Given at SIM University Faculty Learning Day (July 25 - 28, 2012)
Subject matter experts enrich the classroom learning experience by sharing current information and meaningful real-world experiences directly with students. Classroom speakers are generally limited to the pool of experts in close geographical proximity. However, technology can step in as a substitute for travel and greatly expand possibilities, while maintaining the seamless interaction and rich experience for students. This presentation describes techniques to successfully garner top experts – the ones most likely to make the largest impact. It will demonstrate a variety of technology options and share the advantages and challenges of each. Finally, it describe how to incorporate invited speakers within the pedagogy of a case-study approach to foster optimal learning benefits.
This document describes a literature circle unit that incorporates modern technology like podcasts to make discussions of books more authentic and engaging for students. Students are assigned roles like discussion leader or illustrator and discuss books in small groups. They then collaborate to create a podcast sharing their understanding of the book, practicing skills like collaboration, critical thinking, and use of digital tools that are important for school and careers. The goal is to prepare students for the digital world while still promoting meaningful discussion of literature.
This document discusses inviting specialists into the classroom to provide expertise on topics being studied. It recommends choosing a speaker who is an authority in the subject matter and preparing students by providing context and allowing time for questions. Specialists can include doctors, nurses, artists, historians and others depending on the topic. The goal is to give students direct access to accurate, up-to-date information from experienced professionals.
Making the most of Community Resources and Field TripRenalyn Advincola
Planning a field trip involves preliminary planning by the teacher, pre-planning with students, and the field trip itself. The teacher makes initial contacts with the field trip location, plans logistics with the school, and prepares materials to discuss objectives with students. Students help by suggesting questions for guides, discussing safety and documentation, and learning background information. During the trip, the teacher distributes maps, introduces guides, and ensures students have opportunities to ask questions and participate courteously. Afterward, the field trip is evaluated to determine educational benefits, address any issues, and decide if it should be recommended to other classes.
The document discusses planning and conducting field trips with students. It outlines objectives like helping students draw conclusions and acquire knowledge. Field trips enhance the curriculum by providing hands-on experiences, build teamwork, and introduce new experiences. Both advantages and disadvantages are covered, such as the extra preparation required from teachers. Steps for planning a successful field trip are also outlined, including determining educational goals, acquiring permissions, and preparing students.
This document summarizes and compares two research studies on the effectiveness of online versus traditional face-to-face learning. The first study found no significant difference in learning outcomes between online and face-to-face courses. The second meta-analysis found online learning was slightly more effective for teaching declarative knowledge, while both methods were equally effective for teaching procedural knowledge and learner satisfaction. The document concludes that while online learning may not be superior, it is generally as effective as face-to-face learning, and instructional methods have more impact than delivery medium.
This document describes a literature circle unit that incorporates modern technology like podcasts to make discussions of books more authentic and engaging for students. Students are assigned roles like discussion leader or illustrator and discuss books in small groups. They then collaborate to create a podcast sharing their understanding of the book, practicing skills like collaboration, critical thinking, and use of digital tools that are important for school and careers. The goal is to prepare students for the digital world while still promoting meaningful discussion of literature.
This document discusses inviting specialists into the classroom to provide expertise on topics being studied. It recommends choosing a speaker who is an authority in the subject matter and preparing students by providing context and allowing time for questions. Specialists can include doctors, nurses, artists, historians and others depending on the topic. The goal is to give students direct access to accurate, up-to-date information from experienced professionals.
Making the most of Community Resources and Field TripRenalyn Advincola
Planning a field trip involves preliminary planning by the teacher, pre-planning with students, and the field trip itself. The teacher makes initial contacts with the field trip location, plans logistics with the school, and prepares materials to discuss objectives with students. Students help by suggesting questions for guides, discussing safety and documentation, and learning background information. During the trip, the teacher distributes maps, introduces guides, and ensures students have opportunities to ask questions and participate courteously. Afterward, the field trip is evaluated to determine educational benefits, address any issues, and decide if it should be recommended to other classes.
