This document provides resources and discussion questions for developing student learning outcomes and effective use of technology in teaching. It lists a Dropbox folder and website with additional materials. It poses questions about how students access course materials and the purpose of homework assignments. It also discusses when higher-level learning or peer feedback would be appropriate for assignments. Finally, it provides examples of student learning outcomes from the University of Minnesota and discusses selecting and using technology tools to support writing, feedback, and revision in courses.

1. Resources
See
“Wise
USE”
folder
in
Dropbox
-­‐
h7p://z.umn.edu/wise
Or
Post
at
h7p://morelearning4morestudents.com
1

2. Image
from
h7p://www.locaHon3.com/blog/comedy-­‐and-­‐digital-­‐markeHng-­‐at-­‐sxsw/
2

3. How
do
students
access
course
materials
-­‐
syllabus?
readings?
assignments?
feedback?
assessment?
Why
do
students
complete
“homework”
–
to
pracHce
learning?
to
problem
solve?
to
prepare
for
team/group
task?
to
extend
learning
in
class?
3

4. Does
the
task
call
for
higher-­‐level
learning?
Pose
a
problem
best
addressed
by
formal
team
or
ad
hoc
small
group
to
marshall
resources
and
disrupt
group
think?
Might
the
task
privilege
a
parHcular
way
of
knowing
–
and
not
need
to
take
that
singular
approach?
Where
in
the
assignment
could/should
students
be
seeking
feedback
they
can
use
from
peers
–
or
doing
work
in
the
company
of
peers
that
you
can
see
in
order
to
provide
Hmely
feedback?
How
can
WISE
policy
help
in
this?
4

5. That
sick
child
at
home
might
well
be
take
a
nap
while
your
student
could
be
telecommuHng
to
class.
Or
the
student
with
the
flu
might
be
able
to
keep
up
with
course
work
or
with
a
team
project
by
making
use
of
streaming
technology
to
work
with
classmates
–
and
not
bring
the
bug
to
class.
And
there
are
Hmes
to
Stow!
digital
technologies
in
favor
of
analog
technologies
–
markers
&
pencils
with
whiteboards
&
large
size
paper
sheets
as
part
of
a
jigsaw
reading/gallery
walk
presentaHon
combinaHon.
5

6. Eg,
Interdependence
and
Independence
/
Understand
role
of
creaHvity
Student
learning
outcomes
/
At
the
5me
of
receiving
a
bachelor’s
degree
(UMinn
TC)
• Can
idenHfy,
define,
and
solve
problems
• Can
locate
and
criHcally
evaluate
informaHon
• Have
mastered
a
body
of
knowledge
and
a
mode
of
inquiry
• Understand
diverse
philosophies
and
cultures
within
and
across
socieHes
• Can
communicate
effecHvely
• Understand
the
role
of
creaHvity,
innovaHon,
discovery,
and
expression
across
disciplines
• Have
acquired
skills
for
effecHve
ciHzenship
and
life-­‐long
learning.
Student
development
outcomes
(UMinn
TC)
• Responsibility
and
Accountability
by
making
appropriate
decisions
on
behavior
and
accepHng
the
consequences
of
their
acHons.
• Independence
and
Interdependence
by
knowing
when
to
collaborate
or
seek
help
and
when
to
act
on
their
own
• Goal
OrientaHon
by
managing
their
energy
and
a7enHon
to
achieve
specific
outcomes
• Self-­‐Awareness
by
knowing
their
personal
strengths
and
talents
and
acknowledging
their
shortcomings
• Resilience
by
recovering
and
learning
from
setbacks
or
disappointments
• AppreciaHon
of
Differences
by
recognizing
the
value
of
interacHng
with
individuals
with
backgrounds
and/or
perspecHves
different
from
their
own
• Tolerance
of
Ambiguity
by
demonstraHng
the
ability
to
perform
in
complicated
environments
where
clear
cut
answers
or
standard
operaHng
procedures
are
absent
6

