Mary T. Moser Learning Commons Librarian Oxford College of Emory University Oxford, GA [email_address]  /  [email_address]
<ul><li>Introduction </li></ul><ul><li>What Makes Teaching and Learning Fun? </li></ul><ul><li>Examples </li></ul><ul><ul>...
<ul><li>Cute fuzzy animals? </li></ul>
<ul><li>Think about a class session that you really enjoyed teaching – what made it fun? </li></ul><ul><ul><ul><li>Think a...
<ul><li>Your thoughts? </li></ul><ul><li>My thoughts: </li></ul><ul><ul><li>Student Engagement </li></ul></ul><ul><ul><li>...
<ul><li>LOLcats </li></ul><ul><li>Celebrity Gossip </li></ul><ul><li>Red Pandas </li></ul>
<ul><li>“ Instructors who make a concerted effort to capture students’ attention with engaging topics and a range of goals...
<ul><li>“ The first order of business is to get students’ attention” </li></ul><ul><li>Don’t overlook “The power of a tell...
<ul><li>Benefits of using humor in the classroom: </li></ul><ul><ul><ul><li>Better retention </li></ul></ul></ul><ul><ul><...
<ul><li>One-Minute Papers: </li></ul><ul><ul><li>“ Would you like a librarian to follow up with you to offer extra help? I...
<ul><li>Think of something: </li></ul><ul><ul><li>Unique </li></ul></ul><ul><ul><li>Creative </li></ul></ul><ul><ul><li>Un...
<ul><li>Think outside the box </li></ul><ul><li>Nearly any topic can be a platform for teaching… </li></ul>
<ul><li>Miss Teen South Carolina </li></ul><ul><li>College Student’s Wikipedia Hoax </li></ul><ul><li>Miss Princess </li><...
<ul><li>… But make sure it’s authentic to you </li></ul>
<ul><li>Be fearless </li></ul><ul><li>Not every joke, story, or example will work, and that’s ok </li></ul>
<ul><li>Be considerate of your audience </li></ul><ul><li>“ Divisive humor, such as sarcasm, irony, insults, and parody, t...
<ul><li>Remind yourself: Teaching and learning can (and should) be FUN! </li></ul>
<ul><li>Your AND your students’ reward: </li></ul><ul><li>“ TOTAL CONSCIOUSNESS” </li></ul>
 
<ul><li>Erickson, B. L., Peters, C. B., & Strommer, D. W. (2006).  Teaching first-year college students  (Rev. Exp.). San ...
<ul><li>http://susty.com </li></ul><ul><li>http://cuteoverload.com   </li></ul>
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Mary Moser: LOLcats, Celebrities, and (Red Panda) Bears -- Oh, My!!

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Mary Moser, Learning Commons Librarian at Oxford College, presents her teaching methods at the LOEX conference in April 2010.

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  • Oxford College of Emory University LOEX 2010 4/30/2010
  • Mary Moser: LOLcats, Celebrities, and (Red Panda) Bears -- Oh, My!!

