For my introductory course, CIE 337, I would like to bring the real project experience to the class room. I would also like to learn technique to flip a part of my course , so that I can spend more time with students solving challenging and open ended question about the projects.
I hope to determine what technological tools would be best for the co-instructors of the course to communicate with each other around planning, as well as for instructional delivery. The size of the course and the instructional team will present challenges around how to track student engagement and learning over the semester that I think might be mitigated by wise selection of such tools. We also envision that students will pursue several inquiry projects around umbrella topics, where they will have opportunities to put a disciplinary spin on something broader (e.g., a physical education major might consider the influence of poverty on physical activity, a math education major might explore how other countries integrate new English language learners into mathematical problem-solving). I need to figure out how to structure those inquiries so that they are neither too narrow, yielding little new learning, nor too broad, overwhelming students who are likely to be new to our discipline and, in most cases, new to college study and therefore who won’t necessarily possess a lot of content knowledge to draw on or well-developed inquiry skills. I also want to think about what tools might be best for students to share learning from those inquiries, preferably in small groups online rather than in mind-numbingly boring face-to-face presentations to the whole class.
I would like to pursue best applications of technology to augment the teaching and learning in ELE 333. This is a required, junior level electrical engineering course. I have taught the course the last 2 spring semesters and of all of the courses I have taught, I believe this course would benefit most from bringing technology into it. There are two ideas I’d like to pursue in the summer institute. First, I would like to learn about online quizzing via blackboard. I have been reading the book Cheating Lessons: Learning from Academic Dishonesty by James M. Lang. One method that has been shown to both improve retention and reduce cheating is frequent, low stakes testing. I would like to try to implement this in ELE 333 using blackboard quizzes in place of some homework assignments, but I don’t know how to do that yet. Secondly, I would like to learn more about teaching this course as a flipped classroom. As a teaching practice, the flipped classroom is something I am just learning about. I would like to explore the technology aspects of the flipped classroom during the summer institute.
Ultimately, I would like to flip my classroom, where students complete passive learning prior to class via online content and spend class time on active learning projects. During class, I will demonstrate methods and provide practical applications for the concepts covered prior to class. Epidemiological methods may seem straightforward when presented in a lecture but actually require practice to understand how to use the methods in a real life scenario. Therefore, when the students do not apply the methods, they will not be able to use the techniques effectively. Additionally, students are required to complete an internship as part of their degree; the internships largely prefer practical skills to conceptual knowledge. A flipped classroom would be the ideal way to teach the basic concepts of epidemiology while maximizing the time for students to learn practical skills. Epidemiology is uniquely suited to a flipped classroom, as the basic concepts remain relatively constant overtime. Therefore, online content will not need to be updated every year. However, the methods used in epidemiology are constantly changing due to evolving technology. Therefore, I can demonstrate the most up-to date techniques during face-to-face time rather than spending that time on “google-able” material. I hope the Summer Institute will provide me with the tools I need to efficiently and effectively flip the classroom.
I would like to turn SOC101 into a blended course where students are presented with course content both online and in class. I believe this would make the course more dynamic than a traditional course. I also want to learn how to incorporate video clips into my lectures to make the course more interesting for students. Finally, I want to incorporate online homework assignments and quizzes.
My goal is to organize existing course material into a series of user-friendly teaching modules with readings, quick how-to references, and a series of video examples. I’d also like to incorporate a quiz or another form of assessment within each module so I can more effectively see and document whether students comprehend concepts. In the course, students work on teams on a single, semester-long research project. Because the focus is on developing their documentation, analysis and synthesis skills, I’d like to find a more effective way of assessing both individual and group progress. I’d like each student to keep a blog, but I’ve had problems managing online blogging with students in the past. I’d like to learn techniques for successfully incorporating tools that allow for student reflection and documentation of process. I also think there may be other pedagogies using online tools that I’m not familiar with that could further improve student engagement.
I would like to explore the opportunity to transfer an existing course CFS/SOC/WGS 422 to an online format. I would also like to use the skills I learn from this workshop to complement my teaching in other classes that I teach in a face-to-face, traditional setting. I participate in online workshops myself for my continuing education like the national resource center for marriage education wherein the material is presented very well. As a teacher, I want to learn how to do that for my students.
In addition to the lectures that I am recording now, I would like to write, record, and upload a set of tutorials that show students how to complete different excel exercises related to the course.
I would like to begin designing a delivery system for the class. I have a syllabus, content, and a good idea of how I would like the material to be presented, but I do not want the new class to simply be a “blackboard delivery” of my existing class. I would like to explore technologies that would allow me to create front-end modules for each set of lectures. I want the student to experience a smooth integration of the content and the assessments in a series of well-defined units. I would also like to work on novel methods of assessment, possibly requiring students to use new delivery technologies (e.g., prezi, tellagami, voicethread, etc).
