5.12.evans,marfani
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This document discusses using podcasts and flipping the classroom. It defines podcasts and describes how to create them using tablets and iPads with screencasting software. It also explains a 50/50 classroom model where half the class is a lecture and half is active learning time. Flipping the classroom is described as presenting lectures through podcasts for students to view before class, allowing class time to be used for activities, discussions and applying the material. Examples of when and where podcasts can be used to supplement course content are provided.
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Various virtual activities were presented for building community remotely, such as breakout rooms, discussion boards using audio or video, weekly reflections, and incorporating pandemic themes into coursework. Audience members also shared their own strategies for building online community.
Implementation of a revised student success tool
The document presents information on revising a student success tool used by a nursing program to identify at-risk students beyond their first semester. It discusses limitations of the previous tool and literature supporting predictors of academic success. A nursing taskforce developed a new two-part form incorporating objective student data and subjective self-reported risk factors to better capture relevant information. The integrated form allows for more rapid identification of risk factors and reporting to faculty to improve remediation processes.
Updating Teaching Techonologies - Real World Impact!
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Lessons Learned in Higher Education from the COVID-19 Crisis
The COVID-19 pandemic has disrupted education systems around the world, affecting over 1.6 billion students. While developed countries transitioned to online learning more smoothly, developing countries faced greater challenges due to limited internet access and infrastructure. This crisis presents both challenges and opportunities. It has highlighted inequities but also stimulated innovation. Moving forward, systems must focus on inclusion, addressing learning losses, and harnessing technology. Reimagining education through flexible learning pathways and unleashing innovation can help build back stronger.
Increasing the success of dual enrollment and dual credit high school students
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Mental health first aid long with alternative text
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Let go of stress by finding your flow
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Teaching health literacy galvan and gelmann
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Matchless: Service Learning that Saves Lives
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Transitioning Critical Thinking Skills from the Academic Setting to the Globa...
This document discusses strategies for teaching critical thinking skills to nursing students and transitioning those skills from the academic to clinical setting. It identifies different strategies to use in theory, lab/simulation, and clinical courses. Some key strategies mentioned include using case studies, unfolding case studies, simulations, and assigning activities involving multiple patients to compare findings and make clinical judgments. The goal is to better prepare students for the NCLEX exam and real-world client care where critical thinking and decision making are important for safety and positive outcomes.
How to encourage students to unplug
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Learning for Life and Critical Thinking in the Web 3.0 Era Keynote Address
As the sixth Director of the Kellogg Institute of the National Center for Developmental Education of Appalachian State University, Wes Anthony is also the first since Dr. Hunter Boylan to be a member of the Kellogg Institute faculty. Mr. Anthony is the author of two novels, over 50 professional presentations, and has engaged in scholarly publishing throughout his career, and most recently co-authored, along with Hunter Boylan and Patti Levine Brown, “The Perfect Storm of Policy Issues and Their Impact on Developmental Education” (NADE Digest, 2017).
Computing Student Success at Montgomery College in the Web 3.0 Era
Computing Student Success at Montgomery College (MC) in Maryland is deeply rooted to the Web 3.0 era. The success of the Computer Science and Information System students at MC has evolved over time. The various success stories of the Montgomery College students were presented, and the innovative pedagogy that the faculty are using at MC in this Web 3.0 era was explored. Off-course, the rapid and efficient communication among the faculty members, and also among faculty members and the student body was made possible due to the innovative technologies that the Web 3.0 has to offer. Besides, the student success at MC is deeply rooted to the inter-faculty co-operations, and collaborations in and outside of the discipline. Attendees discussed contributions of the Web 3.0 technologies to the Student Success at other institutions as well. As a result, the overall discussion extended to various Maryland institutions besides only the Montgomery College. Faculty attending the session explored innovative, and active learning strategies made possible through Web 3.0. They discussed future undertakings that could have been possible through Web 3.0, and would accelerate the traditionalistic means of pedagogical delivery.
Streamlining Your Engaging, Interactive, and Collaborative Course into the On...
