This document describes Simon Marshall's redesign of his Exercise & Wellness Across the Lifespan course based on feedback from previous offerings. The redesign focused on clarifying key content areas, rewriting learning outcomes to assess higher-order thinking, and matching assessments to outcomes. New techniques like daily clicker questions and online instructional tasks were introduced to create a more active learning environment. Student feedback indicated the redesign helped them better understand the three big ideas of the course and left them feeling able to evaluate exercise information critically. Marshall plans to further assess students' enduring understandings of the material.
The document summarizes a teacher training program that took place in July 2010. It discusses several workshops conducted by the Inspiring Teachers organization throughout June 2010. It also provides positive feedback from KL University praising a previous teacher training workshop for improving faculty teaching methods. Finally, it introduces the concept of using rubrics for assessment of student learning, providing a sample rubric for evaluating solutions to numerical problems. The rubric is presented as a tool to help teachers assess students in a more transparent and consistent manner, and to help students improve their performance.
1) The document discusses best practices in assessment, presenting beliefs about assessment, assessment principles considered essential or not essential, where assessment fits in the curriculum, traditional vs current focuses of assessment, and key learnings on assessment. 2) It addresses common assessment practices seen in schools and which learning would cause teachers to reconsider those practices, and includes practices around backwards design of assessments, beginning with clear intended learning, and aligning assessment tools with intended learning. 3) The document provides information to help teachers design effective assessments, including understanding the purposes of assessment, different types of learning to assess, and matching assessment types to learning being assessed.
Teachers should help students effectively interact with new knowledge by:
1. Previewing information and dividing students into small groups to activate prior knowledge.
2. Organizing critical input experiences into small chunks and asking students to discuss and make predictions about the content.
3. Asking questions that require students to elaborate and having them record their conclusions in linguistic and non-linguistic formats like drawings or diagrams.
This document provides summaries of books authored by Todd Whitaker and Annette Breaux focused on improving teaching practices. It lists over a dozen book titles related to topics like classroom management, motivating students and teachers, and the practices of great teachers. It also provides ordering information for the books and study guides.
The document summarizes efforts to redesign an oral communication course with over 5,000 students per year. It discusses challenges with alignment between large lectures and discussion sections, addressing 21st century skills, and fostering community. The redesign aims to refine learning objectives, add presentations applying lecture concepts, encourage critical thinking, and prompt connections. It also discusses tutorials on presentation software, a technology assignment, using clickers and Facebook to improve connection and community, and lessons learned about boundaries, objectives, and assessment.
The document is a collection of quotes and statements related to family, friendship, fatherhood, and life. It includes quotes about brothers, real friends, measuring character, the love between a husband and wife, making a difference through hard work, the tragedy of wasting life, raising sons to be heroes, love at first sight, the comfort between brothers, love being life, maintaining strength when others expect you to fall apart, that one's father's identity matters less than how they are remembered, asking one's father when their mother says no, a Bible verse about being a good servant, becoming a father is difficult but being a father is very difficult, and a final message from David M. Kurz saying his friends and family will
This document is about an individual named Prof. (a). Msc. Ing. Solange Leal. The document contains their name repeated on 5 lines, with their title and credentials listed before their name each time. No other information is provided about this person or the purpose of the document.
The document summarizes a teacher training program that took place in July 2010. It discusses several workshops conducted by the Inspiring Teachers organization throughout June 2010. It also provides positive feedback from KL University praising a previous teacher training workshop for improving faculty teaching methods. Finally, it introduces the concept of using rubrics for assessment of student learning, providing a sample rubric for evaluating solutions to numerical problems. The rubric is presented as a tool to help teachers assess students in a more transparent and consistent manner, and to help students improve their performance.
1) The document discusses best practices in assessment, presenting beliefs about assessment, assessment principles considered essential or not essential, where assessment fits in the curriculum, traditional vs current focuses of assessment, and key learnings on assessment. 2) It addresses common assessment practices seen in schools and which learning would cause teachers to reconsider those practices, and includes practices around backwards design of assessments, beginning with clear intended learning, and aligning assessment tools with intended learning. 3) The document provides information to help teachers design effective assessments, including understanding the purposes of assessment, different types of learning to assess, and matching assessment types to learning being assessed.
Teachers should help students effectively interact with new knowledge by:
1. Previewing information and dividing students into small groups to activate prior knowledge.
2. Organizing critical input experiences into small chunks and asking students to discuss and make predictions about the content.
3. Asking questions that require students to elaborate and having them record their conclusions in linguistic and non-linguistic formats like drawings or diagrams.
This document provides summaries of books authored by Todd Whitaker and Annette Breaux focused on improving teaching practices. It lists over a dozen book titles related to topics like classroom management, motivating students and teachers, and the practices of great teachers. It also provides ordering information for the books and study guides.