I would like to develop the Introduction to Statistics and Econometrics course online. The course is an existing undergraduate economics course that serves undergraduate economics majors and minors. The target audience is economics majors and minors in their final 2-3 years of study. Two sections of ECN 422 are scheduled to be offered in second summer online offering (July). This course will allow students the option of an upper-level economics course that can be taken in an online format during the summer (i.e., regardless of whether the student stays in Syracuse during the summer). Below is a list of projects related to the course that I would like to develop: / (1) Online lecture recordings / (2) Online multiple choice and programming questions. / (3) Online testing tools used for exams and other graded assignments. / (4) Learning how to use Adobe Connect or any other software, to teach coding by sharing my screen with students.
1) Flipping the classroom – In order to cater for the needs of different students, I am planning to partially flip the class to better adapt to their pace. I want to learn about the technological services and support that SU provides on this regard. 2) Micromodules – Given the nature of this course, I can easily break the topics down into micro-modules for students to digest. 3) More interactivitiy – I am exploring more aids (e.g., instant clicker, online quiz) to make this programming course more interactive.
I would like to make it possible to produce a on-line environmental risk assessment process, based on known procedures, starting from identifying chemicals of concern, to exposure assessment, toxicity assessment, and risk characterization that can reduce errors students can make in reaching a effective assessment of the health impact of environmental chemicals. Today’s USEPA will not be inclined to make environmental risk assessment more user friendly as the process is a collaboration among regulatory agencies, responsible party, and stake holders. The on-line frame work can be efficient in monitoring student progress as well as for the graduate to use post-graduation.
I am currently setting up something I have not done before and nobody in the Department of Languages, Literatures, and Linguistics is doing this: From early May until late August I meet with German speaking SU community members once a month to discuss two recent German books. At the same time, we use Blackboard as our discussion forum for those who cannot participate in Syracuse (e.g. German teachers and professors from the wider area as well as some located in Germany, alumni in other cities, students that are off campus over the summer).
My main project during the summer institute would be to identify course materials that can be delivered in interesting and relevant formats. For instance, one project I would like to explore would be to use animated designs and slides to describe basic strategies of research sampling. Another project would be to develop a presentation demonstrating statistical analyses that students could view and practice at home. I would also like to explore developing short online quizzes to help students move along with their readings.
For the class taught in Fall, 2017, I hope to learn more technology-based techniques to enhance in-class engagement and use technology tools to create an online community for students. My hope to ultimately deliver this class in a full online format during the Summer, starting in 2018. Thus, I would like to learn all the skills and strategies to develop a full online class. For this course, I hope to provide audio or video lectures, while incorporating other relevant videos, exercises, discussions, and the necessary testing conditions.
For the summer institute, I would like to explore existing uses of Geogebra or Desmos as tools for student exploration of concepts relating to differential calculus. My goal would be to identify or create exploratory activities that would strengthen conceptual understanding and that could be carried out independently. My course is anticipated to have close to 150 students, so any technology-based activities would need to be ones that could be carried out in a bring-your-own-device environment.
I would like to adapt my face to face course to a fully online format course. Currently, my BIO 211 course is flipped and I use Team Based Learning (TBL), specifically, as a collaborative learning technique to build student interpersonal skills, problem solving skills and confidence in gaining content. I would like to bring this approach to the online platform as well. My overall project will be taking the materials that I already have for BIO 211 and adapting them so that the course can be offered in summer semesters fully online using the TBL approach.
I would like to design a series of online exercises in which the students could practice and hone the following skills: a) mastery of the specific terms to refer to different parts of building, styles, etc. b) how to identify the different parts of one building correlating the ground floor, section, and exterior c) how to identify the styles The exercises I have in mind will be interactive, and will involve multiple choices, highlighting parts of buildings, etc. Some of them could be designed in a way that the student cannot proceed further unless the previous exercise has been mastered. Ideally, I would like to have a way to see whether the student has indeed done the exercise.
I have two interrelated goals for the Summer Institute. The first is to develop an interactive cumulative assignment for HST 300. This joint graduate-undergraduate course will focus on different commodities that linked Europe, Africa, and the Americas during the colonial era. Ideally I would like each student to trace the origins, rise, and impact of their chosen commodity (e.g. sugar, indigo, rice, cotton), combining research skills, writing, and oral presentation. It would be ideal to integrate technology into this assignment in a way that lets students appreciate the global impacts of these commodity exchanges- one idea I had was to have the entire class create a collaborative map that shows where each commodity originated and where it ended up, compare trade routes etc. That way in addition to conducting independent research and sharing it with their classmates, students have the opportunity to see how all of this overlaps and interacts. / / The second goal would be to explore moving this course online in the future. This will depend on the success of the in-person class, but the format would seem to lend itself to online instruction (something I have yet to do) and I’d like to learn more about that possibility.
I would like to begin creating modules or sections of my online data-driven decision making class. I would like assistance in deciding which content can be done synchronously and asynchronous. I have case studies that introduce specific decision dilemmas and introduce how govt has used data. I’d like to make this interesting by introducing pod casts and TED talks. I’d also like to figure out how to moderate online discussion for the class as well.
