Discovering New Friends: Podium Interactive Pen Display and SMART Meeting Pro

Have you ever . . .
• needed to write and/or draw and there is no or marker/chalk in the classroom?
• wanted to write or draw on your monitor to better illustrate your point?
• needed more space than is provided in PowerPoint?
• wanted to record your teaching with a simple software: one click to record and another to stop?

The University of Florida currently has 250 classrooms with the Podium Interactive Pen Display and its software SMART Meeting Pro. The Podium is a monitor sized SMART board with the difference that you use a tethered pen instead of your fingers. The pen is attached to the Podium, and it can be used as a mouse or as a pen for writing, drawing, and painting digital ink on any application while facing your audience. Yes, you can add writing and drawing on your MS Word documents, spreadsheets, and PowerPoint presentations by using pen-tool buttons.

In addition, you can save what you have added by using the capture camera. This camera is one of the function buttons that can capture the full screen or a selected section of the screen. Don’t you think that the Podium might be easy and useful for you?

Podium Picture

SMART Meeting Pro is the software associated with the Podium. It allows you to:
• write notes or draw diagrams during meeting and classroom discussions
• save these notes in your computer as a series of pages
• import text, graphics, clip art, and Macromedia Flash content into your Meeting Pro files
• export these files in image file format, HTML, PDF, or PowerPoint
• increase the working space in your screen
• help the Podium to work with several common applications at the same time
• record sections of your lesson as well as your voice

This combination of Podium and Meeting Pro makes the interaction between the professor and the applications more dynamic. Think about the areas of your lesson plan where you can use these features and improve your teaching and interaction with students. Maybe, do you think of other scenarios where these features would be useful?

We will offer a workshop series at the beginning of every semester on both the Podium and Meeting Pro. Register for these workshops to learn how to use these powerful tools. We are confident that the Podium and Meeting Pro will become so useful that they will be your best technology friends.

If you are interested in the workshops, registration will be available by the end of August at: https://lss.at.ufl.edu/training/register/.

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Learning with Technology: An Introvert View

Recently I read a New York Times bestseller book called Quiet: The Power of Introverts in a World That Can’t Stop Talking by Susan Cain. The book touched upon different approaches introverts and extrovert apply in communicating, in dealing with various situations and particularly in learning.  As I read the book it became clear to me how my introvert self affects my learning style.  I remember the time when I first came to the US 20 years ago to pursue a master’s degree at UF.  During a graduate course a professor commented that when I did not participate in the class discussion, I was stealing from my fellow classmates.  What a shocking comment to hear!  As an introvert growing up in the Thai society where listening is more valued than talking back especially to the authoritative figure such as your teachers or the elderly, hearing that comment totally threw me off.

Fast forward.  Today the technology gives us online classes.  What a heaven for an introvert.  Now I can contribute freely in the discussion boards, comfortably participate in a chat room, and ask questions or make comments without being interrupted by loud speaking or aggressive classmates.  Since I feel more comfortable typing than speaking, I feel even more freedom doing so.  If the development of ideas or thinking process is an ultimate goal in learning, the way to express those ideas or develop our thinking should not obscure the instructors’ judgement of the students’ ability or characters.  How to communicate should be secondary to the content itself.  Group discussions in a live class have their benefits and a place of their own for several instructors and especially students who are highly articulate, who enjoy high interaction, and who love group dynamics.

To me technology-enabled learning such as online classes or social media gives us a tool to voice our ideas and formulate our thinking the way we feel comfortable with.  Since we introverts tend to think thoroughly before we speak, virtual environment like online classes gives us time to carefully process our thoughts instead of being distracted by the timing of live discussions such as when to speak, when to wait for someone else to finish, when we should (or should not) interrupt someone.  These alone distract us from the ideas we would like to share, let along to verbalize them.

As the Buddha said, “Take the middle road.”  Since humans are social being, we certainly cannot discount the value of a live interaction, however, we should provide room or an alternative to those who do not fit in the mainstream method of communication.  A study shows at least one-third of the population are introverts.  As the minority I feel grateful technology gives us a chance (and plenty of air time) to communicate at our own pace in our own way, and to have our voice heard in this extrovert-dominated society.

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Turnitin Considered

Turnitin LogoI hear lots of questions regarding the use of Turnitin, the online plagiarism-prevention tool.  Turnitin compares papers submitted by students to billions of online resources, as well as other papers that have been submitted to Turnitin, to check for duplicate content.  The originality report generates a “score” based on how much of the paper is an exact match to other material. This report can be a powerful tool, but Instructors are often confused about how best to use it.

Instructors wonder if they should allow their students to see their originality reports, or if there is an ideal “score” they should be looking for in these reports.

There are two main reasons to use Turnitin and the best way to use the tool depends on which of these is your reason.

My students don’t understand what plagiarism is, and they don’t understand how to properly cite their sources.

If this is your circumstance, Turnitin can be a great teaching tool for helping students better understand the intricacies of research, citation and plagiarism.  In this instance, you will want to let the students see their reports and use those reports as teaching opportunities, showing students examples of proper citation and potential plagiarism.   Perhaps as the semester progresses, stop showing the students their reports so they can begin to rely on their new understanding to properly cite their papers.

My students should know how to properly cite their research and I want to identify any students who are not, either intentionally or inadvertently.

In this circumstance, you probably do not want to allow the students to see their reports.  The report is a tool for you, the instructor.

The score itself is not going to be that helpful if it is a research paper that asks students to quote other sources.  Just because content in the paper is an exact match does not mean that it is plagiarized.  The student may have properly cited the reference.  It is up to the instructor to determine if the reference is acceptable.

If the paper is not a research paper, but should be the students own thoughts, the score could be more helpful.  Obviously a paper with a high score would need to be carefully scrutinized while papers with low scores might be only spot checked.  Even a paper with a low score could have a complete sentence lifted directly from another’s work without proper citation.  Unfortunately, there is no “magic score” that can tell you for sure whether or not plagiarism exists in the paper.

What are your experiences with Turnitin?  What practices work best for you?

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