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Resources at the University of California
- Berkeley
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Webdisk
Using
online file management is easy. You are never more than
a few steps away from storing and managing your files. For
more detailed information on how to use the enhanced features
of the online file management, you can click the Help button
after you access your account.
Link: http://webdisk.berkeley.edu
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a
Wireless in Haviland:
Sign up for this service. See Claudia for information.
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Communications outside the conventional classroom - Hailing
Blackboard as “ideal” for its ability to streamline
administrative and bookkeeping tasks, this year Drummond has
been particularly impressed with the site's discussion board.
“Most of the discussion threads are spontaneous questions
and suggestions from students. After reading what the students
are saying in the online discussions, I have a better idea
of what they might want to hear about in class,” says
Drummond, noting that the discussion board encourages a “give
and take between students, allowing them to have a horizontal
discussion.”
Links to two examples:
http://ets.berkeley.edu/profiles/Drummond.htm
http://ets.berkeley.edu/profiles/beckman.htm |
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Paperless classroom:
Creating
a Paperless Classroom to Replicate the Real World Engineering
and IDS Lecturer Arun Nevader
uses a Blackboard course website both to eliminate paper in
his classroom and familiarize his students with the way project
teams in an engineering firm communicate. In Nevader's sections
of E190, students work on projects or services for the engineering
industry. They choose a topic and spend the semester on the
project, taking it from "initial concept, through feasibility
to progress, and finally to market." During the course
students also make presentations to small groups and ultimately
the whole class.
Link:
http://ets.berkeley.edu/profiles/nevader.htm
Better
Than Paper
Although his students write four major papers in the course
of the semester, none are turned in on actual paper. Instead,
students submit their work by uploading documents and PowerPoint
presentations to the Blackboard course website. Nevader then
downloads the files and adds his comments using a combination
of Microsoft Word and Adobe Acrobat annotation tools. He not
only makes formatted comments in the papers' margins but also
embeds voice notes. In essence, this technology personalizes
the class. Digital communication provides another benefit
– centralized access to all student work. This easy
accessibility is a boon during office visits from students
Technologies Used:
Blackboard course website and Adobe Acrobat enable:
- Embedding comments in students' work
- Eliminating paper waste
- Complete electronic files of student work
Streamline administrative tasks: Using Blackboard
to turn in papers and comment on student work
Link:
http://ets.berkeley.edu/profiles/sokolik.htm
Additional information:
Technologies
Used
Blackboard course
website and Adobe Acrobat enable:
- Embedding comments in students' work
- Eliminating paper waste
- Complete electronic files of student work
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,,Webcasts:
Link: http://ets.berkeley.edu/Webcast/
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Multi-site classrooms and meeting spaces:
In
Spring 2002, an experimental class was conducted using Internet
conferencing between the University of California, Berkeley,
and Hanyang University, Seoul. The source of the weekly
lectures was alternated between Berkeley and Seoul. The
results of the experiment offered much insight to the advantages
and challenges of conducting classes using this media. Many
issues were addressed, including those of language, audio
and video quality, international time differences, and cost.
Student evaluations were solicited. The results offer many
suggestions in case an engineering graphics class is offered
using this media.
Link:
http://ets.berkeley.edu/profiles/lieu.htm
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E-Reserve
Reserve
course documents electronically.
Link:
http://eres.berkeley.edu
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Grants through ETS
Instructional
Minigrants Sponsored by the Committee on Teaching, Berkeley
Division of the Academic Senate, and the Office of Educational
Development, the Instructional Minigrant Program seeks to
improve teaching by making funds available for activities
that go beyond the routine responsibilities of Berkeley
faculty members. Instructional minigrants provide rapid
access to modest funds (maximum: $1000) for small-scale
projects to improve existing courses, develop new courses,
evaluate instruction, and assess curricular needs.
The
Classroom Technologies Grants Program (Committee on Teaching)
This program provides access to campus funds (maximum award:
$3500) specifically for the introduction of new instructional
technologies into the classroom. Projects that involve large
lecture classes, particularly at the lower division level,
classes that have multiple sections, and/or classes that
are heavily subscribed are especially welcomed.
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Blackboard:
Easy Tutorial: http://ets.berkeley.edu/TrainingSupportCenter/Handouts/BB_basic_training.pdf
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