Many collaborative teaching activities are designed for use in a face-to-face (F2F) course with little consideration for adapting the same activities for an online course. Likewise, many activities are developed for online courses but are not used in the F2F classroom. This presentation provided ideas and ways to streamline your F2F and online courses.
The jigsaw collaborative teaching technique takes a topic and breaks it into multiple parts. In F2F classes, students are given one of the parts and work with other students who have the same part to become “experts.” Then, students break into “jigsaw” groups with members from the other topics and teach each other their information before answering discussion questions. This activity can be used in the online classroom by creating groups in the learning management system by splitting the class equally into their mini-topics. Discussion boards can be used within the groups to answer the same discussion questions as the F2F students. The jigsaw groups need to be larger than you would use in a F2F classroom since some online students are not actively participating.
Likewise, engaging discussion boards used in an online course can be used as homework assignments in the F2F course. The instructor can create bridges to the discussion topic in the class and reference individual student’s posts. Videos created to outline a course project in the online course can also be assigned to students as homework in the F2F course to save time in class for more interactive activities.
Streamlining Your Engaging, Interactive, and Collaborative Course into the On...
Many collaborative teaching activities are designed for use in a face-to-face (F2F) course with little consideration for adapting the same activities for an online course. Likewise, many activities are developed for online courses but are not used in the F2F classroom. This presentation provided ideas and ways to streamline your F2F and online courses.
The jigsaw collaborative teaching technique takes a topic and breaks it into multiple parts. In F2F classes, students are given one of the parts and work with other students who have the same part to become “experts.” Then, students break into “jigsaw” groups with members from the other topics and teach each other their information before answering discussion questions. This activity can be used in the online classroom by creating groups in the learning management system by splitting the class equally into their mini-topics. Discussion boards can be used within the groups to answer the same discussion questions as the F2F students. The jigsaw groups need to be larger than you would use in a F2F classroom since some online students are not actively participating.
Likewise, engaging discussion boards used in an online course can be used as homework assignments in the F2F course. The instructor can create bridges to the discussion topic in the class and reference individual student’s posts. Videos created to outline a course project in the online course can also be assigned to students as homework in the F2F course to save time in class for more interactive activities.
Learning Communities: A High Impact Practice Transcending the Traditional Cla...
Faculty from the Community College of Baltimore County (CCBC), who have a variety of experiences in teaching Learning Communities, presented what they learned. Two or more classes across disciplines are paired, and a group of students enroll in the paired classes. Professors Miller, Pucino, Jones, and Scott shared the integrated approach typical in learning communities with specific suggestions of strategies related to strengthening collaboration, critical thinking, and reflection through classroom activities, online assignments, Intercultural Dialogues, and service-learning. In addition, they discussed how pairing the college’s required course titled Academic Development: Transitioning to College with other courses such as English Composition, ESOL, and Academic Literacy in a Learning Community format had positive influences on student success. Topics included the importance of High Impact Practices (HIPs), such as service-learning and collaborative assignments, to advance student learning and success both within and beyond the classroom; a description of CCBC’s Learning Community Program; the benefits, for both students and faculty, of participating in a Learning Community; ideas for approaches and activities beyond the traditional classroom that can strengthen student learning; and strategies for how to increase critical thinking and/or collaboration in the classroom.
An Experiment in Every Student's "Favorite" Assignment: Forming Groups for a ...
Many of our courses include a group project assignment that represents a significant portion of each student’s grade. We tell our students – and the presenter believes – that group projects are important because when students get into their careers they will often be called upon to work as part of a team or group. Practicing now, before they are in positions that really matter to them from a work perspective, will help them in the future. But no matter what we say, students tend to dread group projects for many reasons, including the way the groups are formed. For the first major group project of her career as an adjunct professor, Ms. Mead wanted to find a method that was deliberative and active – not random, nor completely student-selected, nor totally at her discretion. In her presentation, she described how she found an approach that appealed to her (using some basic technology), applied that approach to her First Year Seminar class, and kept track of the results. She discussed methods of forming groups for group projects; compared and contrasted the success of those methods; explained how she applied the method that most appealed to her and how her students reacted; and how it ultimately worked in terms of the overall success of the group projects. The presenter provided basic data regarding her assessment of the method’s success.