    1. 1. Mary T. Moser Learning Commons Librarian Oxford College of Emory University Oxford, GA [email_address] / [email_address]
    2. 2. <ul><li>Introduction </li></ul><ul><li>What Makes Teaching and Learning Fun? </li></ul><ul><li>Examples </li></ul><ul><ul><li>LOLcats </li></ul></ul><ul><ul><li>Celebrity Gossip </li></ul></ul><ul><ul><li>Red Pandas </li></ul></ul><ul><li>Research and Assessment </li></ul><ul><li>Adapting These Ideas </li></ul><ul><li>Conclusion </li></ul>
    3. 3. <ul><li>Cute fuzzy animals? </li></ul>
    4. 4. <ul><li>Think about a class session that you really enjoyed teaching – what made it fun? </li></ul><ul><ul><ul><li>Think about a time when you really enjoyed learning – what made it fun? </li></ul></ul></ul>
    5. 5. <ul><li>Your thoughts? </li></ul><ul><li>My thoughts: </li></ul><ul><ul><li>Student Engagement </li></ul></ul><ul><ul><li>Unexpected </li></ul></ul><ul><li>Be intentional when planning classes: Make FUN a priority </li></ul>
    6. 6. <ul><li>LOLcats </li></ul><ul><li>Celebrity Gossip </li></ul><ul><li>Red Pandas </li></ul>
    7. 7. <ul><li>“ Instructors who make a concerted effort to capture students’ attention with engaging topics and a range of goals and objectives will facilitate student learning.” </li></ul><ul><li>Jacobson, T., & Xu, L. (2002). Motivating students in credit-based information literacy courses: Theories and practice. portal: Libraries and the Academy , 2 (3), 423-441. doi:10.1353/pla.2002.0055   </li></ul>
    8. 8. <ul><li>“ The first order of business is to get students’ attention” </li></ul><ul><li>Don’t overlook “The power of a telling example” </li></ul><ul><li>Erickson, B. L., Peters, C. B., & Strommer, D. W. (2006). Teaching first-year college students (Rev. Exp.). San Francisco, CA: Jossey-Bass. </li></ul>
    9. 9. <ul><li>Benefits of using humor in the classroom: </li></ul><ul><ul><ul><li>Better retention </li></ul></ul></ul><ul><ul><ul><li>Improved student-professor connection </li></ul></ul></ul><ul><ul><ul><li>Greater attentiveness and interest </li></ul></ul></ul><ul><ul><ul><li>Less academic stress </li></ul></ul></ul><ul><ul><ul><li>Healthy learning environment </li></ul></ul></ul><ul><ul><ul><li>Improved student attitudes </li></ul></ul></ul><ul><ul><ul><li>Improved student motivation </li></ul></ul></ul><ul><ul><ul><li>Walker, B.E. (2006). Using humor in library instruction.  Reference Services Review, 34 (1), 117-128. doi: 1023512501. </li></ul></ul></ul>
    10. 10. <ul><li>One-Minute Papers: </li></ul><ul><ul><li>“ Would you like a librarian to follow up with you to offer extra help? If yes, write your e-mail address here:” </li></ul></ul><ul><ul><ul><li>45% vs. 18% </li></ul></ul></ul><ul><ul><ul><li>Consistent with my teaching priorities (engaging students) </li></ul></ul></ul>
    11. 11. <ul><li>Think of something: </li></ul><ul><ul><li>Unique </li></ul></ul><ul><ul><li>Creative </li></ul></ul><ul><ul><li>Unusual </li></ul></ul><ul><ul><li>Surprising </li></ul></ul><ul><ul><li>Off-the-wall </li></ul></ul><ul><ul><li>Etc. </li></ul></ul><ul><li>Turn to the person sitting next to you: </li></ul><ul><ul><li>Introduce yourself </li></ul></ul><ul><ul><li>Share your ideas! </li></ul></ul>
    12. 12. <ul><li>Think outside the box </li></ul><ul><li>Nearly any topic can be a platform for teaching… </li></ul>
    13. 13. <ul><li>Miss Teen South Carolina </li></ul><ul><li>College Student’s Wikipedia Hoax </li></ul><ul><li>Miss Princess </li></ul>
    14. 14. <ul><li>… But make sure it’s authentic to you </li></ul>
    15. 15. <ul><li>Be fearless </li></ul><ul><li>Not every joke, story, or example will work, and that’s ok </li></ul>
    16. 16. <ul><li>Be considerate of your audience </li></ul><ul><li>“ Divisive humor, such as sarcasm, irony, insults, and parody, tends to be biting and can often leave a student embarrassed. These types of humor can be extremely detrimental to learning and should be avoided” (Walker, 2006, p. 119). </li></ul>
    17. 17. <ul><li>Remind yourself: Teaching and learning can (and should) be FUN! </li></ul>
    18. 18. <ul><li>Your AND your students’ reward: </li></ul><ul><li>“ TOTAL CONSCIOUSNESS” </li></ul>
    19. 20. <ul><li>Erickson, B. L., Peters, C. B., & Strommer, D. W. (2006). Teaching first-year college students (Rev. Exp.). San Francisco, CA: Jossey-Bass.   </li></ul><ul><li>Jacobson, T., & Xu, L. (2002). Motivating students in credit-based information literacy courses: Theories and practice. portal: Libraries and the Academy , 2 (3), 423-441. doi:10.1353/pla.2002.0055 </li></ul><ul><li>Walker, B.E. (2006). Using humor in library instruction.  Reference Services Review, 34 (1), 117-128. doi: 1023512501. </li></ul>
    20. 21. <ul><li>http://susty.com </li></ul><ul><li>http://cuteoverload.com </li></ul>

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