South Orange County Community College District

SABBATICAL REPORT FORM

Submit your completed Sabbatical Report as an email attachment (*.doc file, only), within 60 days of your return to duty. Send your report to the Vice Chancellor of Human Resources & Employer/Employee Relations, David Bugay () with a copy tohis assistant Beverly Johnson ().

The first page of this document is the first page of your report.

Submission of a final Sabbatical Report is a component of the sabbatical process. (See SOCCCD 2011-2014Academic Employee Master Agreement, Article XXVI, Section K-1, “Upon completion of the sabbatical and within sixty (60) days of the faculty member’s return to duty, a narrative report shall be submitted to the Sabbatical Committee for Review and acceptance (or non-acceptance).”

COMPLETE ALL OF THE FOLLOWING:

Name: Dr. Jane E. Horlings

College: Saddleback CollegeDivision/School: Math/Science/Engineering, Dept. of Biol. Sci.

Period for which your sabbatical was granted:

Academic year______

Fall______Spring XXXXX 2013 Both______

Date and location of required presentation:

Department meeting, Friday, 4 October, 2013. “Development of a Hybrid

Distance Education (DE)Human Anatomy (Bio 11) Course for Saddleback College”

And on my website,

Description and location of materials produced for college/district use (if applicable):

I am currently teaching this Hybrid Distance Education (DE) Human Anatomy (Bio 11) course at Saddleback College. The Course Materials as a result of this Sabbatical are posted on the course Blackboard site for student access. The entire sabbatical report and all appendices are being sent by email to all departmental and division colleagues. Selected documents have been disseminated to the other current Anatomy instructors, members of my division, the Distance Education Committee, and the CIDDE staff. These include lists of web links applicable to our Anatomy labs, and lists of apps useful in the classroom, to our students, as well as as creation tools.

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Please attach a narrative that addresses each of the following:

  1. Activities
  2. Describe in detail the activities conducted during the sabbatical p. 2-9
  3. Explain how these activities achieved the goals stated in your application
  4. Provide a timeline or calendar showing when these activities were carried outp. 10
  5. Provide evidence of these activities p. 10
  6. attach transcripts, letters from collaborators, acknowledgements, news reports
  7. copies of papers written
  8. photographs of artwork, projects, etc.
  9. addresses for websites were work can be seen
  10. Impact of these activities
  11. On teaching and learning p.11
  12. On the faculty member’s professional development p.11
  13. Benefit of these activities to students and the district p. 12
  14. Products of the sabbaticalp.13
  15. List all products of the sabbatical
  16. If appropriate, state the location and accessibility of these products
  17. Dissemination of results p. 13
  18. Demonstrate that you have followed the dissemination plan indicated in your proposal

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Narrative Report:

Development of a Hybrid Distance Education (DE)

Human Anatomy (Bio 11) Course for Saddleback College

Introduction

Building upon myhybrid DE Bio 20 course, and the DEBio 40 course (entirely online), I began to develop a hybrid DE Human Anatomy course. I have taught Human Anatomy F2F (face to face) for over 20 years, so the first steps included preparing my course content for online delivery. I have the same objectives and the lectures contain similar content as I taught in the traditional section, but it is presented in the form of PowerPoint (PPT) presentations (and posted online in both Word and pdf formats). Rather than recording lectures, I have had great success presenting my lectures as static PPTs, which are supplemented with active links, embedded videos, and other activities to engage the student. However, when studying off-line, students have the printed or saved static lectures to study like they would study their notes in any other class (with the added value of having image-rich PPTs). Many students use the static PPTs and write on them (via various apps) in lab lectures on their tablets, which are proving to be extremely useful for them.

I spent much time during the sabbatical investigating the technological tools that can be used to enhance my lectures (and labs), comparing the LMS (learning management systems) that come with textbooks, learning relevant apps, and “casting the waters” for neat and new technological tools that can be added to all of my courses to engage my students. Much that was tried, read about, or reviewed was found to have limited utility, and was cast aside, as is the case in much research. But the time allowed for the sabbatical resulted in a huge sum of apps, websites, tools, techniques and tricks that are being used in not only the Bio 11 lecture, but are or will be used in my Bio 20 and Bio 40 courses as well. I hope that some of what I have gleaned will also be of utility to my colleagues in their courses, particularly if they are considering teaching an online or hybrid DE course.

1a & 1b. Activities of the Sabbatical

I have listed in the following section, the objectives and goals of the sabbatical are put in italics, and in green type, directly from my sabbatical proposal,and below each one is described the activities completed to achieve each of the objectives and goals.