I have been toying with an idea of remodeling my composition course so that my students do not simply produce texts for me as the sole reader (aka their instructor) but prepare themselves to participate in a larger community of writers. The internet made it possible for everyone to have their voice heard, but I find it very challenging for most of my students to expose themselves (and their writing) to open criticism. Therefore, I would love to use modern technology to boost their confidence in themselves and their wonderful ideas. I would like to learn how to build my student writers’ perception of the audience by including some common technology/web tools in my syllabus. The main caveat for me, as an educator, is how to shift the focus from me as a knowledge-provider and a skill-developer to technology. I think this seminar is a great opportunity to discuss that.
The assignments for my class ask students to work within a genre that will resonate with their chosen audience. At the same time, I strive to make the materials of the course relevant to my students and the way(s) that they learn. To achieve this, I’ve incorporated videos from YouTube and other media that illustrate the issues that we’re examining. For my project during the Summer Institute, I would like to move into the creative seat and learn to make my own mixed-media materials for my course. The first thing I’m envisioning is a series of “explainer” videos that would accompany course assignments. I’ve noticed that my students aren’t as textually inclined as they might be, but they respond well to audio and video. Short videos that explain key concepts or assignment objectives could be useful every time I teach the course. I’d like to learn everything from shooting and editing my own video to blending in clips from movies, television, and YouTube, not to mention static images and animated GIFs. These videos, which could be shared via Blackboard, the Facebook Page I created for the class, and/or a new site for my teaching materials, would serve two purposes: 1. They’d make the concepts and materials of the class accessible to students in new ways, and 2. They would be artifacts in and of themselves that would illustrate some of the possibilities available to them; they could examine the rhetorical choices I made in the crafting of the video for my intended audience (them). This project could lead to experimentation with and creation in other genres as well.
I would like to explore the visual tools that can support active learning. In particular, it would be very beneficial if I can find a good way to illustrate different treatment processes using animations so that students can better relate the fundamental engineering concepts to real-world systems. Furthermore, I would like to explore the technologies that can be used to facilitate group learning in laboratory settings. Lastly, I would like to know more about online learning, especially how I can best use it to complement my lectures.
I’d like to create the modules in such a way that I can incorporate Blackboard questions that will allow for meaningful homework/practice of these skills. I would also like to learn how I might teach some of this in on-line modules that would be part of the students’ “readings” for the week.
2) using mobile tools for communicating with students – nowadays students do not check emails; they are on twitter or facebook (or may be something else that I do not know about); I would like to learn about a mobile platform I can use for instantaneous communication with the students;
3) creating engaging presentations
2. Incorporating videos of student mock interviews into class and for use and student discussion on blackboard, potentially for small groups, on confidentiality and how they explained that in their mock interviews.
- I want to learn how to integrate technologies into my existing class in order to vary my teaching methods and to develop a knowledge base that will enable me to create an online version of my African American History course.
- I hope to understand the mechanics of new technologies and the varied ways they can be employed in teaching. I also hope it will offer me new conceptual lenses for thinking about teaching and learning processes.
I would like to build a website to enable better communication between students, TAs, staff, advisors, high school teachers, and other interested parties about the courses I teach, related research, people involved, and frequently requested materials and information. I would also like to reach a better understanding of Blackboard as a tool for assessment and data collection for education research. [/spoiler] [spoiler title=”Tod Rutherford – Geography”] My name is Tod Rutherford and I am a Professor in the Department of Geography. I am principally an economic geographer and my research is on the automobile industry, employment relations and labour market policy in Canada, the United States and the European Union, especially Great Britain and Italy. I have been at Syracuse University since 2001 and have mainly taught our introductory Human Geography course (GEO 171), The Geography of the European Union (GEO 331) Global Economic Geography (561) and the Development of Geographic Thought (GEO 603).
My main goal in this course is to learn about the most appropriate in class and on line technologies, as I revamp my GEO 171 course which I will be teaching this Fall. This is a large course (usually +150 students). Up until now I have only used power point, youtube and in a very basic way the Blackboard system (mostly just for posting class readings). What I would like to do is to learn the full functionality of the Blackboard and to use it in the GEO 171. Also I would like to make the class more interactive and so am interested in finding out more about clicker and other technologies for in class use. Finally, I am interested in ultimately making GEO 171 an on-line course and would like to discover more about the technologies supporting this.
My focus for this week will be on enhancing an online course I am teaching this summer (Diversity) and a course I will be teaching this fall (Adapted Physical Education). I would like to make better use of Blackboard and engage students outside of the classroom. I hope to be able to engage my students in hands on experience and enhance their technology skills.
(My personal research deals with architecture and the city at an infrastructural scale, I maintain a small experimental design practice with Anne Munly.)