The document discusses planning and conducting field trips with students. It outlines objectives like helping students draw conclusions and acquire knowledge. Field trips enhance the curriculum by providing hands-on experiences, build teamwork, and introduce new experiences. Both advantages and disadvantages are covered, such as the extra preparation required from teachers. Steps for planning a successful field trip are also outlined, including determining educational goals, acquiring permissions, and preparing students.
This document summarizes and compares two research studies on the effectiveness of online versus traditional face-to-face learning. The first study found no significant difference in learning outcomes between online and face-to-face courses. The second meta-analysis found online learning was slightly more effective for teaching declarative knowledge, while both methods were equally effective for teaching procedural knowledge and learner satisfaction. The document concludes that while online learning may not be superior, it is generally as effective as face-to-face learning, and instructional methods have more impact than delivery medium.
The document announces the 6th International Business Forum called "Industrial Marketing B2BFest 2011: Marketing Strategies for International Market Entry" to take place on June 23, 2011 in Kyiv, Ukraine. The one-day forum will focus on proven methods for entering international markets and overcoming barriers to successful entrepreneurship. There will be presentations on Ukrainian goods breaking into the EU market and using marketing tools to attract foreign investments. Participants can receive discounts when registering.
Дослідження рівня зацікавленості домогосподарств України у проведенні теплової санації власного житла
Визначити загальний рівень зацікавленості домогосподарств України у тепловій санації* власного житла
Визначити основні методи теплової санації власного житла домогосподарствами України
Визначити рейтинг енергоефективних будівельних матеріалів для утеплення огороджувальних конструкцій власного житла серед домогосподарств України
Результат исследования содержит динамику и структуру рынка обойных клеев за период 2013 - первое полугодие 2015 гг. Также, в отчете можно увидеть доли основных операторов рынка, динамику структуры рынка по производителям, сегментацию по торговым маркам.
https://aimarketing.info/ru/services/marketing-analytics
- Rockwool International A/S reported financial results for the first half of 2012, with sales increasing 9% compared to the same period in 2011.
- EBIT increased 46% to DKK 430 million, driven by growth in both the Insulation and Systems segments.
- The company expects full-year 2012 sales to increase at least 5% and confirms earnings guidance of DKK 650-700 million.
This document is a business plan for Nature's Edge, a proposed healthy home consulting business specializing in non-toxic cleaning products. The plan discusses the problems with common household cleaning chemicals and their links to health issues. It introduces Shaklee's line of natural cleaning products as a safer alternative. The business model involves becoming a Shaklee representative and recruiting other representatives through social marketing. Financial projections estimate the business can achieve a senior coordinator income level of $22,800 in the first year with modest startup costs. Milestones and an exit strategy are included.
This document is a short presentation about haiku poetry that consists of 5-7-5 syllables. It features 5 photos credited to kenteegardin and encourages the reader to create their own haiku deck presentation on SlideShare. The presentation provides a brief introduction to haiku poetry and its syllable structure.
Мониторинг рынка газовых водонагревателей. В полной версии отчета есть самые новые данные по рынках Украины, России, Белоруссии, Казахстана и Молдовы.
Подробнее: www.aimarketing.info
Исследование включает рынок газовых, твердотопливных и электрических бытовых котлов Украины.
В исследовании использованы данные производства, импорта и экспорта.
Период исследования: 1 квартал 2015 года.
https://aimarketing.info/ru/services/market-research
The document summarizes the objectives, program, films, and highlights of the DYUTI 2009 National Film Festival and National Conference on the Right to Life. The festival aimed to showcase visual media that upholds the right to life and motivate social work professionals to address social issues through visual media. It screened 3 films and 6 documentaries in English, Tamil, and Malayalam, followed by a discussion. The conference inaugurated with welcoming remarks and stressed upholding constitutional rights for vulnerable groups. It featured addresses defining the right to life and social responsibility, and deliberated on dimensions of the right to life from declarations, provisions, and commitments.
Python Dominicana created a developer community to improve coding skills, meet people, and potentially start startups. They began by organizing biweekly Python meetups and connecting with other groups. Challenges included guiding speakers and planning, but the community grew organically by collaborating across languages and countries. Future goals include expanding meetups nationwide and opening hackerspaces.
