Hours and Days of Operation
When the TLC is locked, please ask eLearning or library staff for access.
To request TLC room reservation(s) please use the "online room reservation request form" linked in the TLC navigation list (located bottom-left) on the TLC site.

WHAT DOES THE TLC PROVIDE? South's TLC team, rooms, and tools provide training, services and support on many topics -- starting with our "high  five" applications (listed below), pedagogy/androgogy, rubrics, instructional design, and more!

South Employees - Looking for TLC Help?
Contact any of our TLC Associates
South Seattle College - eLearning and TLC Applications Click for SSC lyndaCampus information Click for SSC Canvas faculty resources Click for SSC Panopto resources Click for SSC Collaborate resources Click for SSC Student Email Information

Check out our TLC Posts!

Please scroll down to read our TLC Posts/Announcements. To subscribe to our posts, copy/paste this URLhttps://sites.google.com/a/southseattle.edu/tlc/Home/posts.xml into an RSS application like Feedly ~ http://feedly.com 

Online learning websites

posted Jul 8, 2015, 4:02 PM by Sara Newman   [ updated Jul 8, 2015, 4:06 PM ]

This (linked) article shares websites & apps covering a myriad of science, art, and technology topics. Topics ranging from making hummus to building apps in node.js -- most of them for free (but not all).
37 websites to learning something new (link)

TLCA's - Summer 2015

posted Jul 8, 2015, 3:48 PM by Sara Newman

Your Summer 2015 Teaching and Learning Center Support Team

TLCA's Off Over Break

posted Mar 30, 2015, 6:31 AM by Sara Newman   [ updated Mar 30, 2015, 7:10 AM ]

Teaching and Learning Center Associates (TLCA's) - Taking Time Off Over Break

If you need TLC or eLearning support over break, please contact TLC & eLearning Director Sara.Newman@SeattleColleges.edu and/or Instructional Designer Tom.Gibbons@SeattleColleges.edu to schedule an appointment.

Here's a list of our TLCA's for our upcoming quarter

Spring 2015 TLCA's

Opportunities to Learn and Present! - Canvas Mini-Con, March 27, 2015

posted Feb 20, 2015, 3:52 PM by Tom Gibbons   [ updated Feb 21, 2015, 8:48 AM by Sara Newman ]

For the past two years, the Washington Canvas Users Group (WACUG) has held a conference for Canvas users in Washington (which seems a little redundant to actually write out…)

For various reasons, the conference was cancelled this year, but people felt so strongly about the opportunity to learn, network and share with each other that an impromptu mini-con has been launched. 

It’s one day, March 27, in Olympia at South Puget Sound Community College. See below for all of the pertinent details, including registration information. Consider presenting, if you have something awesome that you would like to share.

Cost for this mini-con is free. 

 (Mini) Washington Canvas Users Group (WACUG) Conference Information

Sign Up for Mini-Washington Canvas User Group ConferenceFriday, March 27, 9:00-3:00
South Puget Sound Community College

Registration:  free!
Lunch provided:  free!
Parking:  free!
(it’s the last day of SPSCC finals, so there should be LOTS of parking)

Tentative Workshop Categories

  • Basic Canvas
  • Student engagement with Canvas
  • Best practices using Canvas
  • Canvas + (extra goodies you can add to Canvas)
  • Out of the box (crazeee ideas for Canvas)

Register here so we’ll know you’ll be joining us.

SPSCC campus map here – eLearning is in building 22, about in the middle of campus.

Espresso stand in building 22, just 38 steps from eLearning!

Driving directions to SPSCC here.

No parking permit needed.

Interested in presenting? Let us know here.

Hands-on Panopto Training, Feb 26, 2-3 pm

posted Feb 11, 2015, 2:25 PM by Tom Gibbons

Interested in learning more about how to create screencapture videos? 

Do you want to capture the lecture portions of your class so that your students can reference them later? 

Are you thinking about flipping your classroom?

Come to the TLC on 

Thursday, February 26, 

from 2-3 pm 

for hands-on training on how to use Panopto. 

Please complete the registration form if you plan to attend.

If you are unable to attend, you can find additional resources on our local Panopto site. 

Jean Arthur on the cover of Motion Picture Magazine with the Panopto logo added to the lower right corner.

Jean Arthur says, “Panopto made me into the star I am today!”