The document summarizes efforts to redesign an oral communication course with over 5,000 students per year. It discusses challenges with alignment between large lectures and discussion sections, addressing 21st century skills, and fostering community. The redesign aims to refine learning objectives, add presentations applying lecture concepts, encourage critical thinking, and prompt connections. It also discusses tutorials on presentation software, a technology assignment, using clickers and Facebook to improve connection and community, and lessons learned about boundaries, objectives, and assessment.
The document is a collection of quotes and statements related to family, friendship, fatherhood, and life. It includes quotes about brothers, real friends, measuring character, the love between a husband and wife, making a difference through hard work, the tragedy of wasting life, raising sons to be heroes, love at first sight, the comfort between brothers, love being life, maintaining strength when others expect you to fall apart, that one's father's identity matters less than how they are remembered, asking one's father when their mother says no, a Bible verse about being a good servant, becoming a father is difficult but being a father is very difficult, and a final message from David M. Kurz saying his friends and family will
This document is about an individual named Prof. (a). Msc. Ing. Solange Leal. The document contains their name repeated on 5 lines, with their title and credentials listed before their name each time. No other information is provided about this person or the purpose of the document.
Presentation by Bob Ridge-Stearn from Newman University for Xerte Talking workshop at University of Lincoln, 26th June 2014: http://makingdigitalhistory.co.uk/projects/xerte-talking-students-producing-interactive-learning-resources/art-design-and-media-workshop-26th-june-2014/
Students used Xerte Online Toolkits in a level 6 Health Psychology module. The module incorporated a problem Based Learning scenario in which students had to create online interactive materials aimed either at counsellors or patients. They created these using Xerte.
The document discusses the components of an effective lesson plan, including objectives, standards, anticipatory set, teaching input, modeling, checking for understanding, guided practice, lesson closure, independent practice, and assessment. It describes each component in detail and provides examples. The key aspects of a strong lesson are clear objectives, engaging instructional methods, monitoring of student understanding, and assessment of learning outcomes.
Using literacy levels to differentiate by readiness final editJeremy
The document discusses differentiating instruction for students based on their readiness levels. It defines readiness and explains that differentiation by readiness challenges all learners by making work slightly difficult to promote growth. The document provides strategies for differentiation by readiness, including determining student readiness using assessments, flexible grouping, tiering assignments, and using small group instruction. Teachers are encouraged to use readiness data to match instruction to student needs.
Using literacy levels to differentiate by readinessJeremy
The document provides guidance on differentiating instruction for students based on their reading readiness levels. It discusses assessing students' literacy levels, placing them into readiness groups, and creating tiered activities tailored to each group's level. Teachers are encouraged to use flexible grouping and provide small group instruction. Examples are given for how to structure tiered assignments and assess students at different levels based on shared learning objectives.
The document discusses strategies for effective lesson planning based on brain science, including dividing lessons into prime times for new content introduction and closure, as well as down time for processing in between. It also provides examples of activities for each stage of a 7-stage brain-based learning model.
1) The document discusses empowering student learning through knowledge production rather than consumption. It advocates for active, producing students through group activities, peer learning, and developing generic skills.
2) Examples of in-class active learning activities are described, like role plays and conceptualization exercises. Benefits include reduced assessment load and more feedback.
3) Assessment is aligned with the active learning methodology through exams focusing on higher order skills and applied, creative questions. Blogs are also used for assessment to encourage independent, reflective thinking.
Empowering student learning through knowledge productionlinioti
1) The document discusses empowering students through knowledge production by having them actively engage in learning activities like group work, role plays, mind maps and blogs instead of just passively receiving information.
2) When students actively participate in varied learning activities that mimic the type of assessment, it leads to deeper learning compared to traditional lectures. It also reduces assessment load and provides more feedback.
3) A case study details how incorporating structured in-class group activities and out of class blogs led students to feel more engaged, take ownership of their learning, and perform better on aligned assessments focusing on higher order skills.
What are some of the key features of competency-based education for those who are considering this approach? This powerpoint describes the approach, and details some of the elements to explore.
The document provides guidelines for using journals and reflection papers to encourage reflection among learners. It discusses four essential aspects of reflection, including framing problems, testing interpretations, accounting for wider contexts, and critically examining assumptions. Several strategies are suggested for fostering reflection, such as action research projects, case studies, practical experiences, and structured writing tasks. Feedback is also important for encouraging reflection, such as asking probing questions, pointing out other possibilities, and carrying on dialogues about submitted work. Questions are provided as examples to promote reflection among learners.