The document discusses the weight loss supplement Zotrim. It details that Zotrim contains natural ingredients like yerba mate, guarana and damiana that make users feel fuller for longer. It claims Zotrim helps users lose up to 50% of their weight within 6 weeks without side effects. The document recommends taking 2-3 pills before each meal for a total of 9 pills per day and states that many UK users have successfully lost weight using Zotrim.
The document discusses a literature review on occupational stress and job satisfaction among special educators in India. It notes that 12 million of India's 21 million disabled population are children, highlighting the importance of special educators. The study examines stress and satisfaction levels of 60 special educators selected from 8 schools in Ernakulam district through random sampling. Key findings indicate 64% have low job satisfaction due to low salary, job insecurity, and monotonous work, while 36% experience occupational stress.
Агентство Индустриального Маркетинга подготовило отчет по мониторингу рынка битумных кровельных материалов за первое полугодие 2015 года.
Структура отчета:
I. Мастики битумные
II. Праймеры битумные
- динамика показателей объема импорта, кг
- структура импорта битумной мастики по брендам, кг
- динамика показателей объема експорта, кг
- структура реэкспорта битумной мастики по брендам, кг
https://aimarketing.info/ru/services/marketing-analytics
This document provides a style of "thick description" from the perspective of a media academic and educator. It discusses working in a post-industrial media ecology where relations between students and a mix of ideas are more important than distinct parts. It also addresses concealing issues through academically inclined students and preserving problems as solutions at conferences. The document suggests scarcity defined universities but many resources are now accessible online.
Strategies for fostering engagement in large classesVirginia Tech
The document discusses strategies for fostering engagement in large classes. It recommends increasing bandwidth through communication tools that students already use like Twitter and Facebook to increase interactions. It also recommends expanding options through flexible content delivery and assignments to accommodate different schedules and learning styles. Finally, it emphasizes the importance of building a sense of community where students collaborate with and learn from each other through group work and online discussions.
1. The document discusses connectivism and lifelong learning skills needed for vocational education and training (VET). It emphasizes deep, ubiquitous, and learner-centered learning.
2. Ubiquitous learning involves authentic learning environments that utilize information and communication technologies, open cloud services, and social media. Learners build knowledge capital through social and collaborative learning networks.
3. Connectivism views learning as a network-forming process augmented by digital technologies. Learning is social, physical, and virtual, involving distributed intelligence across a network of connections.
The document announces the 6th International Business Forum called "Industrial Marketing B2BFest 2011: Marketing Strategies for International Market Entry" to take place on June 23, 2011 in Kyiv, Ukraine. The one-day forum will focus on proven methods for entering international markets and overcoming barriers to successful entrepreneurship. There will be presentations on Ukrainian goods breaking into the EU market and using marketing tools to attract foreign investments. Participants can receive discounts when registering.
Дослідження рівня зацікавленості домогосподарств України у проведенні теплової санації власного житла
Визначити загальний рівень зацікавленості домогосподарств України у тепловій санації* власного житла
Визначити основні методи теплової санації власного житла домогосподарствами України
Визначити рейтинг енергоефективних будівельних матеріалів для утеплення огороджувальних конструкцій власного житла серед домогосподарств України
Результат исследования содержит динамику и структуру рынка обойных клеев за период 2013 - первое полугодие 2015 гг. Также, в отчете можно увидеть доли основных операторов рынка, динамику структуры рынка по производителям, сегментацию по торговым маркам.
https://aimarketing.info/ru/services/marketing-analytics
- Rockwool International A/S reported financial results for the first half of 2012, with sales increasing 9% compared to the same period in 2011.
- EBIT increased 46% to DKK 430 million, driven by growth in both the Insulation and Systems segments.
- The company expects full-year 2012 sales to increase at least 5% and confirms earnings guidance of DKK 650-700 million.
This document is a business plan for Nature's Edge, a proposed healthy home consulting business specializing in non-toxic cleaning products. The plan discusses the problems with common household cleaning chemicals and their links to health issues. It introduces Shaklee's line of natural cleaning products as a safer alternative. The business model involves becoming a Shaklee representative and recruiting other representatives through social marketing. Financial projections estimate the business can achieve a senior coordinator income level of $22,800 in the first year with modest startup costs. Milestones and an exit strategy are included.
