Nov 3 twen presentation


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Nov 3 twen presentation

  1. 1. Engaging students… increasing interactivity Faculty Sharing Session November 3, 2010
  2. 2. Syllabus Course Materials Add additional document pages Password protected pages or files Post audio recordings Web links Assignment DropBox Calendar Gradebook Sign up Sheets Forums Live Discussions E-mail Track participant use Wikis Change navigation (names or order) Embed video (from YouTube or Vimeo) In Westlaw TWEN, which options do you use? No Student Interaction
  3. 3. 0 1 2 3 4 5 6 7 8 9 I don't use TWEN Syllabus Course Materials Add additional document pages Password protected pages or files Post Audio Recordings Web links Assignment DropBox Calendar Gradebook Sign up Sheets Forums Live Discussions E-mail Track participant use Wikis Change navigation (names or order) Embed video (from YouTube or Vimeo) Which options in TWEN would you like to learn more about?
  4. 4.  Forums ◦ Robert Heverly (Torts) ◦ Donna Young (Gender & Work)  Customized Polling ◦ Lenese Herbert (Criminal Procedure) ◦ James Gathii (International Organizations)  Wikis ◦ Patty Salkin (Government Ethics) ◦ Pam Armstrong (Labor Law)
  5. 5.  Uses: ◦ Discussions outside of class ◦ Post questions for the professor to cover in class ◦ Group collaboration (each forum can have a pw)  Advantages ◦ Keeps an archive ◦ All in one place ◦ No emails to keep track of ◦ Can share content, share links ◦ Can edit your own content (correct, delete, add to) ◦ E-mail (if desired) of postings Tree View
  6. 6. 1. Click Forums in the left navigation area to display the Forums page. 2. Click the Create Forum button at the top of the page. The Create a new forum page is displayed. 3. Type the name of the new forum in the Forum Name text box. 4. Select the Allow Anonymous Postings check box to allow students to post messages without their names and e-mail addresses. 5. Select the Allow students to post main topics check box to allow students to post main topic messages. 6. Select the Allow students to post replies check box to allow students to respond to main topic discussions. 7. If you want, you can make your forums secure by using a password. You need to distribute this password to the students you want to access the forum. Select the Password- protect the forum check box and type a password in the Password text box. 8. Click Submit.
  7. 7. TWEN •Use instead of e-mail •Encourage students to post toTWEN •In class, encourage students to respond to TWEN posts •Can cut course content by assigning reading & posting questions on it in TWEN •Use for exam review •Posting exam cover sheet •GET THEM THINKING • &ARTICULATE IN WRITING
  8. 8. TWEN •Use in small seminar course where issues can relater to personal experiences •Replace the use of blogging software •Each student is assigned a week where they introduce the discussion (on Monday) •Students can attach docs & urls in their posts •Runs itself – prof reads the posts but does not respond •Posts counts toward participation grade •Must give clear guidelines & guidance
  9. 9.  Ask a question & get answers before class  Anonymously get input  Graphically get data  Archive data  Engage students
  10. 10. Example from International Organizations
  11. 11.  No preparation  Instant answers  Give graphical data  Engages students  Students must have laptop in class & be logged into TWEN (& so does the professor)  Does not save data
  12. 12. TWEN •Use to get student feedback such as on day/time of makeup classes •Students are millennials – use TECHNOLOGY ALL THE TIME •Their priority is themselves and time •The poll is available 24 x 7 •They don’t need a laptop in class •You don’t waste class time •Reveal the results in class (show graph) •Students like being INVOLVED •Add a “fun” answer option
  13. 13. TWEN •Use in a large class (91 students) •Ask a question to be answered outside of class •In order to answer, students must DOTHE READING •Reveal the results •Use in class discussion
  14. 14.  a website that allows multiple users to create, modify and organize web page content in a collaborative manner.  an editable webpage. They are used in situations where a group of people need to create, edit and review each others documents.  a website that allows visitors, often after registering, to gain access, to edit – add to/remove or change – the content. Wikipedia is an example. It can also be used as a form of internal communication between teams in an organization.  Hawaiian word for “fast”
  15. 15. Wikipedia – the most popular Wiki
  16. 16. Example of a wiki from Albany Law’s Government Ethics Online
  17. 17. Example of a wiki from Albany Law’s Labor Law class
  18. 18.  Instant collaboration without emailing documents, keeping the group in sync.  Accessible from anywhere with a web connection  As an archive, because every page revision is kept.  To track student participation  It’s exciting, immediate, and empowering-- everyone has a say.