7. 5th
of
5
core
outcomes
-­‐
Select
and
use
technology
tools
to
support
learning
and
teaching
in
higher
educaHon
(GRAD8101).
How
I’d
adapt
for
1st
year
course
–
Use,
Evaluate
&
Select
technology
tools
to
support
wriHng,
feedback
seeking,
revision
&
ediHng
aspects
of
wriHng.
Sample
Course
Technology
SecHon
-­‐
Our
classroom
itself
is
a
new
technology
–
or
at
least
offers
some
new
uses
of
familiar
technologies
while
introducing
new
ones.
Teachers
successful
in
the
STSS
“AcHve
Learning
Classrooms,”
or
ALCs,
align
acHve
learning
pracHces
with
technology
tools
appropriate
to
course
and
class
session
design.
As
student
parHcipants
and
future
faculty
you
will
be
able
to
assess
the
room
in
personal
and
professional
ways.
To
make
the
most
of
the
room’s
affordances:
1.
As
students:
If
you
have
“devices”
plan
to
use
these
to
pracHce
ways
of
learning
and
teaching
with
technology.
2.
As
future
faculty:
Know
that
most
universiHes
do
not
provide
a
computer
in
the
classrooms,
leaving
the
default
expectaHon
that
teachers
will
bring
their
work
or
personal
computers.
When
you
are
in
a
teaching
role
in
this
course
–
whether
“in
front
of”
the
whole
class
or
within
teams/groups
–
your
computer
will
need
a
“public
face”
suitable
for
teaching.
For
example,
during
group
work
or
in
a
full
class
teaching
role
your
computer
will
be
on
public
view
to
project
files
or
sites
to
an
audience
of
4,
or
to
one
of
20-­‐plus.
Plan
accordingly.
3.
As
liminal
and/or
skilled
technology
users:
Ask.
Assist.
Share.
Suggest.
Trust.
Test.
We’ll
improvise
together
at
Hmes
to
make
the
room
and
the
technologies
we
select
work.
4.
Things
to
set
up:
This
might
being
with
cleaning
up
your
computer
Desktop.
Or,
if
you’re
new
to
Moodle
or
Google
click
the
live
links
of
this
sentence
and
start
exploring.
And,
if
you
don’t
have
a
laptop/tablet/smart
phone
and
would
someHmes
like
to
have
access
to
one
of
these
in
class,
talk
with
Ilene.
5.
Finally,
I’ll
use
a
“Stow!
and
Go!”
prac5ce
in
the
course
–
If
I
want
you
to
stow
devices
during
a
segment
of
the
class,
I’ll
ask
you
to
do
so
(and
provide
reasons).
When
using
devices
is
a
“Go!”
I
will
let
you
know
that
as
well.
Unless
I
begin
class
with
a
direcHon
to
Stow!
the
default
mode
will
be
that
use
of
tech
tools
is
a
Go!
unHl
I
say
otherwise.
Please
note,
the
Stow!
direcHon
might
be
planned
into
class
session
design,
and
I
might
also
make
use
of
this
to
take
advantage
of
the
parHcular
learning
moment,
or
to
respond
to
classroom
climate
and/
7

8. Teaching
and
Learning:
Student
Responsibili5es
(Twin
Ci5es,
Crookston,
Morris,
Rochester)
-­‐
h7p://www.policy.umn.edu/Policies/EducaHon/EducaHon/STUDENTRESP.html
*
a7ending
class;
*maintaining
academic
integrity;
*
seeking
help
and
accommodaHon;
*
respecHng
intellectual
property;
*
keeping
the
classroom
in
good
order;
*
use
of
personal
electronic
devices
in
the
classroom**;
*
guests
may
not
be
brought
to
class
without
permission
from
the
instructor.
**
Instructors
determine
if
personal
electronic
devices
(such
as
cell
phones
and
laptops)
are
allowed
in
the
classroom.
Students
may
be
directed
to
turn
off
personal
electronic
devices
if
the
devices
are
not
being
used
for
class
purposes.
Students
are
not
permi7ed
to
record
any
part
of
a
class/lab/other
session
unless
explicitly
granted
permission
by
the
instructor.
If
the
student
does
not
comply,
the
student
may
be
asked
to
leave
the
classroom.
Teaching
and
Learning:
Instructor
and
Unit
Responsibili5es
(Twin
Ci5es,
Crookston,
Morris,
Rochester)
-­‐
h7p://www.policy.umn.edu/Policies/EducaHon/EducaHon/INSTRUCTORRESP.html
A.
Provide
Course
InformaHon
B.
Provide
Students
with
Access
to
and
Feedback
on
Their
Work
C.
Secure
Handling
of
ExaminaHons
D.
Observe
Scheduled
Class
Times
E.
Observe
Office
Hours
or
Appointment
Times
F.
Report
ScholasHc
Dishonesty
G.
Maintain
an
Appropriate
Learning
Environment
Instructors
should
take
appropriate
steps
to
have
removed
from
class
students
who
disrupt
the
educaHonal
process
because
of
discourteous,
threatening,
harassing,
or
other
aggressive
behavior.
"Appropriate
steps"
may
include
calling
the
University
Police.
8

9.
h7ps://www.dropbox.com/sh/k5pdj4von05mck/pTEJyVhmH6
h7p://morelearning4morestudents.com
9