Schedule for Tools for Teaching 2012
Barry Dahl - Keynote:
Are We Amusing Ourselves to Death?
Based largely on the 1985 book "Amusing Ourselves to Death," by Neil Postman, this is a journey looking at some of the questions related to edutainment and the current paths that higher education appears to be heading down. Network television forever changed the seriousness of public discourse related to politics, religion, and many other areas. Has the Internet and information technology had a similar affect on education? During this presentation we will consider how technology is impacting the teaching and learning experience. Are the fears of 1984 finally coming true, or are we entering a Brave New World?
Using Web 2.0 Tools Inside D2L
Description: Barry Dahl will demonstrate the use of several free, web-based communications applications that can be used inside Desire2Learn. Many of these applications are useful in education with a special emphasis on collaboration and social networking. Barry will demonstrate the use of these applications inside D2L, but the same principles would apply to any other VLE (Blackboard, Angel, Moodle, etc.). Many of these tools can add value for students, faculty, staff, and administrators; and the presenter will endeavor to separate the useful from the useless.
Lunch With Apple
Account Executive • Apple Education, Hi-Ed
Please join us as Apple reviews a few new products including: iBooks 2, iBooks Author, and the new iTunes U. iBooks 2 is Introducing an entirely new kind of textbook that's dynamic, current, engrossing, and truly interactive. A textbook created by publishers using a new authoring tool from Apple. A textbook brought to life by iPad. iBooks Author, a new app that is free from the Mac App Store, makes it easy for writers and publishers to create incredible Multi-Touch books complete with rich graphics, movies, 3D objects, and more. The new iTunes U offers an educator an easy way to design and distribute complete courses featuring audio, video, books, and other content. And students and lifelong learners can experience your courses for free through a powerful new app for iPad, iPhone, and iPod touch.
No Money? No Budget? No Problem!: Using Web 2.0 Tools to Enhance a Student-Centered Classroom
Interested in bringing your students' world into the classroom? Searching for technology ideas to enhance motivation and, hopefully, increase retention? This session is designed to help you find answers to these questions and more! By integrating the right technology tools at the right time, technology can change the way students learn and the way teachers teach as students become producers of technology rather than consumers. No and low-cost technology tools are available to help. These user-friendly tools, ranging from blogging to Wiki's to concept mapping to online discussions and more offer instructors and students multiple ways to demonstrate content understanding alongside traditional methods of teaching and learning. Participants are encouraged to follow along and/or participate (laptops encouraged!) as tech tools are demonstrated. While shared samples focus on the work of teacher education students, these tools can be used in a wide variety of disciplines.
There is or will soon be a video analog for virtually every genre of writing that exists. There are video obituaries, resumes, novels, instruction manuals, and highway billboards. Even quirky and idiosyncratic genres of writing like personal ads and post-it notes are finding their video analogs. Video is everywhere, except in many college classrooms, where most of my colleagues are still requiring only written work.
So, this semester in my electronics class I'm trying something new.I've ditched tests, written lab-reports, and even the final exam. Instead I'm having my students make short videos about the theoretical and practical aspects of the circuits that they've made.
I started the semester by having my students make a video about themselves. I think it would be impossible to watch Jordan's video (www.youtube.com/watch?v=kqaTv6W5Fak, sorry this video has been removed) without getting some idea of who Jordan is and where he's coming from.
In addition, I've found video to be an effective assessment tool. When you can watch a student discuss a topic it readily becomes apparent if the student actually understands what they are saying. A student might write something that doesn't make sense to them, but it's harder to fake it when the camera is rolling.
I am also convinced that making a video is a task that is more similar to the challenges our students will face once they graduate than solving problems on paper.
I have found my students take more ownership, spend more time to get it right, and are much more creative with video than they were before I used video.
I think it will take decades for educators to figure out the most effective ways to use video in their classrooms, but it seems to me that we've evolved over millennia to communicate verbally. Video can capture the facial expressions, the inflections, nuance, and the fluency of a presentation in a way that the written word simply can't. It goes against our interests as educators if we fail use the multidimensional richness of video in the classroom.