This document is a short presentation about haiku poetry that consists of 5-7-5 syllables. It features 5 photos credited to kenteegardin and encourages the reader to create their own haiku deck presentation on SlideShare. The presentation provides a brief introduction to haiku poetry and its syllable structure.
Мониторинг рынка газовых водонагревателей. В полной версии отчета есть самые новые данные по рынках Украины, России, Белоруссии, Казахстана и Молдовы.
Подробнее: www.aimarketing.info
Исследование включает рынок газовых, твердотопливных и электрических бытовых котлов Украины.
В исследовании использованы данные производства, импорта и экспорта.
Период исследования: 1 квартал 2015 года.
https://aimarketing.info/ru/services/market-research
The document summarizes the objectives, program, films, and highlights of the DYUTI 2009 National Film Festival and National Conference on the Right to Life. The festival aimed to showcase visual media that upholds the right to life and motivate social work professionals to address social issues through visual media. It screened 3 films and 6 documentaries in English, Tamil, and Malayalam, followed by a discussion. The conference inaugurated with welcoming remarks and stressed upholding constitutional rights for vulnerable groups. It featured addresses defining the right to life and social responsibility, and deliberated on dimensions of the right to life from declarations, provisions, and commitments.
Python Dominicana created a developer community to improve coding skills, meet people, and potentially start startups. They began by organizing biweekly Python meetups and connecting with other groups. Challenges included guiding speakers and planning, but the community grew organically by collaborating across languages and countries. Future goals include expanding meetups nationwide and opening hackerspaces.
The document discusses the weight loss supplement Zotrim. It details that Zotrim contains natural ingredients like yerba mate, guarana and damiana that make users feel fuller for longer. It claims Zotrim helps users lose up to 50% of their weight within 6 weeks without side effects. The document recommends taking 2-3 pills before each meal for a total of 9 pills per day and states that many UK users have successfully lost weight using Zotrim.
The document discusses a literature review on occupational stress and job satisfaction among special educators in India. It notes that 12 million of India's 21 million disabled population are children, highlighting the importance of special educators. The study examines stress and satisfaction levels of 60 special educators selected from 8 schools in Ernakulam district through random sampling. Key findings indicate 64% have low job satisfaction due to low salary, job insecurity, and monotonous work, while 36% experience occupational stress.
Агентство Индустриального Маркетинга подготовило отчет по мониторингу рынка битумных кровельных материалов за первое полугодие 2015 года.
Структура отчета:
I. Мастики битумные
II. Праймеры битумные
- динамика показателей объема импорта, кг
- структура импорта битумной мастики по брендам, кг
- динамика показателей объема експорта, кг
- структура реэкспорта битумной мастики по брендам, кг
https://aimarketing.info/ru/services/marketing-analytics
This document provides a style of "thick description" from the perspective of a media academic and educator. It discusses working in a post-industrial media ecology where relations between students and a mix of ideas are more important than distinct parts. It also addresses concealing issues through academically inclined students and preserving problems as solutions at conferences. The document suggests scarcity defined universities but many resources are now accessible online.
Strategies for fostering engagement in large classesVirginia Tech
The document discusses strategies for fostering engagement in large classes. It recommends increasing bandwidth through communication tools that students already use like Twitter and Facebook to increase interactions. It also recommends expanding options through flexible content delivery and assignments to accommodate different schedules and learning styles. Finally, it emphasizes the importance of building a sense of community where students collaborate with and learn from each other through group work and online discussions.
1. The document discusses connectivism and lifelong learning skills needed for vocational education and training (VET). It emphasizes deep, ubiquitous, and learner-centered learning.
2. Ubiquitous learning involves authentic learning environments that utilize information and communication technologies, open cloud services, and social media. Learners build knowledge capital through social and collaborative learning networks.
3. Connectivism views learning as a network-forming process augmented by digital technologies. Learning is social, physical, and virtual, involving distributed intelligence across a network of connections.