The document discusses tools and techniques for assessing student learning, including concept maps, concept tests, knowledge surveys, exams, oral and poster presentations, peer review, portfolios, rubrics, and written reports. It also discusses factors that can encourage or hinder reflection, grouping them into learner characteristics, environmental characteristics, and characteristics of the reflection task. Learner characteristics include skills, knowledge, motivation, and comfort sharing reflections. Environmental characteristics involve the physical and social contexts of reflection. Task characteristics pertain to how reflection is structured.
The document provides an overview of effective teaching and learning principles from research. It discusses seven principles of good practice in undergraduate education: encouraging student-instructor contact, cooperation among students, active learning, prompt feedback, emphasizing time on task, communicating high expectations, and respecting diverse talents. Specific strategies are suggested for applying each principle, such as encouraging group work, frequent assessment and feedback, and minimizing lecturing.
This document discusses various instructional strategies and techniques for K-12 curriculum. It begins by explaining why teachers need to use different teaching methods to effectively reach all students, as students do not all learn in the same way. It then provides definitions and explanations of key concepts like techniques, strategies, tactics, and modules. The document also discusses specific strategies like mastery learning, discovery learning, the project method, and integrated or interdisciplinary teaching. It emphasizes that teaching methods should be selected and customized to fit the needs and advantages of each class.
The book Make it Stick outlines research-backed learning techniques that are more effective than commonly believed methods. It discusses generative learning, retrieval practice, spaced repetition, interleaving topics, and varied practice as superior to massed practice, rereading, and "errorless" learning. While learning preferences exist, learning styles are not supported by research. Mental models and generating one's own explanations are emphasized as combating the "illusion of knowing" without true understanding. The goal is for students to understand and apply knowledge, not just complete tasks or feel familiar with material.
Megan R. Multigenre Research Project Fall 2014.pdfBuffy Hamilton
This multigenre research project explores how exercise can impact academic success. It includes a Dear Reader letter introducing the topic and elements. The first element is a Dear Abby letter advising a student struggling in school to increase exercise which can help focus and grades. The second element is a PowerPoint showing how no exercise leads to boredom and lower grades, while exercise in school leads to happiness and success. The third element is a comic showing a reluctant student's grades improving after playing, demonstrating exercise's cognitive benefits. Notes provide context for each element from research showing physical activity positively impacts cognition, memory, and standardized test scores.
20110816 learning files questioning the questionslievle
The learning files are an initiative of the Zambian National CPD Task Team. They are written by and for the Zambian Colleges of Education and deal with topics that concern education in general and education in colleges more specifically. The files give a mixture of literature, good practices, self-testing and tips and tricks to tackle a certain problem. Some guidance and ideas on how to do CPD on this topic are included. In this case: questioning the questions.
This document discusses assessment and questioning strategies. It provides examples of different questioning techniques teachers could try, such as stand up questioning, no opt out questioning, and using a questioning shell. Feedback methods are also discussed, including using criteria sheets, breaking feedback into smaller chunks over time, and using tools like Google Classroom. The document encourages teachers to pledge to trial a new teaching and learning idea before their next meeting to discuss the results.
The document discusses four ways to leverage the internet: 1) live presenting using tools like Skype, 2) creating an informative online profile with contact information, 3) maintaining an online presence through email, messaging, and virtual office hours, and 4) using online tools like announcements and social media to engage with students.
In this presentation, I’ll explore the landscape of free and low cost learning resources and offer some insight and suggestions on using them.
Suzanne Aurilio
Presentation by Bob Ridge-Stearn from Newman University for Xerte Talking workshop at University of Lincoln, 26th June 2014: http://makingdigitalhistory.co.uk/projects/xerte-talking-students-producing-interactive-learning-resources/art-design-and-media-workshop-26th-june-2014/
Students used Xerte Online Toolkits in a level 6 Health Psychology module. The module incorporated a problem Based Learning scenario in which students had to create online interactive materials aimed either at counsellors or patients. They created these using Xerte.
The document discusses the components of an effective lesson plan, including objectives, standards, anticipatory set, teaching input, modeling, checking for understanding, guided practice, lesson closure, independent practice, and assessment. It describes each component in detail and provides examples. The key aspects of a strong lesson are clear objectives, engaging instructional methods, monitoring of student understanding, and assessment of learning outcomes.
Using literacy levels to differentiate by readiness final editJeremy
The document discusses differentiating instruction for students based on their readiness levels. It defines readiness and explains that differentiation by readiness challenges all learners by making work slightly difficult to promote growth. The document provides strategies for differentiation by readiness, including determining student readiness using assessments, flexible grouping, tiering assignments, and using small group instruction. Teachers are encouraged to use readiness data to match instruction to student needs.