To a fault, I am low-tech. Last year I used PDF presentations in a lecture format and a large scale tablet (not ideal) for drawing demonstrations. My goals this coming week are two-fold. First, as undergraduate chair, I am broadly interested in techniques and technologies that can improve undergraduate education. I feel that, as a school, most history/theory faculty remain within traditional teaching models. Second, I am interested in experimenting with delivery mechanisms and technology to better engage students in the Rep 1 class:
- Constructing group projects
- Split screen media for image and drawing
- Some version of flipping the classroom
- Possible use of social media and/or class website
- Quick animations of drawing
- Use Prezi or comparable interface
My proposed project for the Summer Institute is to create an on-line website that combines the experiences of a live (or on-demand) performance with supplemental instructional material. This material could include static content (program notes, text translations, artist bios), interactive content (PowerPoint presentations, on-line assignments, audience member feedback), and pre/post extended content (artist/composer/conductor interviews, suggested media for further study) for users to engage with to further enhance their “audience member” experiences. The primary goal of this project would be to couple the designed website with selected live concerts offered in the Setnor School of Music, which stream high-definition video and audio content. An extension of this model would be to use the website and its options (with selected pre-recorded content) for classroom and research use.
The SITETL project upon which I plan to focus is a seamless integration of still, animation and video in presentation of curriculum material, e.g., for my course on Advanced Light Microscopy (BIO and FSC 472/672). A test project could be better conveyance of the principles of refraction and phase contrast in light microscopy, or the demonstration of the wave-particle duality and diffraction in image formation, e.g., in light microscopy. My crystal ball suggests that this course should be worthwhile; we will see.
I regularly use Powerpoint in my lecture course, and have students make weekly blog posts on Blackboard to engage with the readings and course material. I would like to make my lecture material more interactive and engaging, and am sure that there are some tools and technologies that are out there that would facilitate a better teaching and learning environment for my students. I use Blackboard for student blog posts as I want to ensure that their posts are protected by Syracuse University (and not the property of a particular website and/or subject to suspect privacy protections), but I feel that I am barely scratching the surface of what is possible with Blackboard. I also make limited use of technology in my undergraduate and graduate seminar courses (again, only using Blackboard for basic functionality), and would very much like to improve this as well. I do have students use technology in courses that I teach on digital games, but this is largely restricted to screening time in which they are playing particular games that I have set up.
I am seeking to redesign my advanced financial accounting course so that I can focus solely on content for no more than twelve weeks and shift my project-based assignments to the end of the semester with more in-class discussion and presentation so that the applied learning is more visible to the students. I would like to design more resources for students to review outside class to help them master the content faster and use class time for reinforcement that includes more student presentations.
My project for this week is to reimagine my WRT 105 and 205 courses.
My focus next week will be on enhancing SOM 122 for this fall. I would like to make better use of Blackboard and Social Media to engage students outside of the classroom so more time can be spent in the class on applications of the content. I am also interested in learning how to use technology to help facilitate team projects in the course.
I am working on the syllabus for GET234: Effective Collaboration in a Globally Distributed Environment. This is a required course in the Global Enterprise Technology program. The course is on international business communications and technology. I developed a partnership with Tsinghua University in China whereby students at THU partner with students at SU to start multinational micro-ventures. The student teams communicate using technologies such as WeChat, Adobe Connect, Google Hangout, and Skype.
In the fall of 2015 I will be teaching GET234 in a blended format—online and face to face. Students will attend several face-to-face classes but will also be required to collaborate online with the instructor, their fellow students at SU, and students at Tsinghua University. My goal in the Summer Institute is to develop ideas for projects and assignments for the online part of GET234.
Next week I’m focused on enhancing the course material that I’ve prepared for online delivery so it has the fun and function of the courses I deliver face-to-face. I’m confident in the content and am ready to add enhancements so that students move from accessing the material to engaging with it.
I teach Research Methods. I’m hoping to renovate my students’ pre-class preparation — maybe they should read the book, or interact with the publisher’s interactives. I’d like to update my in-class response mechanism; currently, note cards, hopefully something clicker-free but fully functional. Finally, I’m always traveling when teaching and would like to move more of the learning out of lecture and onto the students.
My PhD is in statistics and probability and I was trained to teach stats in a traditional way by focusing on theory rather than applications. But teaching statistics to business school students is an entire different game! Holding students’ attention and keeping them motivated and engaged is not easy. Although I feel that I have made this “transition” pretty well, I am still not fully satisfied and need fresh ideas on how to reinvigorate my courses. I use a variety of technology tools in my courses already, including different statistical software. I record my lectures using Adobe Connect and ECHO360. My current challenge is how to make my classes more “visual” and interactive. Visualization triggers certain parts in the brain that helps one retain information and enjoy the material better. I have heard a lot about Prezi as an alternative to PPT but have never used it – I would like to learn how I can use it to re-design my lecture slides.