• I will develop the pedagogy for the hybrid DE Bio 11 course that I will teach in Fall 2013.

Initially, I had to prepare the online lectures for this course, as they needed to be in place before the addition of any of the technology discovered in my sabbatical. I completed 13 lecture PPTs, which is equivalent to more than 50% of my semester’s lectures. Each lecture represents 1 or 2 day’s lecture content. Each of these ranges from 40-80 PPT slides, all rich with text and graphics, and the PPTs contain the information for the student to learn, for that particular lecture. I have attached a sample lecture in Appendix A (Lecture 1.4; Articulations).

In addition, all lab lecture PPTs were revised (n=19), primarily for improved content and organization. We have a new edition of the textbook andsince the illustrations are significantly different, figures from the new edition were inserted, for all slides that had diagrams from the Marieb et al. textbook.

Due to the hybrid nature of this course, the discussion section is significantly different from what I previously taught. In past years, in my sections, the discussion was primarily a time to continue the lecture. Since the lectures for this hybrid course are online (and can cover the entire lecture), new content for the discussions was necessary. Some days are devoted to review of laboratory material (when close to a lab exam), or are a review or expansion of lecture material (typically when closer to a lecture exam). All of this necessitated development of new course content, and a total of 15 discussion section PPTs will be needed for this course (7 are completed, the rest are in progress). As an example of one type of Discussion PPT, this one were designed to show unlabeled structures in the first slide, then the next slide shows labeled structures, useful for showing in the classroom (See Appendix B, a Discussion PPT from the Skeletal System labs). When this is made into a Print File (with 6 slides per page), the students can print the file, cut it crosswise, then fold it in half to make flashcards (structures unlabeled on front, labeled on back, as seen below).

I have done this for multiple discussion PPTs for each lab unit.

To keep the students up on the weekly lecture material, similar to what I do in my hybrid Bio 20 and the online Bio 40, I wrote weekly online, open-note/open-book “quizzes” which I call OCWs (online course work). I came up with this acronymfor my first online class, looking for a term that was different from “quiz” (since it is open-book), and not wanting to use the term “homework,” which often has a connotation of easy or not worth much. The students take the OCWs on Blackboard, and the questions are posted as a pdf on BB so they can look up the answers, and I even encourage students working together. They are graded and contribute a significant portion of the students’ grade. Not only do the OCW questions keep the students current with the lecture content, some of the questions (“Web Work”) require the students go to various websites for further learning. I wrote the OCWs for the lecture section during the sabbatical, and inputted them into Blackboard. Now I am modifying them for next year, based on student input and question, on a weekly basis this semester.

• Survey colleges teaching Bio 11 as a hybrid DE or DE course, and incorporate useful elements into my course.

I looked at at the Fall 2013 course offerings at every Southern California community college, as well as many otherCalifornia community colleges, searching for online or hybrid Human Anatomy sections (see Appendix C). I googled “Human Anatomy College Online” as well as various other permutations, trying to find hybrid or DE Anatomy courses anywhere in the U.S. I contacted by email every professor I could find through these searches. I emailed all Anatomy instructors who attended a Wiley Anatomy seminar I attended a number of years ago, as the attendees were invited based on their high level of technical expertise in Anatomy. Overall, the number of return respondents was low, and also, DE/hybrid Anatomy classes do not appear to be as numerous as I had earlier presumed.

Over this past 9 months, I have had email and phone conversations with a number of instructors on this list, and found that most instructors were at the same technological level as I am, far behind my proficiency, or teach their classes in an entirely different way. None appeared to be far more advanced than my technical proficiency, typically we just had different strengths. We discussed topics ranging from student engagement to online tools and apps to the way that the class is presented. Not many professors had experience with iPads or apps. Many of the other professors record their lectures (using Camtasia or other similar tools) and students watch the lectures. I have the opinion and experience that for a class such as I teach, which is rather fact-driven, and requires a high amount of memorization, a static PPT is an effective teaching tool, when combined with textbook readings, and interactive learning tools to increase student engagement. Many professors did what I do,and used videos such as those from Khan Academy to supplement static lectures.

Several online Anatomy instructors use McGraw-Hill’s LearnSmart, Wiley Connect or Pearson’s Mastering Anatomy and Physiology to supplement lectures. I will be requiring my students to purchase the Pearson’s Mastering as part of their textbook bundle next year. This year, it was impossible to include it in the curriculum, as not all students purchased it. Many students purchased a used book, and someare using a different authored text. Next semester, if a studentdoesn’t purchase a new, current edition textbook, they will be required to purchase the Mastering Anatomy and Physiology separately. I will be integrating Mastering more deeply into the course, and next year, questions from Mastering will be part of the OCW.