Classroom Assessment Techniques (CATs)

posted Dec 17, 2014, 1:30 PM by Sara Newman   [ updated Dec 17, 2014, 3:14 PM ]

Classroom Assessment Techniques (also known as CATs) are excellent methods of learning whether your students are getting out of your lectures and assignments what you expect or need and evaluating your teaching. Here are some great CAT resources ...
Name Description What to do with the data Time required
Minute paper During the last few minutes of the class period, ask students to answer on a half-sheet of paper: "What is the most important point you learned today?"; and, "What point remains least clear to you?". The purpose is to elicit data about students' comprehension of a particular class session. Review responses and note any useful comments. During the next class periods emphasize the issues illuminated by your students' comments. Prep: Low
In class: Low
Analysis: Low
Chain Notes Students pass around an envelope on which the teacher has written one question about the class. When the envelope reaches a student he/she spends a moment to respond to the question and then places the response in the envelope. Go through the student responses and determine the best criteria for categorizing the data with the goal of detecting response patterns. Discussing the patterns of responses with students can lead to better teaching and learning. Prep: Low
In class: Low
Analysis: Low
Memory matrix Students fill in cells of a two-dimensional diagram for which instructor has provided labels. For example, in a music course, labels might consist of periods (Baroque, Classical) by countries (Germany, France, Britain); students enter composers in cells to demonstrate their ability to remember and classify key concepts. Tally the numbers of correct and incorrect responses in each cell. Analyze differences both between and among the cells. Look for patterns among the incorrect responses and decide what might be the cause(s). Prep: Med
In class: Med
Analysis: Med
Directed paraphrasing Ask students to write a layman’s "translation" of something they have just learned -- geared to a specified individual or audience -- to assess their ability to comprehend and transfer concepts. Categorize student responses according to characteristics you feel are important. Analyze the responses both within and across categories, noting ways you could address student needs. Prep: Low
In class: Med
Analysis: Med
One-sentence summary Students summarize knowledge of a topic by constructing a single sentence that answers the questions "Who does what to whom, when, where, how, and why?" The purpose is to require students to select only the defining features of an idea. Evaluate the quality of each summary quickly and holistically. Note whether students have identified the essential concepts of the class topic and their interrelationships. Share your observations with your students. Prep: Low
In class: Med
Analysis: Med
Exam Evaluations Select a type of test that you are likely to give more than once or that has a significant impact on student performance. Create a few questions that evaluate the quality of the test. Add these questions to the exam or administer a separate, follow-up evaluation. Try to distinguish student comments that address the fairness of your grading from those that address the fairness of the test as an assessment instrument. Respond to the general ideas represented by student comments. Prep: Low
In class: Low
Analysis: Med
Application cards After teaching about an important theory, principle, or procedure, ask students to write down at least one real-world application for what they have just learned to determine how well they can transfer their learning. Quickly read once through the applications and categorize them according to their quality. Pick out a broad range of examples and present them to the class. Prep: Low
In class: Low
Analysis: Med
Student- generated test questions Allow students to write test questions and model answers for specified topics, in a format consistent with course exams. This will give students the opportunity to evaluate the course topics, reflect on what they understand, and what are good test items. Make a rough tally of the questions your students propose and the topics that they cover. Evaluate the questions and use the goods ones as prompts for discussion. You may also want to revise the questions and use them on the upcoming exam. Prep: Med
In class: High
Analysis: High

(may be homework)

Student Response System (SRS) - Fun Formative Assessment

posted Dec 17, 2014, 12:33 PM by Sara Newman   [ updated Dec 17, 2014, 3:51 PM ]

Socrative - Free!

What is SRS? It's an online application teachers (or presenters) can use to actively engage their student/audience. 

After hearing/observing a UW Physics teacher use SRS (Student Response System) in his classroom, our innovative chemistry teacher, Jessica Whitman, met with me in our Teaching and Learning Center (TLC) to talk about classroom clickers, how they've evolved into SRS online apps, and how to use/apply them in her classroom.

Online SRS polls and quizzes are typically accessible via any laptop, computer, tablet or smart phone (even flip phones!) with Internet access.

I recommend two online SRS (Student Response System) platforms: Socrative and Poll Everywhere

While I use and like them both, I typically drive faculty to Socrative because it's free whereas Poll Everywhere is only free at the entry level which only allows 40 votes, per poll/quiz.

Running a Quiz - Super Easy!

Jessica, created an account with Socrative and is developing her first quiz/poll in it. 

She's going to be introducing Socrative (and her quiz) on the second day of class this Winter quarter to review her Syllabus and acquaint her students with this engaging method of formative assessment. 

If all goes well, she's going to use Socrative for group lab assessment using Space Race

Because she's going to display her questions and realtime responses on her classroom overhead data projector, I recommend having students choose super hero names for the quarter, keeping their real names on a spreadsheet, and have them use their super hero names when logging in so student answers are anonymous to everyone on the data projector screen.

