-created textbooks, there is an accompanying need and responsibility to help provide students with affordable alternatives. Cost of course materials should not be an obstacle to receiving a quality education nor to enrolling in courses that traditionally require expensive textbooks. Recent research about the costs of textbooks (EDUCAUSE, 2013) found that the average cost for students is $138 per book. In order to address these concerns, the University of Wisconsin Milwaukee’s (UWM’s) Learning Technology Center (LTC) has been exploring the effective use of open textbook authoring and open education resources (OER) for teaching and learning. This project has focused on the creation of textbook alternatives by initiating a pilot study of the web-based application, Ginkgotree, that instructors can use to curate digital content (i.e., text, images, websites, videos, slides, and more). The UWM LTC has conducted initial data analysis on focus group and survey data collected from instructors who piloted the tool during the 2013-14 academic year. This initial analysis of data shows that GinkgoTree allowed instructors to guide student learning more effectively through increased functionality in packaging their content; increase student access to content by providing up-to-date materials more affordably; enhance students’ sense of engagement with both the content and the instructors; and share their content expertise more directly with students, creating a richer, more vibrant student learning experience. During this session, one instructor involved in the pilot and two members of the UWM LTC who utilized and supported GinkgoTree will discuss their experiences.
Presented by Tim Brown and Erica Brewster, University of Wisconsin Extension Oneida County
The goal of this project has been to increase comfort and confidence of those on the “front line” of providing information and support to the public in adopting digital technologies in rural areas. In this project, librarians at the three local libraries in Oneida County were supplied with a “kit” of four mobile devices representing a range uses and operating environments: a Nexus 10 (Google Android tablet), an iPad Mini (Apple Operating System), a Kindle Fire (Amazon), and a Nook Simple Touch (Barnes & Noble). Librarians were encouraged to take these devices home, experiment with them, and use them as they would a personal device. At the end of the project, they were re-evaluated to determine the change in confidence in using modern mobile technology and digital devices and their ability to pass on their learning to the public. Our presentation will summarize the project and report on what we learned.
Presented by Joanne Dolan, University of Wisconsin – Green Bay
As a teaching center, we constantly have to try to find the balance between meeting our faculty’s needs and doing so without crowding their already busy schedule. In January 2014 we launched our collaborative blog Teaching and Learning at UWGB (http://blog.uwgb.edu/catl/) and have had over 2000 individual visitors over 60 days. Learn how we collaborated with a wide variety of departments and experts across campus to offer our faculty 2-3 articles a week all from our modest 3 person department. This session will appeal to teaching or technology centers, student groups or administrative sections that struggle to reach and engage with faculty.
Presented by Kristin Koepke and Maggie McDermott, University of Wisconsin – LaCrosse
Online Rooms allow you to create synchronous learning environments where you can synchronously meet, communicate with, and present to your students. Online Rooms is similar to other web-based meeting tools, such as WebEx, GoToMeeting, and Adobe Connect, and integrates directly with D2L for easy course integration. This session will review how Online Rooms are used in two classes in two different ways: (1) to offer targeted, specific exam reviews for a face-to-face class, and (2) to allow instructor review of a draft project with all small group members of an online class. This session will also discuss the pros and cons to the techniques and technology.
Presented by Anne Clarkson, Rebecca Mather, Steve Small, Mary Huser, UW-Madison/UW-Extension, Lori Zierl, UW-Extension Pierce County, Kristen Bruder, UW-Extension Dunn County, Pattie Carroll, UW-Extension Dodge County
Today’s parents embrace the benefits of technology as a means to support their parenting. Married couples with children who are younger than age 18 have higher rates of internet and cell phone usage, computer ownership and broadband adoption than any other households (Kennedy, Smith, Wells, & Wellman, 2008). Access to digital devices and the Internet is no longer limited to middle class families; the vast majority of parents, including those from low income and vulnerable populations, are now connected. Increasingly, the web has become the initial point of contact where parents seek out and access information.
With over three years of experience designing and implementing digital outreach education resources for parents, the members of UW-Extension’s Digital Parenting Workgroup will present case studies of two successful online resources (eParenting®:High-Tech Kids: http://fyi.uwex.edu/eparenting/ and Parenthetical: http://myparenthetical.com) that they have created and distributed to Wisconsin parents.
• eParenting®:High-Tech Kids focuses on the positive aspects of digital media in the lives of children and how parents can use digital media to enhance their parenting and family life.
• Parenthetical is an online, interactive parenting education and support website aimed to provide practical, research-based information on parenting and adolescent development to parents of 10-16 year olds.