In this session, I'll present a status report of the project, along with some practical tips, lesson samples, learning technology demonstrations, and suggestions.
In the first part of this interactive session we will discuss the benefits and challenges of the use of online homework systems for assessment of student learning in introductory Mathematics classes (e.g., College Algebra or Precalculus). The presenter will share a summary of experiences in the use of online assessment tools in such classes at UW-Stout.
The second part of the session will focus on some innovative ways to use the unique features of the online assessment tools to promote student engagement in Mathematics classes.
Hybrid Course Design—Tools for Success
Shelley-Rae Pehler & Cara Gallegos
Cara Gallegos and Shelley-Rae Pehler redesigned Nursing 435: Nursing: Families and Children with Health Deviations into a hybrid course for the Fall, 2011 semester. The goal of this hybrid format was to engage students in active learning strategies. The course was designed that students would meet two hours in the classroom, and have one hour/week working in an on-line group to complete care and teaching plans and concept maps. As one of the strategies in the on-line portion of the course, Dr. Pehler converted concept maps into a Prezi's. The Prezi was then combined with Screencast-o-matic (and later Camtasia) to provide the students an audio and visual presentation on what are the pediatric differences for different body systems. Dr. Pehler will share her experiences in using Prezi, Screencast-o-matic and Camtasia in a hybrid environment. Dr. Gallegos will share the decisions made for the hybrid design, and the challenges of moving students to be more active learners. The impact on student learning will also be shared.
Calibrated Peer Review (CPR) allows instructors to create writing assignments where students are responsible for evaluating each other's work. The CPR website manages the submissions and guides students through the evaluation of student essays. The help students with the review process, students must first evaluate three calibration essays, written by the instructor. Once the students have proven they can correctly evaluate the calibration essays, they go on to evaluate three essays from their peers. Calibrated Peer Review allows instructors to increase the number of writing assignments without increasing the workload. Besides getting more writing experience, students get important feedback on their writing and learn the critical thinking skills necessary to be competent reviews. CPR encourages student autonomy through the guided review process and gives insight into professional practices. CPR can develop higher-order thinking skills such as abstracting, persuading, developing logical arguments, and reviewing. These are skills that routine assignments do not promote. I will demonstrate how to use the CPR system and discuss best practices for implementing CPR in your classroom.
Plunging into the Blog-osphere: Integrating Structured Blogs into Undergraduate Education
Mary Canales, Lisa Herb, Charlotte Sortedahl & April Pierson
In this session, two uses of Google Blogger for class assignments in the fall 2011 semester will be described.
Mary and Charlotte transformed a traditional junior-level nursing instructional television (ITV) course into hybrid format by integrating a structured blog component. Ten in-person class sessions were replaced with online blogging that built upon in-class topics and guest speakers. Students were randomly assigned to groups, which provided an opportunity for Eau Claire and Marshfield students to interact – a great benefit since fostering discussion among the groups has been a challenge. Within their groups, students designated blog leaders who posted an initial message, to which other students replied. Extra credit activities were available. Anecdotal student feedback has been positive. Blog quality has been impressive. Blogging allowed students to make the abstract concrete and allowed students to share complex concepts in a reflective manner.
Lisa revised an e-journal assignment traditionally submitted to the D2L dropbox to a blog assignment with the goal of fostering increased student interaction.In addition, she also used Twitter to share current examples of topics related to course content and possible blog subjects. Blogging allowed students to write, read, and comment on other blogs in their group.To encourage students to read the blogs, they chose another student's blog twice a semester and expanded their thoughts about the issue by writing a reflection paper. Students applied current examples to course concepts and were exposed to different perspectives of issues by reading others' blogs. Content from the blogs often enhanced discussion in class. Examples of the blogs, tweets and reflection papers will be shared.
April Pierson from Learning and Technology Services assisted faculty with setting up the blogs. April will share options for grouping, privacy settings on Blogger, and suggestions for FERPA compliance while faculty will demonstrate uses.
