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 Teaching and Learning Center (TLC) team, rooms and services include adult learner instructional design training resources and all employee training and support around digital literacy and instructional applications like Canvas, Panopto, Office 365Google Apps for Education, Zoom and LyndaCampus

South Employees - Looking for TLC Help?
Contact a TLC Associate!

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 

Washington State Board: Faculty Training Opportunities!

posted Jun 19, 2017, 11:39 AM by Sara Newman   [ updated Jun 19, 2017, 11:41 AM ]

Washington State Board - eLearning Faculty Training Opportunities
The following info is from WA SBCTC's prof dev web page, https://sbctc.edu/colleges-staff/programs-services/elearning...

How to Use Open Educational Resources

This course provides information and experience in using open educational resources (OER) in your teaching. We will discuss the concept of OER and open licenses. There will be plenty of practice in locating and sharing open educational resources. This is a 2-week online, asynchronous course and participants are expected to spend 10 hours to complete the course. For more information contact Boyoung Chae.

Accessibility 101: The Basics of Inclusive Design

This three-week, online, asynchronous course is designed for faculty and staff who want to learn simple and quick steps to make materials accessible for people with disabilities and better for all users. Participants need not be tech-savvy to take this course, but familiarity with Microsoft Office applications and Canvas are important. Participants will be introduced to basic accessibility concepts, practices and inclusive design standards. The time commitment for this course is approximately 20 hours. See the course registration page for upcoming training dates.

eLearning Faculty Learning Communities

SBCTC eLearning funds several eLearning and open educational resource related faculty learning communities.

Quality Matters

Quality Matters (QM) is a faculty-centered, peer review process designed to certify the quality of online courses and online components. SBCTC eLearning funds Quality Matters training and certification for each community and technical college each year.

On-Site Training

SBCTC eLearning provides periodic face-to-face training opportunities on community and technical college campuses. Please contact your college eLearning coordinator for specific details on upcoming training events.

Quarterly Course Evaluations

posted May 25, 2016, 3:49 PM by Sara Newman

Move from the old manila envelope and shorty pencils to an easy-to-use course evaluation web application

We can all help save time and trees by using the quarterly course evaluation district web application. Avoid those horrid tiny pencils and manila envelope packets of course evaluation paper -- not to mention the hours of work your division staff puts in typing up all your student's comments.

District has continued to improve our course evaluation web application and it's super easy to setup. We can even customize our course evaluation questions!  

As always, this course evaluation tool is available to all face-2-face and online course types.

To find answers for questions like, "How often am I required to have my courses evaluated" an "Who sees/reviews my course evaluations?" and more, use your Outlook login to accesshttps://inside.seattlecolleges.edu/courseevaluation/ and order your evals ASAP.

Have questions about evaluations? Please contact Faculty Development Coordinator at 206.934.4103

Adopt Tom Gibbons' Extra Credit lesson to get student's incentivised!

Curriculum Grants

posted Nov 10, 2015, 4:25 PM by Sara Newman   [ updated Nov 10, 2015, 4:33 PM ]

Seattle Colleges District Curriculum Development Grants

October 2015 email from JC Clapp 

Hello faculty!

I'm happy to let you know that you may now apply for Curriculum Grants each quarter (it used to be only once per year)! 

Applications are now always due on the Monday of Week 6 of the quarter, with decisions being made by Week 8 of that same quarter. 

You have a full year to get your curriculum deliverables in, but if you get them in sooner than that, then you don't have to get wait to get paid -- we'll process your payment within about two weeks of receiving your products. All of the information you need is here:http://www.seattlecolleges.com/facultydevelopment/default.aspx?pg=curriculumgrants

The Curriculum grants can be used to develop curriculum for any type of class taught by faculty at the Seattle Colleges. 

  • Individual proposals for new courses are funded up to $3,000.
  • Individual proposals for course curriculum revision start at $600 up to a maximum of $1,800.
  • Group proposals are funded up to $5,400. (Group projects may apply to one college or involve two or more colleges in the district.)

Curriculum Grant Deadlines: (applications always due Monday of Week 6 of the quarter -- no applications accepted summer quarter)

  • Monday, November 2, 2015
  • Monday, February 8, 2016
  • Monday, May 9, 2016
  • Monday, October 31, 2016
Important Note: The application requires signatures from your Dean and from your VPI. The application dates are for completed applications that have these signatures. Plan well in advance to obtain these signatures to meet the deadlines.

2015: Top 100 Tools for Learning by Jane Hart

posted Oct 3, 2015, 7:12 AM by Sara Newman   [ updated Oct 3, 2015, 7:13 AM ]

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)

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