EDTP 600 Brittany Hesch
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Perry identified problems with student reluctance and procrastination on research papers. To address this, Perry assigned students a PowerPoint presentation on their research topic weeks before the paper was due. The presentation required slides on the topic, references, and graphics. Students received library visits, demonstrations, tutorials, and class time to work. Perry's objectives were to start research sooner, improve presentation skills, and enhance technology skills. Surveys found most students completed papers on time and enjoyed the presentation, and that it helped prepare them for the written paper.
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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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The document discusses using reflective teaching methodology to assess training for pre-service and in-service teachers in online tutoring tasks. It describes a project where teacher trainees designed and implemented online tutoring scenarios and used reflective teaching through portfolios to evaluate their experiences. The trainees identified key challenges like time management, availability, being proactive, and providing precise feedback. Reflective teaching allowed them to reflect on needed changes and incorporate research to improve their practices. Overall reflective teaching was found to be an effective method for training and assessment.
H nathalie gettliffe_sig_eurocall2010lyon[1]
The document describes a study that assessed the effectiveness of using reflective teaching methodology to train pre-service and in-service teachers for online tutoring tasks. The study involved teachers completing an online tutoring course where they designed and implemented online tutoring scenarios. The teachers then used reflective portfolios to evaluate their experiences based on student feedback and research. The analysis found that reflective teaching helped teachers identify areas for improvement like being more proactive, giving clearer feedback, and distributing roles, but that they still needed additional feedback to fully reflect on their practices.
Amazing Animals
This document describes a 4th grade science and language arts project in which students research and present on an animal of their choice. Students use the internet to research animals and record information in a grid. They then write a report in Microsoft Word and create a PowerPoint presentation to share with the class. The teacher found that students were motivated by using technology and took pride in their polished final projects. Some support issues included preparing for and troubleshooting the technology used. The project took approximately 5 hours to prepare and 18 class periods for students to complete.
Stem2syllabus.17
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Teaching with technology
The document discusses six ways that professors can incorporate technology into their teaching. They are: 1) Using pre-class surveys to learn about students' backgrounds and knowledge; 2) Presenting concepts through open content videos from sources like Ted Talks and Khan Academy; 3) Bringing in guest speakers through video conferencing tools like Skype; 4) Using web meeting tools to mentor students outside of class; 5) Facilitating collaboration through tools like Google Docs; and 6) Assessing student understanding through self-quizzes and interactive videos. The document provides examples and instructions for how professors can implement these techniques.
Writing for Publishing in Technology Enhanced Learning Research
This document provides an overview of writing for publishing in technology enhanced learning research. It discusses credentials for writing on this topic, key questions researchers should be able to answer about their work, common issues in technology research studies, and how to structure papers effectively by writing for the audience, clearly identifying issues and goals, rigorously applying methods, and drawing clear conclusions. The document aims to help researchers strengthen their writing and publishing.
Are researchers mistaken about what they think they know? The challenge to pu...
The document discusses challenges researchers face in publishing their work. It covers three main topics:
1) The preparation of a research report, including typical structures and sections.
2) The use of academic social networks to disseminate results through platforms like ResearchGate and Academia.edu.
3) The peer review submission process, highlighting what reviewers evaluate like methodology, conclusions, language and references. Overall, the document provides guidance for researchers on effectively reporting and publishing their findings.
What about homework
The document discusses homework and its history. It notes that the purpose and merits of homework have long been debated. The document then outlines what will be covered, including considering the purpose of homework, guidelines for assigning it, and the role of technology. Suggestions are provided such as making homework connect to class objectives, allowing feedback and revision, making it reasonable and not graded, and differentiating assignments. Finally, ideas are presented for using technology for homework through blogs, wikis and other sites.
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This document discusses drafting a statement of the problem for a research project. It provides objectives, a quick review of key research concepts, and considerations for determining if a problem is researchable.
The objectives are to discuss the main research objective and questions with teammates to draft the statement of the problem. This includes drafting the statement individually before meeting and displaying work ethics during collaboration.
The quick review covers answers to multiple choice questions about research topics, problems, variables, and conclusions.
The considerations for a researchable problem discuss whether the researcher can access people and sites, find time and resources, and if the problem contributes new knowledge or informs practice. The document prompts collaborating with teammates to draft the statement of the problem
Jenns Power Point
This document outlines an assignment for elementary school students to create book reports using PowerPoint presentations. The assignment requires students to create a 5-slide presentation that introduces the book title and author, summarizes the book, introduces their favorite character, discusses a major theme, and provides a personal rating and recommendation. The teacher reflects that the organized structure of the assignment helped students learn and be creative, though presenting took time. In the future, the teacher will provide a lesson on using PowerPoint to ensure all students are ready. The teacher analysis finds the assignment met some principles of effective technology integration by actively involving students using technology and focusing on the learning task over the technology itself.