Over the past five years the presenters have used a variety of tools that allow them to create videos which provide mathematical instruction about specific content. The presenters have used hardware (Tablet PC, iPad, and digital pens) and software (MS OneNote and Jarnal) to create documents with digital ink. By inking on the screen they are able to write mathematical notation and steps to a process, while still providing a think-aloud explanation on what they are doing. They have used software such as Camtasia, Jing, and a variety of different iPad apps that allow us to capture the screen, as well as our voice. Participants will have the opportunity to explore some of these tools and create their own short video. The presenters will discuss best-practices that can be used when creating videos and ideas on how videos can be shared with students.
The presenter share integrated screencasts into their teaching in a variety of ways.One way is to provide them to students as a way to refresh their understanding on potential threshold concepts which impede their progress with current material. A second model is for the instructor as well as students to create videos of homework problems, thus creating an answer key resource for the class. A third model for using them is to create short instructional sessions that replace a conventional classroom lecture. Students are asked to watch the videos before coming to class. Using the third model flips the initial instruction to outside of the classroom and provides time in the classroom for students to engage in activities, solve problems, and discussion. Student groups can then be called upon to lead the in-class discussion about the day's topic. The presenters will discuss the impact each of these models has on student learning and its effect on the classroom environment.
Teaching with Twitter: Two Showcases
Daisy Pignetti & Mickey Fitch
Over the past three years, Twitter has become a household name, and despite students’ initial impressions of it as a place for celebrity gossip, many recognize it as a new place, one beyond Facebook, to voice their opinions and join conversations.
In this presentation, participants will learn about two classroom-based Twitter projects. In an English 101 and Google Generation Learning Community, Daisy Pignetti uses Twitter for in-class reader-responses and evaluating tweets based on: new resources or ideas that add value to discussion, tweets that stimulate dialogue and commentary, and tweets of current resources to enhance topics. In a First Year Seminar, Mickey Fitch used Twitter to help students expand professional networks related to academic and professional goal setting. Both presenters will share examples of how micro-blogging and tweeting impact the in-class communication and student experience, as well as offering examples of student learning and evaluation.
Both presenters are willing to help assist attendees in the setup of Twitter accounts and make recommendations on use.
About the presenters: Daisy Pignetti is an Assistant Professor of Rhetoric and Composition at UW-Stout. Her research interests include computer-mediated teaching and communication; rhetorical theory; technology, identity and community and others. Originally from New Orleans, Daisy wrote her dissertation Writing to (Re)New Orleans:The Post-Hurricane Katrina Blogosphere & Its Ability to Inspire Recovery and continues to work with social media and disaster. More information about Daisy can be found at her site and Twitter. Mickey Fitch is the Assistant Director of Residence Life at UW-Superior. Mickey’s career in students affairs and higher education administration has spanned across the upper Midwest with a brief stint in Maine. Mickey’s professional interests include technology and efficiency/effectiveness practices, professional development & training, teaching and storytelling, and LGBT issues. More information about Mickey can be found at her site and Twitter.
Making the Most of Multimodality in an Online Course
Jamie G. White-Farnham
Alongside the advances in education that the reach of digital technology offers our students, scholars have recently drawn attention to the negative physical effects, such as Carpel Tunnel Syndrome, that time spent typing can have on student writers (see, for example, Hensley Owens, 2009). Of particular concern to teachers of Distance Learners, online writing courses ask of their enrollees not only multiple drafts of up to five writing projects per semester, but also a lot of writing to support the instructional course components, such as written responses to readings, discussion board posts, comments on peers' drafts, and communication with the instructor; it's all writing all the time within a digital context made for multimodality – or, a blend of textual, visual, and audio elements of communication. This mismatch begs the question: what advantages do multimodal course components offer teachers and students in online writing classes?