MOOCs provide both benefits and challenges for learning. They allow thousands from around the world to participate with no prerequisites, providing diverse backgrounds and knowledge levels. However, the wide variety can be difficult to prepare for. MOOCs also provide high-tech, advanced learning materials from the internet but it is debated whether the technology truly enhances learning. Additionally, having no prerequisites and large numbers of participants makes engagement and assessment challenging to manage effectively.
This document provides an overview of Module 1 of the BAPP Arts course, which focuses on professional communication. It discusses key topics like professional profiles, communication technologies, and reflective practice. Students are asked to consider how they currently communicate as arts professionals and how ideas from the readings could help them evaluate their practice. They are also invited to contribute their own research on the future of the web to be included in future versions of the course reader. The document outlines various discussion points from past class sessions around topics like using social media, balancing personal and professional online identities, and applying theories of connectivism and collective intelligence to their work.
Chris Lehmann argues that schools need a new vision for the 21st century that incorporates modern tools but focuses on developing students' understanding, creativity, and citizenship over workforce preparation. He advocates for student-centered, collaborative, project-based approaches using technology ubiquitously but invisibly to support inquiry, community involvement, and authentic assessment of learning over standardized tests. Teachers require time, resources, and dialogue to adapt pedagogy and develop new skills for this model.
Critical thinking is the first pillar of 21st century education and focuses on questioning rather than answering, considering different viewpoints, drawing on life experiences, exploring problems, recognizing interconnections, and using interdisciplinary instruction. It is important because it encourages thinking outside the box, combining knowledge to solve problems, and working together, allowing students to solve issues more effectively. Examples of applying critical thinking in 21st century education include using technology like Skype to have interactive lessons where students investigate clues and find locations without GPS.
Synchronous & asynchronous methods within social media that improve education...Marshall Sponder
1. The document describes an online course on analyzing and optimizing social media marketing strategies for the arts.
2. Key topics covered in the course include understanding behavioral factors driving social media use, designing effective communication strategies, and implementing measurement strategies to track ROI.
3. The course materials are designed to allow students flexibility in the order and timing of assignments, but all work must be completed by the final due date.
This document proposes creating a digital maker space in Seattle that would foster collaboration between different digital fields. It would provide workspace, classes, and performance space for users to learn new skills, work on projects, and interact with others. The document discusses why communal spaces are important, what existing similar spaces look like, and how bringing diverse groups together could spark new ideas. It suggests the space could partner with local universities and arts organizations. The biggest challenge identified is securing a physical location to house the maker space.
Evergreen Elementary is refocusing its practices around project-based learning, collaboration, technology use, and classroom environment. Teachers will combine two classes and work as a team to guide project-based learning focused on real-world skills. Students will be divided into teams and work with both teachers, while using technology to connect to experts and deepen their understanding. This new model is aimed at more engaging, customized learning compared to the traditional factory model of education.
This document provides an agenda for an SMS Teaching & Learning Expo event. The agenda includes:
- An introductory session from 10:00-10:15 where materials will be passed out, the purpose and theme of the event will be reviewed, and sessions will be overviewed.
- From 10:15-10:30, participants will choose which breakout sessions to attend and travel between rooms.
- Four 30-minute breakout sessions will be held from 10:30-11:30.
- From 11:30-11:40 there will be individual reflection time.
- The event will conclude from 11:40-12:00 with sharing, discussion and door prizes
The document discusses the author's philosophy of learning and their ideal classroom environment. Some key points made include:
1) Students learn best in a comfortable yet structured environment that emphasizes collaboration, active learning, and building on prior knowledge.
2) Teachers play a crucial role in facilitating discussions, setting clear expectations, and helping students develop skills like communication, problem solving, and social/cultural awareness.
3) An ideal classroom incorporates technology to enhance learning, allows students to direct their own learning through projects, and fosters a social environment where students feel challenged and supported.
The document discusses the author's philosophy of learning and their ideal classroom environment. Some key points made include:
1) Students learn best in a comfortable yet structured environment that emphasizes collaboration, active learning, and building on prior knowledge.
2) Teachers play a crucial role in facilitating discussions, setting clear expectations, and helping students develop skills like communication, problem solving, and social/cultural awareness.
