Campus presentation on potential research and my personal teaching learning beliefs


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My September slide presentation at FHSU

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Campus presentation on potential research and my personal teaching learning beliefs

  1. 2. “ A Comparison of Audiovisual and Audio Materials in Teaching Listening Comprehension in Teaching Listening Comprehension to Adults in English as a Second Language” August 1979 EdS
  2. 3. “ An Application and an Analysis of the Impact of the Bellon and Handler Curriculum Evaluation Framework to the English as a Foreign Language Program at the Huffco Indonesia Intensive English Language Program in Balikpapan, Indonesia.” August 1987 EdD
  3. 8. How can you keep up with emerg ing technologies?
  4. 10. The themes of the Journal reflect the breadth of interest in the pedagogy forum. The themes of articles include: Data-driven studies : formal research projects with appropriate statistical analysis, formal hypotheses and their testing, etc. These studies are either with a quantitative or qualitative emphasis and authors should indicate the appropriate domain. Acceptable articles establish a research rigor that leads to significant new understanding in pedagogy. Reflective essays : integrative evaluations of other work, essays that challenge current practice and encourage experimentation, novel conclusions or perspectives derived from prior work. Reviews : Literature reviews illuminating new relationships and understanding, meta-analysis, analytical and integrated reviews, etc. Case studies : These studies illustrate SoTL and its applications, usually generalizable to a wide and multidisciplinary audience. Comments and communications : Primarily, these are comments based on previously published JoSoTL articles, but can also include book reviews, critiques and evaluations of other published results in new contexts or dimensions.
  5. 11. Online reflective group discussion – connecting first year undergraduate students with their third year peers Annetta K. L. Tsang University professional programs seek to develop students as reflective practitioners. The ability to critically reflect is often assumed to occur along the way. The explicit development of critical reflective skills among students is challenging. This study describes the utilization of online group discussion for critical reflection and provides insights into students’ perception of the learning experience obtained via an experience evaluation questionnaire. Results suggest that online reflective group discussion may be relevant for the development of critical reflective skills through peer mentoring and collaborative meaning making. Journal of the Scholarship of Teaching and Learning, Vol. 11, No. 3, August 2011, pp. 58 – 74
  6. 12. Incorporating case studies into an undergraduate genetics course Marlene Murray-Nseula1 Genetics is considered one of the most challenging courses in the biology curricula at both the secondary and post secondary levels. Case based teaching has been shown to improve student perception and performance outcomes in both non-science and science courses. Thus in an effort to improve outcomes, case studies were integrated into an undergraduate genetics course as a supplement to lecture and replacement to recitation. Student perception and performance when case studies were used was compared to two previous years before the incorporation of case studies. Student course evaluations, pre and post surveys of student knowledge, and exam scores indicated that when case studies were used student perception improved while student performance showed mixed results. Keywords: case studies, case-based teaching, genetics Journal of the Scholarship of Teaching and Learning,Vol.11, No. 3, August 2011, pp. 75 –85.
  7. 13. Listening to the voices of today’s undergraduates: Implications for teaching and learning Glenn Bowen, Carol Burton, Christopher Cooper, Laura Cruz, Anna McFadden, Chesney Reich, and Melissa Wargo Abstract: The landscape of higher education has changed with the presence of a new generation of college students. Current studies do not carry the voices of the new generation known as the Millennials. This article presents the findings of a qualitative study that explored the learning experiences of Millennial-generation undergraduates at a public comprehensive university. The researchers organized a series of focus groups designed primarily to determine how the undergraduates characterize their learning experiences. Five thematic categories of data emerged from the study, providing insights into students’ perceptions and motivations. The implications of the findings for teaching and learning are highlighted. Keywords: active learning, focus groups, integrative learning, involvement theory, Millennial generation, student engagement Journal of the Scholarship of Teaching and Learning, Vol. 11, No. 3, August 2011, pp. 21 – 33