Another, bigger, project that I would like to work on is design an online resource for students, perhaps linked to my own homepage, devoted to statistics and its various business applications. This resource would contain, for every topic that I teach, videos (including my own video recordings), lecture notes, examples and solutions, how-to in Excel, and various examples of business applications including news articles. I would like this to be students’ primary resource when they study for quizzes or prepare for exams. Because this is intellectual property, I would like to learn if there is a way to make parts of this website password-protected, perhaps by somehow linking them to Blackboard.
For my grad clinical course, I’ve been using a Problem-Based Learning approach (PBL) and I’ve been struggling with finding adequate ways to assess the students’ knowledge once they have completed each problem. This year I used a combination of group concept maps and reflection papers to assess learning, but I didn’t feel that either of these methods were adequate. Students felt they needed more assurance througout the semester that they were learning what they were supposed to be learning. The concept maps were good for helping the students think through the problem in small groups, but the format made it possible for individual students to miss several key points, but still receive a high score for their group’s concept map. The reflection papers were focused more on the students’ own perceptions of HOW they were learning rather than WHAT they were learning and I found that the students didn’t really take them seriously.
My project for this workshop is to develop some online material that will help guide students through the various Problem-Based Learning stages and provide low-risk learning “check points” throughout the course. My plan is to use this material as a formative assessment tool that will allow me to see an individual student’s progress while working through each clinical problem. I also would like to explore ways to allow students to add their own questions to potentially use these resources as a study tool.
My project focus is similar to many of you – creating engaging content that the students will be eager to consume outside of the classroom in order to enrich the in-class experience. i look forward to meeting you all next week.
In my upper class courses, I assign a series of problem-solving exercises and a research project that requires students to present their work. Because the courses are relatively large, I would like to learn how to organize and develop an online forum that not only encourages collaborative learning through group work, but also enables students to present and share their work with the entire class.
I am hoping to develop at least a partially flipped classroom, where I can provide either mini video lectures on more challenging topics and/or some exercises or questions for students to answer to help them engage with the material. This will hopefully result in them being better prepared, which will free up more time to practice their skills in the classroom. I am admittedly not very tech savvy, so I am hoping to learn a lot from this program.
My project is centered around the development of learning modules that assist students in learning critical aspects of professional counseling. Each learning module would have an audio recorded lecture with accompanying prezi or power point, embedded would be video evidence of the concept being taught. For example, an ethics module would include a prezi, recorded lecture, case examples in both written and video form. This would be paired with written stimulus questions and prompts that the students would answer in a group chat format. I envision multiple learning modules that will focus on critical parts of the course such as ethics, consultation, theory, and clinical supervision to name a few.
For this SITETL course, I would like to create videos or voice-over tutorials to explain the lab or computer assignments that students can view as “homework” assignments or reference during the lab when they are stuck on “which button do I need to push next?” This would allow me to free up my lecture time for other, more engaging activities, and hopefully increase student interest and learning! If possible, I’d also be interested to have the students create some of their own video presentations that they can post to Blackboard (I’d prefer this over an open website, but I’m open to other ideas, as we have some IP issues with design work) and have other students view and comment on instead of taking up class time with presentations. Can’t wait for the course to start!
My project revolves around learning how to partially flip my graduate biochemistry course. I would like to focus class time on discussions, problem solving, scientific papers, or on concepts that are difficult to grasp in biochemistry or that need reinforcement. The challenge is that there is much material to cover so I could spend all of my time lecturing, but I do not believe that is an effective way for the students to learn. My idea is that I can create short 5-10 minute videos or assignments that students would watch before class. These videos could be short explanations or reviews of concepts, historical piece (classic biochemical experiments), or perhaps a news piece that we could then discuss in class.
As for my SITETL project, I’d like to develop an electronic interactive component for LIN201, The Nature and Study of Language, to make the lecture part more interactive. First, I would like to fully incorporate an audience response system, yet-to-be-used functions on Blackboard, and SNSs, such as Twitter, to make the course more approachable and to keep students engaged. Second, I would like to see if “flipped teaching” is feasible in a class with 100+ students. This will involve making series of short on-line lecture materials.
During are week at Sitetl I would like to learn how to incorporate technology into the classroom, so that the students can devote class time to use the language, rather than learn about the language. This would help also to create a strong sense of community among my students and a more motivate and stress-free learning environment.
My second interest is to learn how to pilot my students to create and Italian website.
My third interest is to be able to create an online class for summer 2016.
I have always used technology in the classroom, to some degree (usually with Blackboard and textbook-tied websites), but I feel that the rate of expansion in the potential to use technology has increased exponentially, while my knowledge of it has not. I have been banning the use of cell phones and other electronic devices in my classes, but times have changed. Now, rather than forbid my students from using such things, I want to INCORPORATE them into my lessons. It’s a modern fact of life that students’ lives center largely around their technology, and taking advantage of that (for in-class exercises, quizzes, etc.) will not only make class time more interesting and engaging, but will also enhance the learning process. I am also interested to learn about the possibility of students creating projects (audio, visual, etc.) using the ever-expanding technology that is available. That is why I am very excited and enthused to be a part of this workshop. I am certain it will be a wonderful experience!