Active Learning Using Kahoot, a Free Polling Software
Active Learning Using Kahoot! is a presentation about using the polling software Kahoot! to engage students through active learning techniques. Kahoot! allows educators to create quizzes, surveys, discussions, and ordering activities to test students' knowledge of course materials. The presenter most often uses the quiz option, as it allows her to see if students have read assigned materials and identify concepts needing further explanation. Kahoot! quizzes can also be reused and include video elements. The presentation demonstrates examples of Kahoot! surveys and quizzes and encourages attendees to try using the platform to promote active learning in their own classrooms.
Maryland Mathematical Association of Two-Year Colleges (MMATYC) winter meetin...
The Maryland Mathematical Association of Two-Year Colleges (MMATYC) held its winter meeting during a scheduled double session. President Lisa Feinman led the re-cap of MMATYC and AMATYC (American Mathematical Association of Two-Year Colleges) news and events for 2018, followed by 2019 business. Updates on the various committees and the upcoming MMATYC 2019 Spring Conference at Wor-Wic Community College were covered, as well. Notes pages within the PowerPoint contain the minutes for the meeting.
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- 1. Podcasts and the “Flipped” Classroom Frederick Community College Evan Evans Erum Marfani Eevans@frederick.edu EMarfani@frederick.edu AFACCT „12 Conference, Montgomery College-Rockville Session 5.12 Room SW-114-C
- 2. PODCASTS AND THE “FLIPPED” CLASSROOM Evan Evans & Erum Marfani
- 3. Introduction • Define Podcasts • What, Why, How, When, Where • Create a Podcast with a Tablet Laptop (PC) • Describe a 50/50 Class • How to “Flip” a classroom • Create a Podcast with an iPad2 • Answer Questions
- 4. What is a Podcasts • 2004-Ben Hammersley coined the term “podcasts” • Digital media files • Netcast • Screencasts • Non-streamed webcasts • Plays on any computer (Mac or PC), smartphones, mp3 player, iPod, or iPad
- 5. How to create a Podcast Hardware: • Tablet computer • iPad Software: • Screencasting/Podcasting software • App
- 6. Create a Podcast • Tablet PC • Apple iPad2
- 8. Why use a Podcasts • Flexibility • Wide variety of topics • Incorporate graphs, photos, tutorials • Makes it personable • Easy/Quick to use • Small learning curve • “Sky‟s the limit” • Comfortable medium (for students) • Multiple learning styles
- 9. 50/50 CLASS
- 10. What is it? • First half of the class is lecture • Second half is active learning. • Works best for four credit courses that meet twice a week (each class is at least 1 hour and 40 minutes)
- 11. How does it work? • Lecture is presented on slides; students are given slides/notes. • Lecture is interactive where material and examples are presented and students work on more examples during lecture. • After lecture is active learning portion: students work on 10-15 problems from that day‟s topic in groups while instructor walks around answering questions.
- 12. What are the pros? • Students get a lot of practice with the material in class where they have access to resources like the instructor and their classmates. • This makes homework a lot easier for them. • Since they‟re given notes, we can fly through the presentation and move onto what‟s really important: them getting their hands dirty with the problems.
- 13. What are the cons? • Some might argue that we‟re making it too easy by giving them notes. • Well, students take their own notes on the handouts. • What‟s our job: teach the math or teach note-taking? • Hence, there aren‟t any cons.
- 14. Example • Section 5.6 and 5.7 slides • Section 5.6 and 5.7 notes
- 15. “Flip” Classroom
- 17. Where to use a Podcast • Online Courses • Face-to-Face courses • Output portal: • BlackBoard, Angel, Website, E-mail
- 18. When to use a Podcast Responding to a homework question Demonstrating: • How to use the calculator • Targets • Tutorials Supplementing information
- 19. Questions? Podcasts and the “Flipped” Classroom Frederick Community College Evan Evans Erum Marfani Eevans@frederick.edu EMarfani@frederick.edu AFACCT „12 Conference, Montgomery College-Rockville Session 5.12 Room SW-114-C