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Ilene gpea pdf slides with notes 2014

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  • 1. Resources     See  “Wise  USE”  folder  in  Dropbox  -­‐  h7p://z.umn.edu/wise   Or  Post  at  h7p://morelearning4morestudents.com   1  
  • 2. Image  from  h7p://www.locaHon3.com/blog/comedy-­‐and-­‐digital-­‐markeHng-­‐at-­‐sxsw/     2  
  • 3. How  do  students  access  course  materials  -­‐  syllabus?  readings?  assignments?   feedback?  assessment?   Why  do  students  complete  “homework”  –  to  pracHce  learning?  to  problem  solve?  to   prepare  for  team/group  task?  to  extend  learning  in  class?           3  
  • 4. Does  the  task  call  for  higher-­‐level  learning?    Pose  a  problem  best  addressed  by  formal   team  or  ad  hoc  small  group  to  marshall  resources  and  disrupt  group  think?       Might  the  task  privilege  a  parHcular  way  of  knowing  –  and  not  need  to  take  that   singular  approach?   Where  in  the  assignment  could/should  students  be  seeking  feedback  they  can  use   from  peers  –  or  doing  work  in  the  company  of  peers  that  you  can  see  in  order  to   provide  Hmely  feedback?     How  can  WISE  policy  help  in  this?   4  
  • 5. That  sick  child  at  home  might  well  be  take  a  nap  while  your  student  could  be   telecommuHng  to  class.    Or  the  student  with  the  flu  might  be  able  to  keep  up  with   course  work  or  with  a  team  project  by  making  use  of  streaming  technology  to  work   with  classmates  –  and  not  bring  the  bug  to  class.     And  there  are  Hmes  to  Stow!  digital  technologies  in  favor  of  analog  technologies  –   markers  &  pencils  with  whiteboards  &  large  size  paper  sheets  as  part  of  a  jigsaw   reading/gallery  walk  presentaHon  combinaHon.   5  
  • 6. Eg,  Interdependence  and  Independence  /  Understand  role  of  creaHvity     Student  learning  outcomes  /  At  the  5me  of  receiving  a  bachelor’s  degree  (UMinn  TC)   •  Can  idenHfy,  define,  and  solve  problems   •  Can  locate  and  criHcally  evaluate  informaHon   •  Have  mastered  a  body  of  knowledge  and  a  mode  of  inquiry   •  Understand  diverse  philosophies  and  cultures  within  and  across  socieHes   •  Can  communicate  effecHvely   •  Understand  the  role  of  creaHvity,  innovaHon,  discovery,  and  expression  across  disciplines   •  Have  acquired  skills  for  effecHve  ciHzenship  and  life-­‐long  learning.     Student  development  outcomes  (UMinn  TC)   •  Responsibility  and  Accountability  by  making  appropriate  decisions  on  behavior  and  accepHng   the  consequences  of  their  acHons.   •  Independence  and  Interdependence  by  knowing  when  to  collaborate  or  seek  help  and  when   to  act  on  their  own   •  Goal  OrientaHon  by  managing  their  energy  and  a7enHon  to  achieve  specific  outcomes   •  Self-­‐Awareness  by  knowing  their  personal  strengths  and  talents  and  acknowledging  their   shortcomings   •  Resilience  by  recovering  and  learning  from  setbacks  or  disappointments   •  AppreciaHon  of  Differences  by  recognizing  the  value  of  interacHng  with  individuals  with   backgrounds  and/or  perspecHves  different  from  their  own   •  Tolerance  of  Ambiguity  by  demonstraHng  the  ability  to  perform  in  complicated  environments   where  clear  cut  answers  or  standard  operaHng  procedures  are  absent   6  
  • 7. 5th  of  5  core  outcomes  -­‐  Select  and  use  technology  tools  to  support  learning  and  teaching  in  higher  educaHon   (GRAD8101).    How  I’d  adapt  for  1st  year  course  –  Use,  Evaluate  &  Select  technology  tools  to  support  wriHng,   feedback  seeking,  revision  &  ediHng  aspects  of  wriHng.     Sample  Course  Technology  SecHon  -­‐  Our  classroom  itself  is  a  new  technology  –  or  at  least  offers  some  new  uses   of  familiar  technologies  while  introducing  new  ones.    Teachers  successful  in  the  STSS  “AcHve  Learning   Classrooms,”  or  ALCs,  align  acHve  learning  pracHces  with  technology  tools  appropriate  to  course  and  class   session  design.  