Arch_research_methods.pdf
This document outlines the content and objectives of an architectural research methods course. It defines architectural research as the search for new knowledge about the built environment through various subdisciplines. The course aims to teach students research skills including how to ask good research questions, perform literature reviews, design appropriate research methods, understand values and biases, and employ techniques like observation, interviews, surveys, experimentation, case studies, and historical research. Students will learn to both consume and produce research through projects, presentations, and by learning from faculty research examples. The overall goals are for students to better understand the role of research in architecture and to develop their own research abilities and skills.
VTLC Presentation Style Template.pptx
This document provides tips and guidelines for presenting on teaching innovations and improvements. It suggests focusing a 5-minute presentation on 1-2 key activities used to address a specific teaching problem or course outcome. Presenters should explain the scientific process behind how they designed activities and assessments to improve student learning and engagement. Slides should keep text concise at 3 ideas or fewer per slide and include images. Rehearsal is recommended to stay within time limits and ensure a clear focus for each slide.
Behav & constr copy
This document discusses a study that aimed to determine the most effective learning theory for teaching multimedia software programs. The study compared the constructivist and behavioral learning theories when instructing Photoshop and InDesign software. A randomized quantitative experiment was conducted with 167 students enrolled in design classes. Results indicated that a behavioral approach was more beneficial than a constructivist approach, and there was no significant difference found between the software programs. The study provides additional information to the debate on learning theories and their application to teaching multimedia programs.
Behav & constr copy
This document discusses a study that aimed to determine the most effective learning theory for teaching multimedia software programs. The study compared the constructivist and behavioral learning theories when instructing Photoshop and InDesign software. A randomized quantitative experiment was conducted with 167 students enrolled in design classes. Results indicated that a behavioral approach was more beneficial than a constructivist approach, and there was no significant difference found between the software programs. The study provides additional information to the debate on learning theories and their application to teaching multimedia programs.
Behav & constr
This document discusses a study that aimed to determine the most effective learning theory for teaching multimedia software programs. The study compared the constructivist and behavioral learning theories when instructing Photoshop and InDesign software. A randomized quantitative experiment was conducted with 167 students enrolled in design classes. Results indicated that a behavioral approach was more beneficial than a constructivist approach, with no significant difference found between the software programs. The study provides additional information to the debate on learning theories and their application to teaching multimedia programs.
Sensemaking LS and DL
This document discusses using sensemaking as an alternative to traditional evaluations for developing a distance learning research methods module. Sensemaking focuses on understanding complex situations and student learning processes. The author proposes using a modified lesson study approach where tutors and students collaboratively plan learning packages, students complete the work and are interviewed, and insights are used to plan future work. Two student experiences are described that had different processes but both found the practical focus useful. Some reflections note the potential for sensemaking to provide rich narratives of learning, inform curriculum development in real-time, and give insights into student learning ecologies compared to more reductive evaluations.
Best practices for teaching online
This document provides best practices for teaching online courses. It covers course planning, design, and delivery. For planning, it discusses initial planning phases and student communication. For design, it discusses accessibility, simplicity, consistency, and quality assurance models. It also covers learning objectives, syllabus development, rubrics, and discussion boards. For delivery, it discusses flipped classrooms, assessments, and providing feedback. Examples are given for structuring hybrid courses using a blended approach.
Graded unit exemplar presentation
Mark Hetherington delivered a presentation on oral presentation skills in science. The presentation outlined Mark's research project on applying presentation skills within the science curriculum. It discussed the importance of developing skills like research, delivery, writing and evaluation. Mark shared what he had learned so far, including working with an excellent class and the benefits of effective communication. He concluded by discussing the importance of presentation skills for science students and what he had learned through challenges in his research project.
Enhancing the pedagogical value through lecture capture
This document discusses a project to enhance the pedagogical value of lecture capture. Preliminary results from the project found that students were generally satisfied with lecture capture and found it useful for their studies, especially for making up missed classes and preparing for exams. However, challenges remained in understanding how students used the recordings to support their learning and developing formats to help students engage with the content. The project gathered usage data, discussions, and notes to analyze how lecture capture impacted learning outcomes and student study strategies with the goal of improving the technology's educational value.
Carpe diem power point slides
By the end of the Carpe Diem workshop, participants should be able to create a blueprint poster with a mission statement and outcomes for their module design. They should also be able to create a storyboard showing content sequencing and assessments. Participants will build at least two prototype online activities and get feedback from students. On the second day, participants reflect on their designs and build out a prototype activity. They then get feedback from student reality checkers and review their designs to see what needs adjustment.
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EDTP 600 Brittany Hesch
- 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: – Technical Prep – College Prep • Six students had experience with PowerPoint.
- 4. Background (cont’d) • 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
- 5. 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 project at computer work stations.
- 6. 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
- 7. 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.
- 8. 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%
- 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