  19. 19. 1. Click Wiki on the left side of the course home page. The Wiki page is displayed. 2. Click Add New Page at the top of the page. 3. Enter the title of the wiki page in the Page Name text box. 4. You can edit the options for a page. You can choose who can edit the page. You can choose when to make the page available. 5. Enter content in the text box. 6. Choose whether or not to automatically mark citations in the page to link with Westlaw. 7. Add tags to your page by typing words in the Add Tag text box. (optional) 8. Click Save to save your new wiki page.
  20. 20.  It’s technology…always save a copy of what you post.  Works best with small groups.  Be careful when copying and pasting.  Keep formatting simple.
  21. 21. TWEN •Use in distance learning where no face-to- face classes are scheduled •Students use sign-up sheets to pick a topic or group •Can include Westlaw citations & links in the posts •Use to enable collaboration on a group project •Create content where NOTEXT exists •Link to discussion forum •Give clear directions & expectations
  22. 22. TWEN TWEN PPT •Use the syllabus off of which students built the outline (post to wiki) •As a teacher, learn how students tend to work and then make suggestions. •The best way to have students work was to have them create their own pages and upload rather than type. •Ability for others to comment • Prof used colors and let students do the same • Also use the wiki for other discussions,
  23. 23. 09 – SECOND ITERATION RATIONALE  Returned to statute/regulation focused text  Was thinking about enhancing the collaborative practice component & examining relationship between “outlining style” & exam success (& exam style – issue spotting question, analysis question, policy question  Wound up needing a method of assuring coverage
  24. 24. 09 – SECOND ITERATION EXECUTION  Wiki  Outline derived from syllabus  Components of outline suggested  Started out with volunteers at end of each segment, then wound up finished at the end of the semester  Each student contributed 2 or 3 segments  Segments remained segmented  Each student commented  Open book exam, class outline
  25. 25. 09 – SECOND ITERATION ASSESSMENT  Wiki worked as concept  Choice between adding to existing wiki & uploading – upload  Outlining at the end – little opportunity to comment or collaborate, and ensure lasting learning rather than creation for exam  Correlation between outline style & exam results remained – but
  26. 26. 10 – THIRD TIME  Goals  Enhance collaborative experience  Enhance experience with 3 “parties”  Assess student understanding & coverage  Look again at relationship between outlining style & exam results
  27. 27. 10 - METHOD  Wiki  Outline established at outset through syllabus, topics, minimal requirements, and links  Smaller segments assigned so each person was responsible for more segments  Required in-class comment for content & style  Where outlines were deficient, students commented, I commented
  28. 28. 10-ASSESSMENT  Wiki pre-set with links works  Continuous feedback helps students, takes work, but one segment at a time is easier  Students encouraged to change outline from case briefs to more traditional format performed differently in class after their segment was posted  Exam results still showed differences – not done yet
  29. 29. Please e-mail with any questions and answers will be posted 
  30. 30.  Must be flash video (such as in Vimeo or YouTube)  PPT must be uploaded to your (free) account  Paste Embed code into HTML box  Saves time for students  Saves space on TWEN  Everything organized in ONE place
  31. 31. TWEN YouTube likes Watch here: •Instructions on Embedding Flash Video (flash movie)
  32. 32. •Faculty Quick Reference Guide (.pdf) •Flash Overview of TWEN •2009 Faculty Guide (.pdf) •Fall 2010 Enhancements (the new gradebook) (.pdf) •Spring 2010 Enhancments (flash video) •Summer 2009 Enhancements (.pdf) •May 2009 TWEN Updates (Flash movie) •Instructions on Uploading Audio (.pdf) •Instructions on Uploading Audio (flash movie) •Instructions on Embedding Flash Video (.pdf) •Instructions on Embedding Flash Video (flash movie) •Instructions on Embedding PDFS/PPTS (flash movie) •Instructions on Anonymous Grading (flash movie) •Instructions on Student Noftications (.pdf)