The project I want to work on next week is an attempt to get students more involved in the scientific process using my Weather and Climate class as a vehicle. Students will have to undertake all the data collection, exploratory analysis and its graphic representation within a context that they develop investigating the literature. But to really excite them about it, I’d like for them to collate this information in a form that can be accessed through a hotlink built into the location of their research site on Google Maps (for example). Ideally, I’d like for this to be on a web location, so students can show their friends their work (woohoo!) but also that would provide Year 1 of what would ultimately build up a historic and geographic record of weather and climate change.
My first challenge this Fall will be a Managerial Leadership graduate level course. This class was previously offered by a senior faculty member who is retiring. As such, now that I have “inherited” this course offering, I have an opportunity to introduce new pedagogical techniques and tools with the course material. Given that I am a nearly clean slate on use of current IT resources at Syracuse, this is a rare opportunity to refresh the course presentation. as such, my project will be to explore new ways to bring this course material to life in a creative manner. [/spoiler] [spoiler title=”Ellyn Riley – Communication Sciences and Disorders”] I’ve just completed my first year here at SU as Assistant Professor in Communication Sciences & Disorders. I teach two combined grad/undergrad courses: Speech Science and Cognitive Neuroscience of Speech and Language. I also teach Neuropathologies of Language, a course designed to prepare clinical Master’s students to assess and treat individuals with neurogenic communication disorders.
For my grad clinical course, I’ve been using a Problem-Based Learning approach (PBL) and I’ve been struggling with finding adequate ways to assess the students’ knowledge once they have completed each problem. This year I used a combination of group concept maps and reflection papers to assess learning, but I didn’t feel that either of these methods were adequate. Students felt they needed more assurance throughout the semester that they were learning what they were supposed to be learning. The concept maps were good for helping the students think through the problem in small groups, but the format made it possible for individual students to miss several key points, but still receive a high score for their group’s concept map. The reflection papers were focused more on the students’ own perceptions of HOW they were learning rather than WHAT they were learning and I found that the students didn’t really take them seriously.
My project for this workshop is to develop some online material that will help guide students through the various Problem-Based Learning stages and provide low-risk learning “check points” throughout the course. My plan is to use this material as a formative assessment tool that will allow me to see an individual student’s progress while working through each clinical problem. I also would like to explore ways to allow students to add their own questions to potentially use these resources as a study tool.
Secondly, I would like to learn how to use some video capture technology (Camtasia?) to create short instructional videos on key accounting concepts that can be used as a summary of lecture learning without using up critical class time. I would like to post these videos to YouTube and have a way for students to access them from Blackboard.
While this course is often taught in other places as a regional geography class (if its Week 3, it must be the American South, if it is Week 4, it must be the Midwest, etc.), I take a different approach. I explore with students the idea that the U.S. can be thought of as a set of perceptual/popular regions, as a governance/administrative/program hierarchy that has been articulated across space via a “state form” called “federalism”, and as a complex system (a.k.a. interlocking suite of infrastructural networks).
Over the course of the semester, students do their own independent research project about the U.S. on a common theme. They are expected to produce new knowledge about that theme. What I’d like to do is get them to reproduce that knowledge, too. I want them to teach each other.
Their research project starts with each of the students drawing the name of a U.S. state out of a hat (actually, out of my graduation cap with the gold tassel). Then, they are asked to go collect some political data about that state. Each student uses some formulas that I give them to transform the data into statistical indices for their state for a five year period. They are then asked to graph that information and then compare it to similar (provided) information for two baseline states: New York and Nebraska. They are then asked to write a short (3-page) paper that describes and explains similarities and differences in political leanings between their state, NY and NE. They also come back and present to the class what they discovered. This means, by the end of that class meeting, that we have looked at, contrasted, compared, and re-grouped 32 U.S. states according to their political leanings. In the process, their preconceived ideas of Red/Blue states get knocked down and rebuilt in interesting ways. This is all in prelude to the “big project.”
It is this big project that I’m most worried about in my proposed SITETL project.
The purpose of the big project (previously a 10-page paper) is to get the students to explore the ways in which federalism operates geographically as a complicated set of intergovernmental and intragovernmental relationships. In the past, I’ve had them explore this via “porkbarrel” federal projects OR through federal programs that are actually delivered by the state and local levels. This coming fall 2014–because of my involvement with a larger Moynihan Institute initiative related to this topic–they will be looking at the U.S. disaster management system. Thus, they will pick some sort of disaster that occurred in their assigned state sometime during the past two years that required a local, state, and (maybe) federal response. They will then explore the history and geography of that disaster in terms of how the federal system was activated as a strategy to respond and recover to the event. How might the political leanings of that locality/state have made a difference to disaster preparation, response, recovery and further mitigation?