In addition to outlining the lessons learned regarding program development and implementation, we will discuss the variety of recruitment and distribution methods piloted by these digital projects.
18) Don’t Leave Your Students Hanging By a Virtual Thread: Strategies to Increase Instructor Presence in Online Classes
Presented by Julie Zuleger, University of Wisconsin – Oshkosh
Teaching online poses additional challenges for instructors especially for those who are new to the online environment. Instructor-student interaction includes teaching presence, social presence, and cognitive presence. Developing strategies to increase interaction between students, content, and the instructor can help avoid the feeling of isolation that is often felt by both new instructors and students are new to online learning. This presentation will provide instructors with strategies and techniques to build a sense of community, increase rapport with students, provide a supportive environment, and increase instructor presence in the online courseroom. The role of the Learning Management System (LMS) will also be discussed.
Presented by Thomas Arendalkowski, UW-Extension, Instructional Communications Systems and Karla Farrell, UW-Extension, Central IT Services
Develop webconferences that are so engaging that your audience won’t be checking their email or working on that next level of Candy Crush Saga. Practice active learning techniques that pull your audience in, keep them focused on your webinar, and improve their learning. Get hands-on experience with active learning techniques presented by veteran webconference facilitators Karla Farrell and Thomas Arendalkowski, and bring your own favorite activities to share. See how much your students can learn by doing, rather than watching.
Presented by Mike Maddox and Amy Freidig, UW-Extension, Master Gardener Program
PowerPoint narrator can be a simple tool for pre-recording lectures for online use. This presentation will compare and contrast this technique with other recording tools used, offer a tutorial on how to do a recording with PowerPoint, and provide tips for post-production.
Presented by April Pearson, University of Wisconsin – Eau Claire
A community of practice is “a group of people who share a concern or a passion for something they do and learn how to do it better asthey interact regularly” (Wenger). The Digital Content Group at the University of Wisconsin-Eau Claire has been an effective format to help faculty increase their skills and confidence with instructional technology by viewing technology demos and learning from each other as they try out different options and share their experiences. It has been offered each semester since spring of 2012 as a collaboration between the UWEC teaching center and technology department. This session will describe logistics of the group, the evolution of the group over time, off-shoot groups that have emerged, and the technologies shared in the sessions.
Presented by Linda Wawiorka, University of Wisconsin – Parkside, Bonnie Peterson, Director Public Speaking, University of Wisconsin – Parkside / Nancy Whitaker. Assistant Professor, Music Education, University of Wisconsin – Parkside / Nicholas Ravnikar, Associate Lecturer, Public Speaking, University of Wisconsin – Parkside
The University of Wisconsin Parkside began using Camtasia Relay in conjunction with Desire2Learn/Kaltura for about one year now. Over the past 12 months and 1, 100 relay videos later, we have come to witness an explosion of creativity revolving around the different approaches and innovative methods many of our instructors have developed to reach and engage students at all levels. Like many universities today, the UW-Parkside Learning Technology Center is dramatically understaffed due to budget constraints. However, with ever changing technology landscape, it didn’t take very long before we realized that in order for us to continue supporting all of our classroom innovators and fostering their creativity, we had to step up our game. In our quest to do so, we discovered that a single tool set can be used in many different ways to not only meet the needs of specific disciplines, but to also meet the needs of the many different teaching and learning styles in and outside of the classroom. From Music to Public Speaking. From Graphic Design to History. It just works! Hear how UW-Parkside Music professor, Nancy Whitaker (http://www.uwp.edu/faculty.staff/profiles/?uid=whitaker) combines tools to meet the needs of her music appreciation class. As one can imagine, teaching a class consisting of music majors to students that can’t read music or have never picked up an instrument can be quite the challenge. We’ll also hear how the Director of Public Speaking, Bonnie Peterson (http://homepages.uwp.edu/petersob/) is using a tool set developed for her speech sections as well as the positive impact it has had on her students. From Relay to Kaltura, from Chrome apps to Garage Band…What’s in your tech tool set?