Using literacy levels to differentiate by readinessJeremy
The document provides guidance on differentiating instruction for students based on their reading readiness levels. It discusses assessing students' literacy levels, placing them into readiness groups, and creating tiered activities tailored to each group's level. Teachers are encouraged to use flexible grouping and provide small group instruction. Examples are given for how to structure tiered assignments and assess students at different levels based on shared learning objectives.
The document discusses strategies for effective lesson planning based on brain science, including dividing lessons into prime times for new content introduction and closure, as well as down time for processing in between. It also provides examples of activities for each stage of a 7-stage brain-based learning model.
1) The document discusses empowering student learning through knowledge production rather than consumption. It advocates for active, producing students through group activities, peer learning, and developing generic skills.
2) Examples of in-class active learning activities are described, like role plays and conceptualization exercises. Benefits include reduced assessment load and more feedback.
3) Assessment is aligned with the active learning methodology through exams focusing on higher order skills and applied, creative questions. Blogs are also used for assessment to encourage independent, reflective thinking.
Empowering student learning through knowledge productionlinioti
1) The document discusses empowering students through knowledge production by having them actively engage in learning activities like group work, role plays, mind maps and blogs instead of just passively receiving information.
2) When students actively participate in varied learning activities that mimic the type of assessment, it leads to deeper learning compared to traditional lectures. It also reduces assessment load and provides more feedback.
3) A case study details how incorporating structured in-class group activities and out of class blogs led students to feel more engaged, take ownership of their learning, and perform better on aligned assessments focusing on higher order skills.
What are some of the key features of competency-based education for those who are considering this approach? This powerpoint describes the approach, and details some of the elements to explore.
The document provides guidelines for using journals and reflection papers to encourage reflection among learners. It discusses four essential aspects of reflection, including framing problems, testing interpretations, accounting for wider contexts, and critically examining assumptions. Several strategies are suggested for fostering reflection, such as action research projects, case studies, practical experiences, and structured writing tasks. Feedback is also important for encouraging reflection, such as asking probing questions, pointing out other possibilities, and carrying on dialogues about submitted work. Questions are provided as examples to promote reflection among learners.
The document discusses tools and techniques for assessing student learning, including concept maps, concept tests, knowledge surveys, exams, oral and poster presentations, peer review, portfolios, rubrics, and written reports. It also discusses factors that can encourage or hinder reflection, grouping them into learner characteristics, environmental characteristics, and characteristics of the reflection task. Learner characteristics include skills, knowledge, motivation, and comfort sharing reflections. Environmental characteristics involve the physical and social contexts of reflection. Task characteristics pertain to how reflection is structured.
The document provides an overview of effective teaching and learning principles from research. It discusses seven principles of good practice in undergraduate education: encouraging student-instructor contact, cooperation among students, active learning, prompt feedback, emphasizing time on task, communicating high expectations, and respecting diverse talents. Specific strategies are suggested for applying each principle, such as encouraging group work, frequent assessment and feedback, and minimizing lecturing.
This document discusses various instructional strategies and techniques for K-12 curriculum. It begins by explaining why teachers need to use different teaching methods to effectively reach all students, as students do not all learn in the same way. It then provides definitions and explanations of key concepts like techniques, strategies, tactics, and modules. The document also discusses specific strategies like mastery learning, discovery learning, the project method, and integrated or interdisciplinary teaching. It emphasizes that teaching methods should be selected and customized to fit the needs and advantages of each class.
The book Make it Stick outlines research-backed learning techniques that are more effective than commonly believed methods. It discusses generative learning, retrieval practice, spaced repetition, interleaving topics, and varied practice as superior to massed practice, rereading, and "errorless" learning. While learning preferences exist, learning styles are not supported by research. Mental models and generating one's own explanations are emphasized as combating the "illusion of knowing" without true understanding. The goal is for students to understand and apply knowledge, not just complete tasks or feel familiar with material.
Megan R. Multigenre Research Project Fall 2014.pdfBuffy Hamilton
This multigenre research project explores how exercise can impact academic success. It includes a Dear Reader letter introducing the topic and elements. The first element is a Dear Abby letter advising a student struggling in school to increase exercise which can help focus and grades. The second element is a PowerPoint showing how no exercise leads to boredom and lower grades, while exercise in school leads to happiness and success. The third element is a comic showing a reluctant student's grades improving after playing, demonstrating exercise's cognitive benefits. Notes provide context for each element from research showing physical activity positively impacts cognition, memory, and standardized test scores.
20110816 learning files questioning the questionslievle
The learning files are an initiative of the Zambian National CPD Task Team. They are written by and for the Zambian Colleges of Education and deal with topics that concern education in general and education in colleges more specifically. The files give a mixture of literature, good practices, self-testing and tips and tricks to tackle a certain problem. Some guidance and ideas on how to do CPD on this topic are included. In this case: questioning the questions.