They will then be asked to pick a similar disaster that occurred in another state, and see how political leanings and the activation of the federal system differed or was the same. They won’t be exploring that disaster in anywhere near the same amount of detail, but will–on the basis of discoveries from the first disaster–have a couple of specific issues to examine in the second.
What they should discover is that FEMA’s involvement in disaster management plays out differently in different places; that the idea of a monolithic one-size-fits-all federal response to anything is a grossly overblown idea (at least, these are the findings common to the “porkbarrel project” and “service agency” renditions of the assignment). Place and the politics of place matter. The insights they get in this regard largely come from the assignment design, which encourages them to practice geographical and spatial thinking skills.
In moving through this project, we have always had several workshop and presentation days in class. We go around the room and everyone talks about what they are doing, what they are discovering, and where they think this may be leading. The other students get really interested in each other’s work and routinely come into class with something that they’ve run onto that might be helpful to one of their peer’s research.
Over the past couple of years, students have started suggesting that they really would like to have a way to communicate with each other outside of class about this; a way to offer input–suggestions, ideas, criticisms, to their classmates about the research papers they are writing. They also have indicated an interest in reading the final products that their classmates produce and having access to those papers later. They further think that people outside the class would find what they’ve discovered interesting, too. Last semester, we spent the last day of class formulating the final exam together (a common practice in my courses) and in the course of that discussion, the students said it would be really “cool” to be able to write about each other’s projects for their final exam. They can’t do that unless they have access to each other’s work.
What they are advocating for, I think, is:
1) having the opportunity to get ongoing peer (and instructor) critique and support;
2) learning from each other outside of class;
3) having access to the knowledge that the class produces after the class is nearly/completely over.
What *I’ve* started to learn about Expressions is that it *might* be a technology that could be used to take the students up on their suggestions.
But maybe there’s another technology that we have that would help even more?
I’m open to suggestions.
My goal for this week is to translate Fall 2013 GEO 313’s dream for a more online, phased and constant feedback-laden version of the project into a testable reality for this coming fall. I’ve found that students–if approached as collaborators–love playing a Beta-tester role. We’ll see!
My goal in this workshop is to learn about more efficient and effective techniques for recording and producing videos and developing interactive online content for my courses, especially for financial modeling.
More practically, I would also like to get my head around using the Grade Center on Blackboard to its full potential. At this point I am very limited here, and usually have to call someone at ICT to bail me out of my confusion.
During this summer institute, I would like to revisit how I use technology in Earth System Science lecture course and develop new ways to enhance my already largely computer-based laboratory component of the course. Currently, I use Doceri software on an iPad in concert with Keynote lectures and turning technology’s clickers in lecture. I think they are great tools, but I’d like to build new ways to engage students in and outside of lecture. I also load tons of interesting relevant Earth Science popular press content on blackboard, however students rarely access this material, even when told it will appear on exams. I would also like to be able to push any improvements in the course material to the SUPA version of Earth System Science.
In reality, most of our majors are interested in the medical field so plant biology is a bit of a stretch for many of them in terms of interest. While there are ways to make the topic more relevant, it is not most effectively achieved through lectures. I would like to flip the course such that students are able to learn the basics on their own time and then come into class and use the knowledge to work on case studies. In order to do this effectively I would like to learn some of the technology options available, and also ways to encourage students to complete the front-loading work that is essential to the case study environment (and assess whether they have).
The project I would like to develop in the Summer Institute would help us transition from a traditional final paper in SPA IV (202) to a more multi-media product. In this semester-long assignment, the students read a number of short stories and research a particular literary element or feature found in those stories, as well as information about the author(s) and the literary criticism of their work. I would like to know more about ways to include images, video and audio in this project, so that it would be something like an online portfolio, and perhaps tie it in to one of the students’ oral presentations. I am not sure how this would interface with Turnitin, or what implications there might be for evaluating the project. Thank you for this opportunity.
I’m looking forward to learning what’s on offer and working with everyone in the group.
This summer I would like to accomplish several goals re: technology in my classroom. First, I’d just like to learn more about better ways to use and organize Blackboard, since I already use it extensively but perhaps not to its best advantage. I’d also like to look into different ways to deliver out-ot-class content for the chemical engineering lecture course I’ve already flipped; currently I rely solely on “playable PDF’s” created via smartpen. My final and primary goal is to explore ways to provide more practice and more immediate feedback for my other lecture course, Chemical Engineering Thermodynamics 1 (CEN 252), without significantly increasing my grading responsibility/time. I’d like to look at different ways to prepare and deliver online homework and quiz assignments in particular.
The key is that these two halves of the course support each other: students bring the community experience back to the classroom, exchange their impressions in memorandum form, discuss, evaluate each other’s experiences and performance, and connect these experiences in local democracy to the readings we do in the seminar.