  8. 14. My Personal Teaching/Learning Beliefs Connectivism Social Constructivism
  9. 15. Connectivism The power, knowledge, information is in your network!!! The ultimate application is a MOOC!!
  10. 18. My University of Manitoba course in Future Trends and Directions Handout
  11. 19. Hi all, Welcome to Future Trends and Directions . I'm George Siemens and I'll be your instructor for the next 12 weeks.  I've posted an intro video here: This course will be rather different. We don't have content. We will create it as we progress through this course. That means that you'll be doing a lot of reading to get a sense of trends.  This is a foundation week. Which means we're going to start with tools. If you aren't using these already, please create accounts and install: 1. Diigo: (install the browser plugin if you are so inclined) 2. A blog: I suggest either tumblr ( ),  edublogs ( ), or Blogger 3. Google Reader:   4. Join twitter (optional). I'm gsiemens. I'll share some relevant resources there as well. Please use the tag: UMtrends11 in your blog posts and on diigo. As a sample, here are resources that I've tagged as trends over the last year or so:
  12. 20. The process is simple, but does require discipline. I will send out a periodic listing of different blogs. Follow these blogs and begin to bookmark interesting resources in diigo. Once a week, you will be asked to piece together or comment on the articles in a blog post. Particularly, you are answering the questions: what is happening? What does it mean? Then, spend time interacting with your course colleagues and the ideas that they are sharing. Similarly, if you come across some great sites that help you to make sense of where things are trending, please share with others. Again, use #umtrends11 in your tagging.  Taking in and encountering information is easy. We do it daily. Constantly. Taking time to pull back and evaluate what that information means takes effort. And that's what this course is about - deeper, contextual, nuanced awareness of trends in technology, society, and education. George Siemens []
  13. 21. How can a crowd sourced set of Personal Learning Environments be used for publication purposes?
  14. 22. <ul><li>Table of Contents </li></ul><ul><li>Introduction </li></ul><ul><li>What is a Personal Learning Environment or PLE? </li></ul><ul><li>Is there a difference between a PLE and a Personal Learning Network (PLN)? </li></ul><ul><li>How do PLEs help learners as well as teachers, facilitators and trainers? Why are PLEs important? </li></ul><ul><li>What are the origins of this publication? </li></ul><ul><li>How is this eBook organized? </li></ul><ul><li>What is the journaling/reflection space all about? </li></ul><ul><li>How did we create our PLEs? What tools did we use? </li></ul><ul><li>What are Digital Literacies and why are they important? What’s the connection between Digital Literacies and PLEs? </li></ul><ul><li>What did our online chats reveal about the skills needed to create a PLE? </li></ul><ul><li>What tools and digital literacies inform our personal and professional learning? </li></ul><ul><li>What is the Facilitator’s perspective of a PLE? </li></ul><ul><li>An Open Letter to Educators </li></ul><ul><li>What if you want further information or want to share your thoughts? </li></ul><ul><li>Our Discoveries and Learnings </li></ul><ul><li>A lot of pondering- Julie Chevrefils, French Department Head at a private catholic high school in Winnipeg, Manitoba. </li></ul><ul><li>Learning and problem solving technique-Tracy Douglass, Instructional Designer, Manitoba Public Insurance </li></ul><ul><li>A branching technique- Anas Eljamal, Keyano College , Fort McMurray, Alberta </li></ul><ul><li>Present, past and future- Alyce Gow, Apprenticeship Coordinator, Employment Manitoba , Winnipeg </li></ul><ul><li>Ever evolving- Stuart Harris, Instructional Coordinator with Regina Public Schools, Saskatchewan </li></ul><ul><li>Rethinking learning and technology- Debbie Kroeker, teaches English online to internationally-educated nurses in Manitoba </li></ul><ul><li>Floating bubbles- Judy Millar, Canadian National Railway </li></ul><ul><li>Resources you depend on- Marilyn Ouimet, Teacher-Librarian in a K-6 French Immersion school in South Winnipeg, Manitoba, Ecole St. Avila </li></ul><ul><li>Linda Raymond-Hagen, eCurriculum Learning Specialist, Keyano College, Fort McMurray, Alberta </li></ul><ul><li>Relationships between information sources- Robin Riat, Kansas City, Missouri </li></ul><ul><li>The flow of knowledge- Dave Smith, Technical Manager, English Media Lab, Department of English, Film and Theatre, University of Manitoba , Winnipeg </li></ul><ul><li>Linda Taddeo, School Librarian </li></ul><ul><li>The Prism- Skip Ward, Founder, Change Leadership LLC , Houston, Texas </li></ul>
  15. 23. Skip as a sage on the stage, facilitator and a curator.
  16. 25. <ul><li>What did you expect to happen? </li></ul><ul><li>What actually happened? </li></ul><ul><li>What did you take away? </li></ul>