As  student  parHcipants  and  future  faculty  you  will  be  able  to  assess  the  room  in  personal  and   professional  ways.    To  make  the  most  of  the  room’s  affordances:       1.    As  students:  If  you  have  “devices”  plan  to  use  these  to  pracHce  ways  of  learning  and  teaching  with   technology.     2.    As  future  faculty:  Know  that  most  universiHes  do  not  provide  a  computer  in  the  classrooms,  leaving  the   default  expectaHon  that  teachers  will  bring  their  work  or  personal  computers.  When  you  are  in  a  teaching  role   in  this  course  –  whether  “in  front  of”  the  whole  class  or  within  teams/groups  –  your  computer  will  need  a   “public  face”  suitable  for  teaching.    For  example,  during  group  work  or  in  a  full  class  teaching  role  your   computer  will  be  on  public  view  to  project  files  or  sites  to  an  audience  of  4,  or  to  one  of  20-­‐plus.    Plan   accordingly.   3.    As  liminal  and/or  skilled  technology  users:  Ask.  Assist.  Share.  Suggest.  Trust.  Test.    We’ll  improvise  together   at  Hmes  to  make  the  room  and  the  technologies  we  select  work.     4.    Things  to  set  up:  This  might  being  with  cleaning  up  your  computer  Desktop.  Or,  if  you’re  new  to  Moodle  or   Google  click  the  live  links  of  this  sentence  and  start  exploring.    And,  if  you  don’t  have  a  laptop/tablet/smart   phone  and  would  someHmes  like  to  have  access  to  one  of  these  in  class,  talk  with  Ilene.   5.  Finally,  I’ll  use  a  “Stow!  and  Go!”  prac5ce  in  the  course  –  If  I  want  you  to  stow  devices  during  a  segment  of   the  class,  I’ll  ask  you  to  do  so  (and  provide  reasons).    When  using  devices  is  a  “Go!”  I  will  let  you  know  that  as   well.    Unless  I  begin  class  with  a  direcHon  to  Stow!  the  default  mode  will  be  that  use  of  tech  tools  is  a  Go!  unHl  I   say  otherwise.    Please  note,  the  Stow!  direcHon  might  be  planned  into  class  session  design,  and  I  might  also   make  use  of  this  to  take  advantage  of  the  parHcular  learning  moment,  or  to  respond  to  classroom  climate  and/   7  
  • 8. Teaching  and  Learning:  Student  Responsibili5es  (Twin  Ci5es,  Crookston,  Morris,  Rochester)  -­‐   h7p://www.policy.umn.edu/Policies/EducaHon/EducaHon/STUDENTRESP.html   *  a7ending  class;                    *maintaining  academic  integrity;   *  seeking  help  and  accommodaHon;              *  respecHng  intellectual  property;     *  keeping  the  classroom  in  good  order;      *  use  of  personal  electronic  devices  in  the   classroom**;   *  guests  may  not  be  brought  to  class  without  permission  from  the  instructor.     **  Instructors  determine  if  personal  electronic  devices  (such  as  cell  phones  and  laptops)    are   allowed  in  the  classroom.  Students  may  be  directed  to  turn  off  personal  electronic  devices  if  the   devices  are  not  being  used  for  class  purposes.  Students  are  not  permi7ed  to  record  any  part  of  a   class/lab/other  session  unless  explicitly  granted  permission  by  the  instructor.  If  the  student  does   not  comply,  the  student  may  be  asked  to  leave  the  classroom.     Teaching  and  Learning:  Instructor  and  Unit  Responsibili5es  (Twin  Ci5es,  Crookston,  Morris,   Rochester)    -­‐  h7p://www.policy.umn.edu/Policies/EducaHon/EducaHon/INSTRUCTORRESP.html   A.  Provide  Course  InformaHon   B.  Provide  Students  with  Access  to  and  Feedback  on  Their  Work   C.  Secure  Handling  of  ExaminaHons   D.  Observe  Scheduled  Class  Times   E.  Observe  Office  Hours  or  Appointment  Times   F.  Report  ScholasHc  Dishonesty   G.  Maintain  an  Appropriate  Learning  Environment   Instructors  should  take  appropriate  steps  to  have  removed  from  class  students  who  disrupt  the   educaHonal  process  because  of  discourteous,  threatening,  harassing,  or  other  aggressive   behavior.  "Appropriate  steps"  may  include  calling  the  University  Police.   8  
  • 9.   h7ps://www.dropbox.com/sh/k5pdj4von05mck/pTEJyVhmH6   h7p://morelearning4morestudents.com   9