This document discusses assessment and questioning strategies. It provides examples of different questioning techniques teachers could try, such as stand up questioning, no opt out questioning, and using a questioning shell. Feedback methods are also discussed, including using criteria sheets, breaking feedback into smaller chunks over time, and using tools like Google Classroom. The document encourages teachers to pledge to trial a new teaching and learning idea before their next meeting to discuss the results.
The document discusses four ways to leverage the internet: 1) live presenting using tools like Skype, 2) creating an informative online profile with contact information, 3) maintaining an online presence through email, messaging, and virtual office hours, and 4) using online tools like announcements and social media to engage with students.
In this presentation, I’ll explore the landscape of free and low cost learning resources and offer some insight and suggestions on using them.
Suzanne Aurilio
Jennifer Imazeki, Economics
Scaffolded Writing and Reviewing in the Disciplines(SWoRD) is a web-based peer-review system. One of the primary innovations of SWoRD, relative to other peer review tools, is the scoring algorithm through which peer review scores are converted into student grades for both writing and reviewing. In this session, I will discuss my experience with SWoRD, which I used in Spring 2011 for an upper-division writing course for economics majors, replacing my previous system of ‘manual’ peer review (i.e., students swapping papers)
This document discusses using a wiki as a collaborative tool for writing. It proposes creating a new health communication course that focuses on communicating sustainability at work. Students will assess workplace behaviors and policies that impact wellness and sustainability, and devise communication strategies. Students will collaborate in teams to construct a wiki on a sustainability topic, including investigating the topic, analyzing information, designing wiki pages, and presenting their wiki. Wikis allow collaborative writing and constant evolution. This assignment outlines components for the sustainability topic wikis and a grading rubric.
The document summarizes SDSU's evaluation and selection of a new student response system to replace its existing eInstruction clickers. It discusses the benefits and challenges of clickers, presents results from a trial of the top two systems (i>clicker and Poll Everywhere), and demonstrates i>clicker. Based on faculty, student, and staff ratings across 15 criteria, i>clicker was preferred and was seen as simpler and more consistent than the alternatives. SDSU plans to transition mainly to the lower-cost i>clicker system starting next year.
Some see the iPad as one more way for people to find endless distractions and entertainments, a nail in the coffin for those who seek to "amuse themselves to death." Others believe the iPad is the best exemplar to date of the possibilities for extending human abilities to learn, connect, and create via powerful portable computing devices. Either way, the iPad and its ilk deserve attention from educators considering the future of teaching and learning. This session will open a conversation about the possibilities, in the hopes of helping participants to move beyond their preconceptions and biases.
The document discusses how to access library subscription databases off-campus using a proxy server, noting that this provides always up-to-date access. It also provides links to library resources including research guides, databases, the mobile catalog, directories, and contacts for library departments and librarians.
This document discusses the importance of instructor immediacy, or communication behaviors that enhance closeness and interaction, in virtual environments like Second Life. It outlines different nonverbal communication channels like clothing, gestures, eye gaze, and posture that can be used through an instructor's avatar to increase immediacy. The document provides suggestions for implementing immediacy, such as choosing an appropriate virtual world, personalizing an avatar, and emphasizing voice to engage students.
This document discusses formative assessment tools that can be used to gather feedback from students to continuously improve course design and the learning experience. It introduces key questions about bringing an inquiry mindset to course design and deciding what type of feedback to seek. Several tools are presented, including the Student Assessment of their Learning Gains (SALG) survey and Community of Inquiry survey to collect data on outcomes, inputs, processes, and the social, cognitive and teaching presences in a course. Data from various assessment strategies used in online and hybrid psychology courses is shown as an example.
The document provides an overview of the OCEAN320 summer course, including:
1) The course focuses on three oceanographic issues - ocean warming/acidification, overfishing/aquaculture, and offshore petroleum exploration.
2) Students will learn about the scientific principles underlying each issue and examine them through economic, social, and political perspectives.
3) Assessment includes module quizzes, feedback surveys, and two exams with both multiple choice and essay components.
4) Communication with the instructor is primarily through email and the Blackboard platform, including live lecture sessions.
This document provides a learning guide for an introductory module that covers four main topics: an overview of the course, the nature of science, the Tragedy of the Commons concept, and the concept of Shifting Baselines. The module objectives are to introduce these concepts and discuss fundamental aspects of the nature of science. Learning outcomes include explaining the nature of science, comparing it to other ways of knowing, and articulating the Tragedy of the Commons and Shifting Baselines concepts. Students are instructed to complete readings, videos, and discussions on these topics to assess understanding.
