 Expert discusses technology in the classroom
By Amanda Fine, University Communications
"Good morning class. Take out your laptops and turn to YouTube."
While 10 years ago this statement would have had students and instructors raising eyebrows, today using video and other technologies in the classroom is not as foreign as some might think. During his keynote address, “Rise of Shared Online Video, the Fall of Traditional Learning,” for Technology Innovations for Learning and Teaching’s (TILT) inaugural Twister conference, Curtis Bonk focused on the increasing use of videos in the classroom.
“The use of shared video in a classroom is really what helps students make a connection,” said Bonk, a professor of information technologies at Indiana University and a leading expert in the area of emerging technologies and their use in traditional classroom settings.
Bonk uses shared video and other web-based applications in his classroom: assigning students to create wikis to start discussions or summarize reading and using videos to illustrate a point or topic. “The combination of auditory and visual components in a video come together to really anchor the information being given to the student; they see and hear what you are saying and therefore they are more likely to understand and retain that information,” says Bonk.
Throughout his hour-long address, Bonk touched on several video sharing sites that cater to audiences from higher education to those looking for “how to” tutorials. “Videos can introduce a subject to students at the start of class, spark a discussion during lecture or tie up all those loose strings we struggle to get rid of when class is over,” says Bonk.
Shared videos in classrooms are not new; professors and universities across the world are filming lectures on specific topics and broadcasting them. “There is no longer a need for students to learn from the ‘back door.’ Now they can be front and center in a Harvard lecture and listen to world renowned experts talk about specific topics from their home computers. Five years ago this wouldn’t have been possible,” says Bonk.
Shared videos on sites like YouTube and YouTube-Education are becoming popular as more professors use the internet to broadcast lectures or create visual aids. Bonk gave those looking to implement shared videos two tips:
- Keep videos 4-5 minutes long, at most.
- Students should play an active role by choosing relevant videos to increase involvement and allow for a variety
For more information or to contact Bonk visit: http://mypage.iu.edu/~cjbonk/bios/biolistnew.html#B1.
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 Faculty Athletic Representatives named
David Schecter and Karen Carey were recently named the new Fresno State Co-Faculty Athletic Representatives by President John Welty. Schecter is chair of the Department of Political Science and is an associate professor; Dean Carey leads the Graduate School on campus. A Faculty Athletic Representative (FAR) is a member of the faculty at an NCAA-member institution and is designated to serve as a liaison between the institution and the athletics department; he or she also represents the institution in conference and NCAA affairs. Each institution determines the role of the FAR at that particular university or college. The representatives' main job is certifying eligibility and the academic standing of all 450 student-athletes on campus and working with campus staff to ensure NCAA compliance in all areas of student-athlete life. The FAR helps both faculty and student-athletes with academic issues and acts as a bridge between the academic and athletic parts of campus. Schecter and Carey are available to assist or to make a presentation to about their role as FAR and/or the student-athlete experience at Fresno State: schecter@csufresno.edu or karenc@csufresno.edu.
Sharma leads Madhubani art workshop study tour
In January, participants in the Madhubani art workshop study tour led by Joan Sharma (Art and Design) and sponsored by College of Arts and Humanities, experienced one of the world's oldest art traditions.  For five days, Fresno State students had the opportunity to learn about the Mithila painting tradition, visit artists at their home studios and villages, and see the work of students at the Mithila Art Institute. This was the first group visit to the region, located near India's border with Nepal. Study tour participants were warmly welcomed to the birthplace of Guru Gobind Singh, the last guru of the Sikh religion at the Guruwara in Patna. They visited important Buddhist sites in both Vaishali and Sarnath. From boats on the Ganga River in the Hindu pilgrimage city of Varanasi, participants viewed the beautiful evening Aarti ceremony. The group also visited the studio of traditional Varanasi silk weavers who create sumptuous silk fabrics. In addition, they saw the awe-inspiring Taj Mahal and Akbar's hilltop city, Fatehpur Sikri. A private evening concert and discussion of classical Indian music completed this unforgettable study tour.
 CRETE training group completes program
Participants in the four-day training program in Conflict Resolution Education for Teacher Education (CRETE) received four full days of interactive, dynamic training during winter break.
The CRETE curriculum combines the best of theory and practice to build and enhance skills in conflict management and classroom management including bullying prevention, communication, positive discipline, managing disruptive students, building classroom and school community, and restorative practices.
The mission of the CRETE project is to provide pre-service and in-service educators, education faculty, and others who work directly with students and families within the educational system with skills and knowledge of conflict education, classroom management and social and emotional learning necessary for creating constructive, safe learning environments.
The training was held at the Smittcamp Alumni House.
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Vol. 14 