3) An ideal classroom incorporates technology to enhance learning, allows students to direct their own learning through projects, and fosters a social environment where students feel challenged and supported.
Critical thinking is the first pillar of 21st century education and focuses on exploring problems from different perspectives rather than just finding answers. It is important because it encourages thinking outside the box and combining knowledge to solve problems in new ways. Critical thinking can be applied in 21st century education by creating lessons that require students to use multiple resources, like having students investigate a real-world topic using both their textbook and the internet. Technology expands critical thinking by providing information and challenging students to expand their thinking through tools like social media, digital media, and accessibility of information.
Critical thinking is the first pillar of 21st century education and focuses on exploring problems from different perspectives rather than just finding answers. It is important because it encourages thinking outside the box and combining knowledge to solve problems in new ways. Critical thinking can be applied in 21st century education by creating lessons that require students to use multiple resources, like having students investigate a real-world topic using both their textbook and technology.
Critical thinking is the first pillar of 21st century education and focuses on exploring problems from different perspectives rather than just finding answers. It is important because it encourages thinking outside the box and combining knowledge to solve problems in new ways. Critical thinking can be applied in 21st century education by creating lessons that require students to use multiple resources, like having students investigate a real-world topic using both their textbook and technology.
Heidi May discusses how art and design education can incorporate online technologies and social media. She explores the conceptual overlaps between networked art practices and discussions in pedagogy around relationships and in-between spaces. Theorists such as Ted Aoki advocate for a decentralized, rhizomatic approach to curriculum that embraces non-linear learning. Tools like Moodle can foster collaborative, active learning through forums, chats, and video to provide feedback and critique on student work. This allows for a personalized, temporal understanding of knowledge in flux.
The document summarizes Don Doehla's presentation on project-based learning for world languages. It discusses the characteristics of 21st century learners and skills. It also outlines the key elements of project-based learning, including having an essential driving question, opportunities for student voice and choice, requiring inquiry and feedback/revision. The document provides examples of possible world language projects at different levels.
1) The document aims to stimulate discussion about using technology, particularly 1:1 programs, in international schools.
2) It asks respondents to share teaching tips for teaching Theory of Knowledge (ToK) or other concept-based courses in a 1:1 environment.
3) The discussion covers challenges and strategies for teaching ToK using a 1:1 model, including moving from content-based to concept-based units and incorporating technology into student presentations and discussions.
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1. 1.Integrating Specialists into Teaching
Subject matter experts enrich the classroom learning experience by sharing
current information and meaningful real-world experiences directly with
students. Classroom speakers are generally limited to the pool of experts in
close geographic proximity. However, technology can step in as a substitute
for travel and greatly expand possibilities while maintaining the seamless
interaction and rich experience for students. In this session, Professor John
Boyer and his technical assistant Katie Pritchard will describe techniques to
successfully garner the top experts – the ones most likely to make the
largest impact. They will demonstrate a variety of technology options and
share the advantages and challenges of each. Finally, they describe how to
incorporate invited speakers within the pedagogy of a case-study approach
to foster optimal learning benefits.
2. Integrating Specialists into Teaching
A fantastic way to enrich the classroom experience....
but why, who, and how?
3. Greetings from Virginia Tech!
Technology in the classroom talks
John Boyer (joboyer@vt.edu)
Geography,Virginia Tech, United States
Katie Pritchard (kpritcha@vt.edu)