Fevatools is a web-based toolkit to jump-start your efforts to conduct formative evaluation of student learning and course design. Come learn more about how SDSU faculty are using freely available, web-based tools to gather data that informs iterative refinement of their course designs.
This document provides a learning guide for an introductory module that covers four main topics: an overview of the course, the nature of science, the Tragedy of the Commons concept, and the concept of Shifting Baselines. The module objectives are to introduce these concepts and discuss fundamental aspects of the nature of science. Learning outcomes include explaining the nature of science, comparing it to other ways of knowing, and articulating the Tragedy of the Commons and Shifting Baselines concepts. The guide outlines required readings, videos, and sessions to facilitate understanding of these topics in order to complete a quiz by the due date.
The document provides an overview of the OCEAN320 summer course, including:
1) The course focuses on three oceanographic issues - ocean warming/acidification, overfishing/aquaculture, and offshore petroleum exploration.
2) Students will learn about the scientific principles underlying each issue and examine them through economic, social, and political perspectives.
3) Assessment includes module quizzes, feedback surveys, and two exams with both multiple choice and essay components.
4) Communication with the instructor is primarily through email and the Blackboard platform, including live lecture sessions.
The popular OCEAN320 The Oceans course was rebooted from the ground up to (1) promote SDSU's new GE capacities and goals and (2) capitalize upon the strengths of online learning. Every quanta of new course content was reversed-engineered from learning outcomes designed to help students appreciate the scientific context and societal complexity of major oceanographic issues, such as ocean warming and acidification, overfishing and aquaculture, and petroleum exploitation and risk. The course is structured into scaffolding learning modules, each comprised of an integrated sequence of live Wimba sessions and an array of student-centered activities based on readings, videos, and web-based simulations. This effort has been an extremely rewarding (and exhausting) educational endeavor, and has forced me to re-evaluate my role as an educator in a increasingly stressed world where information is no longer scarce but often overwhelming.
This session will report on the major findings of three large-scale studies examining the impact of instructor immediacy behaviors in recorded online videoconferencing sessions, the Wimba online classroom, and Second Life. The presenters will describe the communicative behaviors that enhance instructor immediacy and closeness with the students and offer practical recommendations for application in different online learning environments.
The document discusses how a teacher uses discussion boards on Blackboard to increase student engagement and understanding of course material. It provides examples of different types of discussion board prompts used, including getting-to-know-you posts, summaries of assigned readings, focused discussions of readings, and group discussions. The teacher shares that discussion boards allow students to be assessed on their comprehension of upcoming topics and motivate them to complete assigned readings. Plans to add mini-assessments to discussion boards in the future are also mentioned.
Helps other members as needed; may take on additional small tasks as assigned by the group.
Group Member: Each member identifies sections of the PSA to contribute such as developing the script,
storyboarding, acting in the video, etc.
With class sizes increasing, it is becoming increasingly difficult to support research and writing activities. The extra workload associated with grading, checking assignments, and providing support outside of the classroom can become overwhelming. Through my experience in the Course Design Institute, I have learned about several tools that will be useful for increasing research and writing activities while maintaining a manageable workload. I have incorporated the use of online tools to support writing activities in a large undergraduate course, including Blackboard, Google Docs, and Wimba Classroom. In this session I will describe what worked and what didn’t work, and I will provide a brief demonstration of the techniques that have been most useful.
This study examined the effects of instructor immediacy and communication media on student perceptions, cognitive learning, perceived learning, and satisfaction in a virtual classroom. Participants experienced teaching sessions that manipulated immediacy (high vs. low) and media (video vs. photo). Results showed that students in the high-immediacy groups rated the instructor higher on immediacy measures and performed better on cognitive tests than those in low-immediacy groups. The group with high immediacy and video scored highest overall. While all groups showed cognitive gains, those exposed to higher immediacy learned more. Future research could address limitations and further explore the role of immediacy and media in virtual learning.
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1. Simon Marshall
Associate Professor
School of Exercise & Nutritional Sciences
2. ENS 330
Exercise & Wellness Across the Lifespan
General E ducation Course
Explorations (IV ); S ocial & B ehavioral S ciences (B )
M / 1530-1645 (80% F2F/
W 20% online)
Hepner Hall 130 (“ S mart” but bottom of the class)
160-180 students (Jnr/ nr only)
S
52% male, 48% female
3. The challenge
“It’s big and they’re not ours….good luck!”
S yllabus drift
Too many cooks…
Number of course objectives made me dizzy
S yllabus obsessed with what students were not permitted to do
“ L earning outcomes” and “ A ssessment” had gone through a
bad divorce
K nowledge dimensions were almost one-dimensional!