• Survey technological tools, which will be used in the construction of the course

  • Create a visually engaging syllabus

I have overhauled my syllabus, and included more engaging visuals. Many of these visuals are used in the other handouts/posted documents such as the bookstore checklist, the weekly blogs, and the online coursework documents to add visual continuity. The syllabus is attached (Appendix D). I have worked to make the “semester-at-a-glance” for Bio 11/Anatomy lecture, Bio 11/Anatomy Lab, and Bio 40/Evolution, highly useful documents for the student, and visually appealing as well (see sample in Appendix E). While not “technical,” I believe that a high level of clarity and organization in the syllabus is critical for student success.

I email all students before school starts, introducing myself, and include the syllabus, the bookstore checklist, and the online coursework document. I also include a document that introduces me, called “100 Things About Jane” (which is, like it sounds, 100 facts about me). This year, additionally, I made a short video using the iPad app Tellagami, which was in that first email to the students (see:

My Tellagami avatar:

  • Include QR codes in printed materials for lab

I have included QR codes in the printed materials for lab (Appendix F). This allows students, while working in lab, to scan the QR codes with a QR code scanner app for their mobile device (phone or table), which are readily available and free. Examples of scanning apps include Scan, QRReader and Qrafter. Each QR code is unique, and links to a specific URL. For example, scanning the QR code below, on the right, links to a video on the scapula, at This allows the students, with a mobile device (iPad, iPhone or Android smartphone) to readily access and view videos related to the current lab work. This is how they appear in the students’ lab notes:

To shorten the URLs, I used goo.gl, which is the Google URL Shortener service. This way, if a student had to type in the URL, rather than scanning, it would be relatively short (e.g. with If they were wanting to view these on their laptop/main computer, it is a great advantage for them to have the shortened URL.

To create the QR codes, I chose to use the QR code generator at MobileFish ( Onemore benefit to using a URL shortener is that it makes a QR code with less “detail” and that makes it is far easier for the student to quickly snap and capture the URL with their mobile device than if it were made with the original, lengthy URL.

One difficulty with this part of the project, which I did not anticipate, was the relative paucity of good YouTube videos for Anatomy. It has taken a great deal of searching to find decent and applicable videos for lab, and this is one of the reasons that I think that our student-created videos will be so valuable to our future students (see section on student-created videos). A large proportion of the YouTube videos available on Anatomical topics are inappropriate for use in our class as they are at a level lower than we teach or of poor quality (poor audio or poor video quality, with mispronunciations or factual errors, or all of these). Many are made by students in the classroom, and are simply not even worth linking to.

  • Use Vocaroo or Voki to record comments on student work, so that they can hear lengthy critiques

(* Chose not to use those programs; instead learned to use a tool from Turnitin. Discussing everything relating to Turnitin in this section)

I watched a number of the Turnitin webcasts, to increase my knowledge of how to mark papers using Turnitin. I use this online tool to grade my students’ research papers and any other written work. Specifically, one of the seminars was on providing voice comments on student work. It makes sense to use the Turnitin Voice Comment capability rather than Vocaroo or Voki, which require a student to access an external link to hear my comments, so I will use Turnitin’s Voice Comments later this semester when marking my students’ papers using GradeMark.

Turnitin now has an iPad app, and I will try that out when my Bio 40 students turn in their research paper, later this fall, as well as when I receive the video scripts from my Bio 11 Students.

Turnitin Seminars that I watched during my sabbatical:

• More than Words, Using Voice Comments. One presenter wasSaddleback’s Renee Bangerter who discussed how to put in voice comments as clickable feedback to students. This is in beta now. This will increase the quality and quantity of our feedback to students- and should save time. I hope it does! Will be used in conjunction with GradeMark, which I already have used, when marking and grading student’s work (separate tool from Turnitin, different from their Originality Check, which is the plagiarism detector).

• Closing the Gap; What Students Say About Instructor Feedback. An importantthought that I took from this seminar was that students value rapid feedback that is of shorter length rather than feedback later that is more detailed. Much discussion about online grading using rubrics, which I don’t really use (have my own).

• GradeAnywhere; Turnitin for iPad became available in late summer, 2013. The iPad version allows voice comments and all of the other things an instructor normally does, using Turnitin. Everything I use is available on the iPad, can see the originality check, can do GradeMark with QuickMark comments, and can even save their papers and work on them when offline, and sync next time when online! Turnitin is only for instructor’s use; they can’t use their iPads to turn in their papers. Can add Voice Comments with the iPad.