Geography,Virginia Tech, United States
5. Integrating Specialists into Teaching
1. But WHY is it important? WHY bother?
-With the increases in communications and classroom technologies, it has
become easier than ever before to interact with anybody, anywhere, anytime
6. Integrating Specialists into Teaching
1. But WHY is it important? WHY bother?
-With the increases in communications and classroom technologies, it has
become easier than ever before to interact with anybody, anywhere, anytime
-Brings a diversity of experiences and insights that no single instructor
anywhere in the world could possess themselves
7. Integrating Specialists into Teaching
1. But WHY is it important? WHY bother?
-With the increases in communications and classroom technologies, it has
become easier than ever before to interact with anybody, anywhere, anytime
-Brings a diversity of experiences and insights that no single instructor
anywhere in the world could possess themselves
-Offers opportunity for the instructor to work with the students to critique
critical thought and opinion from other perspectives....you are on ‘their’ side of
the podium
8. Integrating Specialists into Teaching
1. But WHY is it important? WHY bother?
-With the increases in communications and classroom technologies, it has
become easier than ever before to interact with anybody, anywhere, anytime
-Brings a diversity of experiences and insights that no single instructor
anywhere in the world could possess themselves
-Offers opportunity for the instructor to work with the students to critique
critical thought and opinion from other perspectives....you are on ‘their’ side of
the podium
-Brings a level of interactivity and excitement
to the classroom, even if the speaker is
boring; students should be an active part in
planning and participating
9. Integrating Specialists into Teaching
1. But WHY is it important? WHY bother?
-With the increases in communications and classroom technologies, it has
become easier than ever before to interact with anybody, anywhere, anytime
-Brings a diversity of experiences and insights that no single instructor
anywhere in the world could possess themselves
-Offers opportunity for the instructor to work with the students to critique
critical thought and opinion from other perspectives....you are on ‘their’ side of
the podium
-Brings a level of interactivity and excitement
to the classroom, even if the speaker is
boring; students should be an active part in
planning and participating
-Builds real world network of connection
10. Integrating Specialists into Teaching
1. But WHY is it important? WHY bother?
-With the increases in communications and classroom technologies, it has
become easier than ever before to interact with anybody, anywhere, anytime
-Brings a diversity of experiences and insights that no single instructor
anywhere in the world could possess themselves
-Offers opportunity for the instructor to work with the students to critique
critical thought and opinion from other perspectives....you are on ‘their’ side of
the podium
-Brings a level of interactivity and excitement
to the classroom, even if the speaker is
boring; students should be an active part in
planning and participating
-Builds real world network of connection
-I’m lazy
12. 2) But WHO to bring into my classroom?
Traditionally, follows geography:
fellow academics in your department, then at your
university, then at other universities...etc.
13. 2) But WHO to bring into my classroom?
Traditionally, follows geography:
fellow academics in your department, then at your
university, then at other universities...etc.
But we are no longer limited by geographic scope, so
think outside of the box:
WHO would you REALLY like the students to interact
with?
14. 2) But WHO to bring into my classroom?
Personally, I want to incorporate the real world as much as possible...
15. 2) But WHO to bring into my classroom?
Personally, I want to incorporate the real world as much as possible...
- Book authors
16. 2) But WHO to bring into my classroom?
Personally, I want to incorporate the real world as much as possible...
- Book authors
- Businesses leaders, small and large
17. 2) But WHO to bring into my classroom?
Personally, I want to incorporate the real world as much as possible...
- Book authors
- Businesses leaders, small and large
- Film makers, artists
18. 2) But WHO to bring into my classroom?
Personally, I want to incorporate the real world as much as possible...
- Book authors
- Businesses leaders, small and large
- Film makers, artists
- Religious leaders
19. 2) But WHO to bring into my classroom?
Personally, I want to incorporate the real world as much as possible...
- Book authors
- Businesses leaders, small and large
- Film makers, artists
- Religious leaders
- Politicians and policy makers
20. 2) But WHO to bring into my classroom?
Personally, I want to incorporate the real world as much as possible...
- Book authors
- Businesses leaders, small and large
- Film makers, artists
- Religious leaders
- Politicians and policy makers
- Researchers, scientists
21. 2) But WHO to bring into my classroom?
Personally, I want to incorporate the real world as much as possible...
- Book authors
- Businesses leaders, small and large
- Film makers, artists
- Religious leaders
- Politicians and policy makers
- Researchers, scientists
- Specialist in your field, in academia,
and in private sector
22. 2) But WHO to bring into my classroom?
Personally, I want to incorporate the real world as much as possible...
- Book authors
- Businesses leaders, small and large
- Film makers, artists
- Religious leaders
- Politicians and policy makers
- Researchers, scientists
- Specialist in your field, in academia,
and in private sector
- Really, anyone trying to spread a message or a
product or who has unique insight into a topic...
23. 2) But WHO to bring into my classroom?