My goal, in short, is to think creatively about how technology can improve the connection between off-campus (experiential) and on-campus learning, and to begin to implement some strategies for doing so in MAX 301. This is a new course (taught for the first time in AY 2013/14) and will be offered every semester hereafter, so there is ample room for experimentation. I’m interested in the Google tools suite, video conferencing, computer use in the classroom setting (e.g. AppleTV), etc., but even more I’m interested in exploring ways to use technology beyond the standard approaches we already see. I see this goal as pertinent not only to this course but to the entire major as well (the junior- and senior-level courses will also benefit from creative use of technology).
Finally, I also hope to use this workshop to engage in a conversation with colleagues about the value and place of experiential learning overall at Maxwell and at Syracuse University, and about ways to use technology to help connect off-campus and on-campus experiences. Students at SU are awash in “experiential learning” opportunities, but to be frank it’s not always clear to them how those experiences connect directly to the academic goals, especially in the context of a specific course or major. Experiential learning is (and has been for decades) a hallmark of many programs in Maxwell, especially at the graduate level (MPA, Public Diplomacy MAIR/MPA, etc.) but has not been addressed in a coordinated way at the undergraduate level. I’d like to think about ways to integrate it more successfully into the academic experience as well as the career track that our students pursue.
As a personal footnote, I am a big supporter of the use of technology in the classroom in part because my five year-old son, who is very bright, relies on technology to speak and be mobile because he has quadriplegic cerebral palsy. With technology, anything is possible for my son!
I am interested in flipping PSY 313 Research Methods so that I can spend less time on lectures in class and more time working on activities.
Last Fall in AAS 112, I initiated an assignment that fell flat. The original assignment is attached. The 127 students were divided into groups of three within their four discussion sections. Each group was randomly assigned an African country to research, design, and post a 3-5 minute video on that country on BB blog. It did NOT go well: some groups were unable to post, sometimes their videos were displayed on the screen, then the next day they were missing, students created their videos in multiple formats. It was such as headache that I nixed plans for the students to view and comment on their peers’ videos. I’d like to try this again, next semester and I hope this course will help me streamline these video blog posts.
My main project for this workshop will be an effort to build a robust online component for my graduate course. As a readings course that is designed to have a strong professional development component, I hope to explore the ways that students can disseminate and peer review their work outside of the classroom. One of our central goals will be to construct a database of information that collaboratively builds the equivalent of a comprehensive reading field.
The course I am planning to offer online is ECS 354 – Green Technology and Sustainability. Although the course has an engineering prefix, it is designed not only for engineering students, but students in non-technical majors who have an interest in learning such subjects as energy consumption, climate change and global warming, current and alternative (i.e., renewable) energy sources, new technologies for energy generation/conversion/storage, smart grid, sustainable development, green buildings, LEED standards and certification, green transportation, hybrid and electric vehicles, battery technology, green careers/market/economy, as well as issues related to the political, economic and social aspects of green practices. The syllabus of the course is attached. By putting the course online, I am hoping it will attract students from other universities who have a passion or an open mind for making the necessary lifestyle changes to make this planet a more pleasant environment for everyone to live in.
The project on which I will be focusing during the Summer Institute is to partially flip the large lecture section of Calculus I for first year engineering students who have seen some calculus before. The overarching goal is to have students gain a more conceptual understanding of the main ideas in calculus in addition to mastering the skills needed in future classes. Moving some of the “content delivery” out of the classroom will allow for more group problem solving and active learning activities in class, as well as more exposure to solving conceptual problems. I will also be investigating ways in which to use technology to provide early warning about at risk students, to facilitate students working together outside of class, to reimagine office hours so they are used sufficiently, and to provide students practice with and feedback on writing solutions and explaining concepts.
During the workshop I hope to develop a better understanding of technology uses in teaching arts that will support both an existing introductory class and facilitate the development of a social media and arts course. In my introductory three-dimensional design course it is expected that students are fully interacting with technologies largely developed by the instructor and I plan to use the Summer Institute to improve this interaction. The larger project will be to develop a social media and arts course that engages students through direct use of technologies to produce online content as public art.
My focus during this Summer Institute is on a course that I teach called “Literacy Through School Libraries.” I plan to revise the course extensively this summer to make it more interactive and engaging. I hope to design the course so that it is constructivist, but with enough guidance that my students push themselves to create projects that are authentic and prepare them for their careers in school librarianship. The course design must be flexible so that, when I teach the course face-to-face in New York City, I will be able to adapt the course to that environment. At the current time, I use video, PPT, and the Discussion Board as my main tools. I am hoping to expand my delivery toolbox so that I can create a conversational, engaging online learning environment.
My project for the week will be polishing my WRT 205 curriculum. In my current curriculum students design and maintain their own blogs, create digital compositions, use a plethora of online media for research, and collaborate digitally both during class and at home. I hope to streamline the entire curriculum by exploring the possibilities of the digital tools I am currently using, and some tools that are new to me. I look forward to working with everyone next week & discussing the many philosophical and practical concerns of this work.