To address this question from the perspective of one writing instructor, this presentation will offer survey and narrative data drawn from the students in an online Business & Professional Writing course regarding the differences between relying on the written word only for the instructional components of a writing course (such as reading responses, reflections, peer feedback, and communication with the instructor) and the delivery of such components using video chatting, embedded digital videos, and screencasts created by both the instructor and the students. After comparing the students' reactions to print-only and multimodal course components, the presenter will demonstrate how attendees can incorporate such components into their courses using free and widely available digital technologies with their online course management systems. In offering students expanded options for participation in online courses, teachers can also attend to students' (and their own) physical well-being. Attendees should bring their laptops for a trial run of creating and embedding a digital video or a screencast.
Use of Prezi for Class Assignments
Karen G. Mumford & Joyce Johnson
In this session, participants will learn about Prezi, a relatively new presentation program, and its use in two classroom settings. Examples of student assignments will be presented. Participants will engage in discussions about the opportunities and challenges posed by Prezi and strategies for assessment.
Student-centered approach is one of the best ways to help students to learn a foreign language. Native English speakers that are acquiring Spanish as a second language want to learn a new concept/topic and apply it as soon as possible. Social media can be a teaching tool.
The use of Polleverywhere.com to find out what the students know before lecture begins, will help instructor to use in a better way class-time. For student interaction with new topics AudioBoo.fm could be an effective tool.
Let's find out how we can use these two tools when an instructor is teaching intermediate Spanish at college.
The Geography of Technology in the ITV Classroom: Theory and Practice In Creating a Community in the ITV Composition Classroom
This presentation will theorize about the geography of ITV classrooms and how this geography impinges upon our notions of classroom community. It will then give practical tips for using technology in the ITV classroom to create a community of student-writers.
Toward Critical Consciousness: Using Skype to Internationalize Curriculum for Meaningful Learning
Lynn M. Goerdt
Together, we will explore the ways in which we could use internet-facilitated dialogue to internationalize curriculum as well as the potential this teaching tool has for facilitating movement towards critical consciousness.
The Use of Technologies to Enhance Intercultural Communication and Global Engagement
The use of technology has enhanced communication between people separated by both space and time. The ubiquity of multiple technological tools has facilitated communication and global engagement by people from diverse backgrounds and geographical locations. This presentation draws on examples from projects involving the use of technology by students to learn from and engage with people from other countries. It focuses on how Skype and Facebook can be a tool for the promotion of global citizenship among students by examining the challenges and rewards of using technology as a pedagogical tool to encourage students to explore cultures beyond their boundaries.Video
This presentation will discuss a collaborative project that occurred between undergraduate students in early American literature courses at Freed-Hardeman University in Tennessee and the University of Wisconsin-Eau Claire in the fall semester of 2010.Students at both universities were engaged in the process of researching and documenting the cultural context of a relatively unknown primary text of the early American Republic, The Surprising Adventures of Almira Paul (1816). This narrative is a fictional tale of a young widowed mother who dresses as a man and joins ship's crew in order to support her family. Her travels take her to many ports where, maintaining her male disguise, she engages in the bawdy, free-spending life of a sailor.
The students who participated in this project read and discussed the narrative in classes at their respective universities, but then collaborated with their peers at the partner university outside of class through various social media and technologies, such as Facebook, Skype, and a wiki in order to collaboratively produce the final project:an online guide to Almira Paul, the elements of which are comparable to what is found in the Bedford Cultural Edition series. Students were responsible for researching the historic context of the narrative and including elements such as maps, explanations of laws and gendered conventions that governed the time period, and information about naval service and the war of 1812 on the final website. All of the work was collaboratively produced, edited, and commented on by students from both universities.
In this presentation I plan to discuss not only the successes of this collaboration (including the first public reveal of the student-created and UWEC-hosted Almira Paul website) but also the struggles that cropped up as a part of this long-distance project. I will discuss the Facebook page of Almira Paul that my colleague, Derrick Spradlin (Freed-Hardeman University), and I concocted, our use of Skype to meet and get the students interacting, and our wiki, which proved to be the most successful method of getting students to express their ideas and comment on the ideas of others.
Three students who collaborated on this faculty-student research project will be present to field questions. Their names are: Kristin Chang, Kristin Frosch and Amanda Hendricks.