Cognitive levels needed “ B looming”
Passive learning environment
4. My First Design Cycle
(Fall 07 and Spring 08)
1. Clarify content priorities
• Identify “Enduring Understandings”
• The course in one sentence and 3 BIG IDEAS…
This course focuses on the importance of physical activity for lifelong physical and
mental health.
The BIG IDEAS in this course are that:
1. Physical activity is important for mental and physical health, enjoyment,
challenge, self-expression, and social interaction.
2. You need psychological and behavioral skills to help you initiate and maintain
a physically active lifestyle.
3. Being an ‘educated consumer’ of exercise and fitness information requires
you to apply principles of scientific thinking.
5. 2. Rewrite learning outcomes to assess
multiple knowledge dimensions and
higher-level cognitive skills
Example of revised learning e.g.,
outcomes… Cognitive Skills
4. Analyze and evaluate the Differentiating,
accuracy of exercise and fitness Organizing, Attributing
information. Checking , Critiquing
6. Design an individualized
physical activity program to
Generating, Planning,
promote health and wellness for Producing
yourself or someone you care
about.
6. 3. Match assessment EXPLICITLY to learning
outcomes
• Established more precise evidence of student learning.
• Helped clarify role and significance of assessment (for me and them!).
• Helped assess student progress by reference to stated objectives.
• Provided a mechanism for course correction (and avoid syllabus drift).
Designed to assess
Assessment Details Points Due Student Learning
Outcome #
1. Weekly ‘Tri-Checkers’ Respond to 3 CLICKER questions each class, 100 Each week 1,2,4,5,7
beginning Wed Feb 6.
Each question is worth 3 points (1.5 pt for
participation, 3 pt for correct answer). 100 pts will
count toward grade
2. Self-monitoring Wear your pedometer and upload your step data to 50 Uploads on: 3
exercise Blackboard for 5 consecutive weeks. Only weeks 2.Mon, 2/18
listed count. Steps can be uploaded each day or at 3.Mon, 2/25
end of week. 10pt for each week that you upload 4.Mon, 3/3
data. 5.Mon, 3/10
6.Mon, 3/17
3. Quick-writes Two 8-minute ‘mini’ papers written during 50 TBA 4,5,7
class (25 pt)
Etc…
7. 4. “Activating” a passive learning environment
• Easy for instructor and student to become lazy in a large lecture hall
• Wanted students to restructure, use, & demonstrate knowledge IN class.
• Wanted to “hear” from ALL students, not just brave/confident ones!
• Introduced two new techniques: CLICKERS and ONLINE CLASSES
For example, with CLICKERS..
Instructional Description
technique
Concept Periodic (every 15 min) in-class check of student understanding; Enabled
checking me to re-teach on the fly where necessary.
Daily quizzes Three graded questions EV ERY class; Points also given for participation;
Encouraged attendance.
A nonymous polling Used “ anonymous” mode to get honest responses about sensitive issues
(e.g., body image, steroid use). Eye opening responses!
S pringboard for peer A sked clicker questions twice, but prompted students to reach consensus
teaching with neighbor about correct answer before asking again. Course credit
given for second response. They L OV E D this!!
8. CONTD.
4. “Activating” a passive learning environment
- the online classes -
• Horizon Wimba too intimidating/daunting a task for first
design cycle!
• 6 archived lectures (20% of instruction) uploaded to
blackboard with audio narration and embedded online
tasks.
• Embedded tasks focused on higher-level cognitive
skills
e.g., using Blinkx.com to build “video walls” of scientifically
valid fitness information.
• …and post-instructional reflection
e.g., exploring own ambivalence toward exercise; challenging
own stereotypes about obesity, etc.
• Usage statistics tracked
9. Clarifying content priorities
Student Experiences, Pt 1 of 5
“ A s a result of your work in this class, how well do think you now
understand…? ”
“Opened my eyes and I work in a
health club”
(means ± sd) “The class has a very clear cut
A great deal instruction and design that makes
the content material, learnable,
enjoyable, and efficient”
“The three [big ideas] are what I
A lot really took away from this class,
especially the notion that being
active has much to do with cognitive
and psychological thinking – not just
behavior.”
Somewhat
“This class really made me try and
workout more, not only for physical
health but for my mental health too.
A little I loved learning about this stuff”
“I really feel able to judge the quality
and claims of info and equipment
Not at all related to exercising. This is so
important because there is so much
out there and very little real
knowledge given in relation to it.”