Both Socrative and Poll Everywhere provide quiz/poll "results" for the teacher/presenter, as well.  Socrative provides your data report to you via email, google drive, download to your computer in an excel spreadsheet or view the live data online.

Reports - Overview

Please take a moment to consider how you might use the above SRS synchronous, formative assessment tool in your classroom to engage your students.  Because it's so easy to setup you probably won't need help. However, if you would like help, please make an appointment with me or our Instructional Designer, Tom.Gibbons@SeattleColleges.edu.

CATs (Classroom Assessment Techniques) 
The above system and other methods are a wonderful way of actively engaging students and gathering formative assessments. To learn of other classroom assessment techniques (CATs) please review this post and its resources: http://sites.southseattle.edu/tlc/Home/cats

Virtually yours,
South Seattle College (SSC​) eLearning & TLC Director

(TLC) Support over Winter Break (December 11th - January 4th)

posted Dec 1, 2014, 3:15 PM by Sara Newman   [ updated Dec 1, 2014, 3:19 PM ]

Winter Break - Limited TLC Support
During winter break (12/11 - 01/04) please direct all SSC TLC appointment requests to me, Sara Newman, via my online form 
http://tinyurl.com/sara-appointment and/or email Instructional Designer, Tom.Gibbons@SeattleColleges.edu

On January 5th, our TLCA's will be returning to their TLCA roles for winter quarter and they will have their winter offerings (available days, times, and contact information) posted on their individual TLCA pages soon, as well.

Winter Break - TLCA's Taking Time Off

posted Nov 24, 2014, 4:32 PM by Sara Newman   [ updated Nov 24, 2014, 4:53 PM ]

Teaching and Learning Center Associates (TLCA's) - Taking Time Off Over Winter Break

Teaching and Learning Center Associates - Fall 2014
f you need TLC training or assistance, please schedule time with your favorite TLCA's now, well before the end of Fall quarter on December 10th Wednesday - as they won't be available again until Monday, January 5th 2015.

If you need TLC support over Winter break, contact TLC and eLearning Director Sara.Newman@SeattleColleges.edu and/or Instructional Designer Tom.Gibbons@SeattleColleges.edu to schedule an appointment.

Productive Persistence Workshops

posted Oct 16, 2014, 4:24 PM by Tom Gibbons

What is Productive Persistence?

The Carnegie Foundation defines “Productive Persistence” as a set of behaviors that involves the tenacity and good strategies students need to be academically successful.

There is still time for you to sign up for upcoming trainings at South campus this Fall.

Below is the registration link and workshop descriptions for three Productive Persistence Training Workshops. You can attend workshops at any of the three Seattle Colleges. Workshops may be taken in any order. You can sign up for just one, or for all three of them. Faculty will receive hourly stipends for participating.  Each workshop is limited to 30 Seattle District participants so sign up early! Click here to view dates and times.

Presenters: Jane Muhich and Lawrence Morales

After working with leading social psychologists at the Carnegie Foundation for the Advancement of Teaching, Lawrence Morales and Jane Muhich have been working with Seattle Colleges faculty to development and implement activities to facilitate students having the productive mindsets and effective strategies needed to be academically successful. Come learn proven strategies you can include in your class to help your students be more successful. 

Starting Your Quarter Strong to Maximize Student Success

Faculty will learn how to create a successful initial experience for students by implementing the evidence-based “Starting Strong” activities. The Starting Strong activities support establishing a classroom culture that promotes productive mindsets, encourages student participation and engagement and facilitates students grappling with challenging course content.

Promoting and Sustaining a Growth Mindset

How often have you heard a student say “I’m not a math person”, “I can’t write” or “I can’t do this.” as you watched that student divest their best efforts? Creating a classroom culture that supports a growth mindset, where students believe they can learn using effort, takes more than just a brief intervention or having them watch a Ted Talk. After this workshop you will be able to implement a suite of promising faculty tested activities that promote a growth mindset. With this multipronged approach your students will be able to put forth their best effort, engaging in the academic tasks needed to be successful.

Working Well Together: Increasing Engagement and Social Ties Through Collaborative Learning

Want to maximize participation and engagement in your classroom work groups? Want your students to have strong social-ties shown to improve retention and course success? In this workshop we’ll share promising practices that have been tested and refined by Seattle District and other faculty over past two years. Improve your classroom culture and student academic outcomes by getting your groups to work like a well-oiled machine using the promising strategies presented in this workshop.

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