Julie Shahid has been using the new version, and the results have been good so far...

I think you're the only one using CS who has employed the analytic tools...glad to know that you have found them helpful.

Great to hear...we've had several grantees using CS, with varying degrees of satisfaction. Perhaps those who were less impressed with it might pick up some ideas from those of you who have had successful implementations.

This is a very positive benefit...

I really like the way you phrased this. Other collaborative projects also seem to bear out the fact that students feel motivated to up their game when the know that their work will be analyzed and evaluated by their peers.

Did you assign who reviewed what, or allow students to pick and choose whose work they reviewed?

So what genre did most students create—poems, short stories, or something else?

So, to be clear, they will eventually be producing two videos...one with Spanish captioning, and one with English?

This is very compelling...its sounds as though all the groups worked together very well.

So did they mostly use images and photos that you had given them, or did they go out and find more of them on their own?

There are a possibilities for using simulation and game-based pedagogies across the curriculum, I believe ... your experience speaks to the benefits that can come from such strategies.

This is some solid evidence that the simulation is making a real difference in student learning outcomes.

That is a very audacious goal...does the simulation deal with the ethical dimensions of business practice in any way?

Well we're very happy to hear that the students are doing so well!

Such a valuable example of reflective practice here, comparing one's own learning environment and noting how different is the learning environment of today's students. And you are not even that much older than they are :)

How are these recordings then used by the students (and by you)?

Exactly, and it's why I'm so excited to see you project take off. I am looking forward to comparing your use of Annotation Studio with Brian Watkins' use of Hypothes.is as platforms for annotation.

Familiar with the first, but not the second...could you link to that second one?

Could there be further "classrooms" in online spaces...dialogue and practice with native speakers on, say, Twitter and other platforms, for example?

Great! This will help build the blogging community at the college.

A good choice, since Scalar is designed from the ground up as a digitally-native platform for book creation...and it's free and cross-platform.

Looking forward to seeing how this develops

Would love to know what resources you used to teach about the history of the book.

"Art simulation software" ... that's a category I had never heard of :)

These are excellent ideas that should be widely applicable across our faculty and curriculum

YES...any evidence of this should be very compelling.

Open online learning comes to Austin College...yay!

Thanks for including this data...extremely helpful.

Well, wasn't Biochem a requirement for med school previously? If so, drop in D/W then very likely due to flip.

I'm confused...is this statement referring to pre-flipped versions of the course, or is it reporting feedback on the flipped version? If the latter, seems inconsistent with what you said earlier in the paragraph.

This is really a great outcome, and, as you say, prompts you to up your game in return.

Excellent...

I am not familiar with how annotation works on Soundcloud, so will have to check that out...thanks for the tip!

So students were actually having "burn-out?" So yeah, the problem may be that students not only skip the annotation requirement, but skip the reading itself.

Light years!

Is the extra time correlated to deeper student engagement and more insightful commentary on the pieces? Would be very helpful if I could see a couple of examples to get a feel for what you're dealing with...

Just let me know when you'd like to get together and take a look at options :)

I can't think of any system that would guarantee and prove that students had listened to what they said they had listened to.

Couldn't the students just indicate in an annotation at the beginning of the piece exactly what and how much they listened to?

Wouldn't the use of tags be a better way to organize and categorize the annotations?

Do you have a sense of the impact on learning outcomes?

Could we link to this?

Do the students have access to their assignments and feedback after the class has ended? Or is their only access through Moodle?

First, kudos for using electronic portfolios. Are you all still using the LiveBinders platform? How does including the videos in a portfolio correlate to the privacy of the classroom salon studio?

Would like to hear more about what is involved in "debriefing the student teachers." What kind of process, questions, prompts for reflection, etc. did you use?

So again, incorporating visual elements into the composition process increases overall literacy and enhances enthusiasm for lab work. In the end, was your assessment of student performance in the lab this semester significantly higher than in previous semesters?

Had you had extensive previous experience with LabArchives prior to this course? Did you expect the obstacles and challenges that arose, or did these take you by surprise? Based on what you've learned from this first go round with the technology, what adjustments will you make with the next iteration?

And this positive affective component should contribute to longer-lasting retention of learning.

Enhancing collaborative learning with ELNs...definitively contributes to learning objectives.

Very cool...would be great to see some examples. From your perspective as the instructor, does the incorporation of visuals into the reports deepen student learning and knowledge creation, or is it more just a nice illustrative addition?

This nicely describes the arc of learning, from initial confusion and frustration, through improvement, reaching toward mastery.