Based on this information, I plan to:
2.Consistently revisit and assess students’
“enduring understandings” from the course SALG Survey data; n = 147 responses (95% response rate)
10. Assess multiple knowledge dimensions and higher-level cognitive skills
Student Experiences, Pt 2 of 5
“ How much has this class added to your skills in “I really enjoyed this course and
each of the following areas? learned a great deal about what it
takes to be physically fit. I was
able to apply what I learned to a
(means ± sd) program that would be affective
A great deal and realistic to help me meet my
own fitness goals”
“I have a much greater
A lot appreciation of the science behind
exercise and fitness and why it’s
important to our overall health”
Somewhat “I’ve learned enough information to
feel that I can help family members
or friends become more active”
A little “I am a single mom and a full time
student…this class helped me
understand that I need to make
time for myself, to manage my
Not at all time better, to form a support
group around me, and create an
environment that stimulates/
encourages me to do more
physical activity! It also helped me
develop alternative plans to cope
with different situations.“
Based on this information, I plan to:
2.Keep expanding scope of assessment pieces to require higher-level cognitive skills.
3.Introduce more learning experiences that require affective & meta-cognitive knowledges
SALG Survey data; n = 147 responses (95% response rate)
11. Match assessment EXPLICITLY to learning outcomes
Student Experiences, Pt 3 of 5
How much did the information you were given about why you were being
asked to do [assessment indicator] help your learning? ”
(means ± sd) “I thought everything was explained
very well. The clicker questions
A great deal checked if we were getting it but also
referenced the previous lectures, so if
you were in class they weren’t too
difficult.“
A lot
“Because we had to create a physical
activity program of our own, it helped
me understand how to be able to help
others with their exercise needs as
Somewhat well as myself.”
“Clicker questions were a great way to
interact in class and pay attention.
QuickWrites were helpful, more of
A little these should be incorporated.”
“The lectures, readings and
assignments were all related together,
Not at all doing the clicker questions to see if we
understand the concept in the class.“
“I was not too sure why we needed to
Based on this information, I plan to: do our step counts.”
2.Spend more time explaining the purpose of the QuickWrites
3.Spend more time explaining the purpose of the self-monitoring project
SALG Survey data; n = 147 responses (95% response rate)
12. “Activating” a passive learning environment
Student Experiences, Pt 4 of 5
Class CL ICKER usage… ‘I really liked the Clicker
questions because not only did
(means ± sd) they motivate students to come
to class, but they gave a good
Strongly idea of how I was learning.”
agree
“Using the clickers especially
Somewhat improved my learning in this
class. I benefitted from them
agree dramatically.”
Neither agree “Clicker questions definitely
motivated me to come to class,
nor disagree
and being in class helped me
learn the concepts.”
Somewhat
disagree “The Clickers always helped
make sure we understood what
was going on”
Strongly
disagree “Clicker questions we re a
great way to interact in class.”
And what must be from a sociology
major…
Based on this information, I plan to: “The Clicker questions created a
2.Keep using Clickers EVERY class with low-stakes points uniform comradeship in the class
3.Increase the number of Clicker-based peer teaching opportunities benefiting in a larger social
structure.”
SALG Survey data; n = 147 responses (95% response rate)
13. “Activating” a passive learning environment
Student Experiences, Pt 5 of 5
How much did the ONLINE classes help your learning…
“I really like the online classes because the lecture was also written
which means you have every word the professor says written
down. This was really helpful.”
A little help (5%)
“The online classes were good but I understand things better when
explained in detail.”
Very much Moderate Online classes helped because I could learn at my own pace and
could stop and start if I didn't understand something
help (39%) help (18%)
“The online video clips weren't as helpful as the online readings”
“I like the online video clips because I’m more of a visual person”
Much help
(37%) “The online classes were different but they did help!”
“I don’t think I got as much out of the online classes because I
didn’t have the motivation to watch them.”
Based on this information, I plan to:
2.Increase the number of online classes and include more multimedia (podcasts, videowalling)
3.Experiment with online classes given in real time (using Horizon Wimba)
SALG Survey data; n = 147 responses (95% response rate)
14. Planning for Future Design Cycles
Course has been put on hiatus due to budget cuts.
However, I have indicated in the “Student
Experiences” slides what I would like to do, based on
data and experiences from my first design cycle.
Unexpected outcomes/Lessons learned:
The number of students who preferred in-class to online!
The extent of the “buzz” and competitive spirit created by Clickers questions!
How much of an impact offering daily clicker points had on attendance (mean
attendance was 88% for class of 160!).
How creating verbatim transcripts for online classes actually speeds up the
process of developing them (you don’t keep having to re-record over your
stumbles; do the transcript first!).
Realizing that just changing a few things takes more time than you think!
Students’ have a voracious appetite for technology. The Blinkx.com video wall
was pedagogically solid and a crowd pleaser!
You can assess writing skills in a large class; use QuickWrites!