Presented by Margene Anderson, University of Wisconsin – Madison
The field of UX has become critically important to websites. Companies have learned how combine information architecture, aesthetics, and usability to create high functioning and cognitively appealing webspaces that put the user first. However, our Learning Mangement Systems have been constructed to put content first and the users (instructors and students) second–at the cost of learning and teaching. I’d like to share a UX framework for Learning Management Systems through a course I designed for instructors that both exemplifies and explains how to apply this framework. I constructed this course from an instructor’s perspective and avoided html coding or complicated third party tools. In other words, the techniques applied in this course have a low technology learning curve! Please feel free to watch this introductory video (created with the very simple screen casting tool in Quicktime 10): http://youtu.be/Q6fNP3nl8OE
Presented by John Hollenbeck, PhD, University of Wisconsin – Colleges Online
In order for online learning to continue to grow, faculty need to be able to perform more of the duties required for designing and developing courses. Course development by a dedicated instructional design team is a near luxury as increasing numbers of courses become blended or totally online. Faculty need to make instructional design and online course development largely their own responsibility.
This is the problem facing the instructional design team at University of Wisconsin Colleges Online. Systemic demand for course development has swamped instructional design supply, and there is not nearly sufficient budget resources to increase the pool of instructional technologists. Yet the development of an online course in a contemporary Learning Management System requires a large and varied set of media production, instructional development and new media skills. What are the barriers for moving the locus of course design to faculty?
This presentation will discuss two aspects of this problem. A first question is what level of computer ability is typical for faculty? And how far is this level from the minimum required to be a course developer? A state wide performance assessment of computer ability will be undertaken to give a preliminary idea of the skills present in typical online faculty. Faculty will be assigned computer tasks typical for online media production, ranging from basic word processing formatting to creating video resources. Their levels of ability will be used to determine their likelihood of success as course developers, and the amount of time needed to teach them required technical abilities.
Beyond computer skills, the assessment is also looking into the course development skills in each faculty regardless of whether technology is a factor or not. Do they have a method or philosophy that guides course development? Are the typical parts of Instructional Design accounted for?
Presented by Duncan Carlsmith, University of Wisconsin – Madison, Professor of Physics
The Flexible Physics Mobile project at UW-Madison creates video-based educational objects bridging lecture and lab for high enrollment introductory courses in physics including calculus and non-calculus general physics, and physics in the arts. Switching from Flash-based products on a departmental server to YouTube deployed videos has enabled access for mobile devices while preserving accessibility. Best practices and improvement in learning outcomes will be described.
Presented by Tony Roman, UW Extension – Cooperative Extension
Google Forms provides a great tool to educators for all forms of assessment. In addition to being straight forward to use, Google Forms is a true cross platform, mobile device friendly tool. More advanced users can leverage spreadsheets and custom scripting to further extend the capabilities of Google forms. Learn how to leverage Google forms and other tools within Google Apps for both formative and summative assessment purposes.
Presented by Mary-Alice Muraski, University of Wisconsin – River Falls
An initiative proposed in support of the strategic goals within UWRF’s Strategic Plan 2012-17, was the development of Active Learning Classrooms on campus. Developing a set of active learning classrooms would enable instructors to teach in a way that has been shown by numerous pedagogical studies to enhance student learning. Such classrooms facilitate learning in small groups, learning by doing, and learning by explaining to one’s peers. Students within the classroom are engaged with each other, encouraging interaction among whatever demographic groupings are available. The innovation itself has been done over the past years based on research in how students learn and best retain information and apply that knowledge to other situations. / / This presentation will explore how UWRF approached establishing the first incarnation of active learning classrooms on campus. We will look at all aspects from initial discussions through implementation including instructional redesign of existing courses to take advantage of all aspects of an active classroom. We will take a ‘tour’ of the classroom and hear from professors and students who use the room. /
28) If that’s the way you want it, that’s the way you make it: Using Camtasia Relay to Make Quick and Easy Online Presentations.
Presented by Daniel J. Himes, Christopher Miller, Les T. Johnson, University of Wisconsin – Milwaukee
Making presentations for online classes can be tedious and time consuming for instructors. They can be discouraged to create presentations that take multiple step processes especially if the presentation involves voice overs, web links, and/or video clips. Furthermore, students are left trying to navigate through a maze of new browser tabs, web sites, and video links that can end with frustration and lose the message that the instructor is trying to convey.
This session is for instructors as well as those who support them. The goal is to demonstrate how instructors and support can make a quality presentation, make it easy to produce, and an easy-to-use product for the end user.
The session will include actual materials produced by instructors at UW-Milwaukee that range from simple to complex. I will demonstrate how easy it is to set up and use the software, where to locate directions for set up at your local campus (if available) and how anyone can be up and running quickly with a brief explanation. I will include examples that range from how the software can be used to make a quick demonstration for supporting instructors, avoiding a lengthy email, to making a multimedia presentation that includes a PowerPoint, video and voice over.