Brittany Hesch - EDTP 600 Article Analysis
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Perry identified that students often procrastinated on research papers and only learned about the topic rather than skills. To address this, Perry assigned students to create PowerPoint presentations on their research topics weeks before the paper was due. Students worked on their presentations in class over multiple days. Surveys found that more students completed papers on time than before and most found the presentation fun and helpful for preparing to write the paper.
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Poster session presented at the Michigan Library Association Annual Conference in Novi, MI October 28, 2015. Sandra McCarthy Washtenaw Community College Faculty Librarian Cultivating Learning Design Thinking with ePortfolios in a Masters course
This document discusses using ePortfolios in a Masters course to cultivate learning design thinking. It describes how the course explored learning design models and technologies through enactment, evaluation, and reflection activities. Students designed an online learning intervention and reflected on the process in an ePortfolio. The course addressed the diverse backgrounds of students with varying educational theory and technology experience. Student performance and reflections showed how the iterative process supported developing learning design thinking. The course structure and assessments were adapted based on reflections to better address student diversity.
Classroom Assessment Techniques
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This document discusses several studies on flipped classroom approaches in higher education. It describes how flipped classrooms shift direct instruction to online pre-work so class time can focus on active learning activities. Studies found that students value interaction and class structure. Evaluations of flipped classes found improved engagement and confidence but no significant exam score differences. Implementing flipped models requires extensive upfront costs for developing online content and designing in-class activities, but costs less than 1% of tuition and may improve learning outcomes more than traditional lectures.
AUGMENTED, ASSESSED, ADDRESSED: REFRAMING THE CURRICULA FOR FIRST YEAR STEM S...
There is a particular challenge with engaging technically motivated STEM students with ‘softer skill’ development, despite clear evidence from employers that these skills are highly desirable. In the UK, Higher Education Institutes response has been to require undergraduate courses to contain an element of Personal Development Planning (PDP)[1]. Our paper directly addresses the issue of trying to engage students from Computer and Gaming courses with their PDP. Previous experiences of teaching these cohorts traditionally report low attendance and poor completion rates, impacting on first year/second year progression. This study reports on work reframing the curricula for this essential aspect of the student learning experience, by offering the students realistic and authentic tasks by ‘flipping’ the classroom. This requires them to work in small groups, selecting, designing and then creating an augmented reality artefact using ‘Aurasma’[2], a free software tool for developing augmented reality objects. We note that the co-design process of curriculum development has enhanced student engagement; student completion rates have significantly increased, and class attendance improved.
Developing graduates for an innovative and modern agricultural sector
Presentation delivered at the International scientific-practical conference on development issues of innovative economy in the agricultural sector, Samarkand Institute of Veterinary Medicine, Samarkand, Uzbekistan, 25-26 March
What Works Academic Themes
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Tech sample unit_plan
This document outlines a unit plan for an 8-week digital storytelling unit for grade 8 technology students. The unit focuses on how technological tools and techniques can affect, innovate, or reinvent storytelling. Students will create a digital version of an original short story by applying multimedia tools and techniques learned in class. Formative assessments include individual exercises in storyboarding, photo narration, animation, and video editing to help students acquire skills for their summative project of transforming a written story into a digital format. The unit aims to develop skills in investigation, design, planning, creation, and evaluation while emphasizing the learner profiles of inquirers, thinkers, communicators, and reflective learners.
Lesson 16: Using the Project-Based Learning Multimedia as a Teaching-Learning...
This document outlines the phases of a project-based multimedia learning strategy. It discusses 7 phases: 1) introducing the project, 2) preliminary research and planning, 3) learning the technology, 4) concept design and storyboarding, 5) assessing, testing and finalizing presentations, 6) concluding activities, and 7) introducing the project. Key aspects include forming student groups, developing a project description and milestones, performing assessments, researching the subject matter, creating a storyboard, testing the presentation's functionality and design, and presenting the final project. The goal is for students to acquire new knowledge and skills by designing and producing a multimedia product.
😊method of Teaching😎
The document discusses various teaching methods including project method, field trips, workshops, and exhibitions. It provides definitions and characteristics of each method. The project method involves individual or group projects on a given topic. Field trips provide hands-on learning outside the classroom. Workshops allow participants to work together to solve problems. Exhibitions display skills and information to influence people. Computer-assisted instruction is also reviewed, outlining uses like drill and practice, tutorials, simulations, and research support.
OBE-TLP-RMY.pptx
This document discusses outcome-based education (OBE) and innovative teaching techniques. It begins by contrasting traditional, content-focused education with OBE, which prioritizes the outcomes students achieve. The document then outlines the steps for implementing OBE, emphasizing planning effective teaching strategies aligned to course outcomes. Finally, it explores several innovative teaching methods like problem-based learning, flipped classrooms, role plays, and gamification that can help engage students and improve learning outcomes.
Putting it all Together: Designing a Great BlackBoard Course
This session will help you go from start to finish in building an efficient, effective, and engaging course using BlackBoard Learn. This includes learning all about the new features available in BlackBoard starting this May!
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The application of new teaching methodologies: experience in actual situations.
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The Importance of the Discussion Board: A qualitative research project in an ...
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Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
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Chapter 3
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Chapter 5
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Chapter 6
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3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
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Brittany Hesch - EDTP 600 Article Analysis
- 2. Perry Identified the following problems with research papers: • Student reluctance with taking on such a large project led to: - Procrastination - Non-completion • Several weeks were spent focused on the paper with the students only learning: - The content of the topic - How to research the topic
- 3. Background • A PowerPoint was assigned to 31 seniors in two English Literature classes. • The PowerPoints were due three (3) weeks before the research paper. • Students were to present the information to the class in a 7-10 minute-long presentation. • PowerPoint Requirements: – 12 or more slides – One (1) reference slide – Two (2) graphics or illustrations
- 4. Preparation • The students were given the following preparation tools to complete the project: • Two (2) library visits • Teacher-led demonstration of presentation skills • Tutorial on how to use PowerPoint • Eight (8) in-class days to work on the project at computer work stations
- 5. Perry’s Main Objectives 1. Learning to conduct research 2. Starting their research projects sooner 3. Honing presentation and public speaking skills 4. Improving cooperative learning and social skills 5. Enhancing computer and technology skills
- 6. Outcome • Surveys distributed after the research paper was submitted revealed the following: – More students completed papers on deadline than ever before. – 96% of students polled found the PowerPoint to be fun.
- 7. Outcome • Results for survey question, “I think that doing this project helped me better prepare for writing the term paper.” 8% No Yes N=26 92%
- 8. Critique Perry’s identified a problem and effectively tailored a solution to his student’s needs. He incorporated both technology and the constructivist method in order to increase the educational benefit and decrease student procrastination. By doing this, Perry exhibited the following professional dispositions: • Demonstrates the importance of adaptability and innovativeness • Demonstrates the ability to respond to individual differences in learning • Demonstrates that important academic learning can be promoted through group work.
- 9. References Perry, A.E. (2003). PowerPoint Presentations: A creative addition to the research process. The English Journal, 96, 64-69. http://jstor.org/stable/3650537 UMUC Professional Dispositions (2012). Department of Education, University of Maryland University College.