Personally, I want to incorporate the real world as much as possible...
- Book authors
- Businesses leaders, small and large
- Film makers, artists
- Religious leaders
- Politicians and policy makers
- Researchers, scientists
- Specialist in your field, in academia,
and in private sector
- Really, anyone trying to spread a message or a
product or who has unique insight into a topic...
...and isn’t that virtually everybody?
24. 2) But WHO to bring into my classroom?
But don’t forgot to be pragmatic!!!
Utilize “real” people in other places:
25. 2) But WHO to bring into my classroom?
But don’t forgot to be pragmatic!!!
Utilize “real” people in other places:
-Chat with architect in Japan versus an architect in
Morocco
26. 2) But WHO to bring into my classroom?
But don’t forgot to be pragmatic!!!
Utilize “real” people in other places:
-Chat with architect in Japan versus an architect in
Morocco
-Business practices in Germany versus Ghana via small
business leaders in both
27. 2) But WHO to bring into my classroom?
But don’t forgot to be pragmatic!!!
Utilize “real” people in other places:
-Chat with architect in Japan versus an architect in
Morocco
-Business practices in Germany versus Ghana via small
business leaders in both
-Singapore students studying ethics chatting with South
African students studying the same
28. 2) But WHO to bring into my classroom?
And of course there are alternatives to live, interactive
sessions which now proliferate...
29. 3)But HOW do you do it?
some technologies we have found useful....
3A) The Tools
Skype in the classroom
30.
31.
32.
33. Skype in the classroom (http://education.skype.com)
42. 3)But HOW do you do it?
3B)Getting the students involved
43. 3)But HOW do you do it?
3B)Getting the students involved
Think outside the box
44. 3)But HOW do you do it?
3B)Getting the students involved
Think outside the box
-Given the topic and course content, who do they
want to talk to, and is it worthy of your the
investment?
45. 3)But HOW do you do it?
3B)Getting the students involved
Think outside the box
-Given the topic and course content, who do they
want to talk to, and is it worthy of your the
investment?
Students part of invitation process
46. 3)But HOW do you do it?
3B)Getting the students involved
Think outside the box
-Given the topic and course content, who do they
want to talk to, and is it worthy of your the
investment?
Students part of invitation process
-group debate?
47. 3)But HOW do you do it?
3B)Getting the students involved
Think outside the box
-Given the topic and course content, who do they
want to talk to, and is it worthy of your the
investment?
Students part of invitation process
-group debate?
-individual contact?
48. 3)But HOW do you do it?
3B)Getting the students involved
Think outside the box
-Given the topic and course content, who do they
want to talk to, and is it worthy of your the
investment?
Students part of invitation process
-group debate?
-individual contact?
-group letter?
49. 3)But HOW do you do it?
3B)Getting the students involved
Think outside the box
-Given the topic and course content, who do they
want to talk to, and is it worthy of your the
investment?
Students part of invitation process
-group debate?
-individual contact?
-group letter?
-video shout-out?
50. 4) Our Examples
Gary Vaynerchuk
-a video blogger, co-owner and director of operations of a
wine retail store, and an author and public speaker on the
subjects of social media, brand building and e-commerce.
51. Martin Sheen and Emilio Estevez
- Social media campaign to have them show their indie
movie “The Way” at Virginia Tech
- Shout out video
52. Invisible Children
- non-profit raising money to rebuild
war-torn schools in northern Uganda
and provide scholarships to African
youth.
- local chapter reached out to us
- Founder of the organization showed
their movie and gave an impassioned talk
at the end.
53. Bouncing Cats
- film about one man's attempt to create
a better life for the children of Uganda
using b-boy culture and breakdance.
- produced by Red Bull Media House
(they approached us)
55. Aung San Suu Kyi
Noble Peace Prize Winner
and chairperson of the
National League for
Democracy in Burma
56. Aung San Suu Kyi
Noble Peace Prize Winner
and chairperson of the
National League for
Democracy in Burma
Initial interest from
Burmese student
57. Aung San Suu Kyi
Noble Peace Prize Winner
and chairperson of the
National League for
Democracy in Burma
Initial interest from
Burmese student
Skype shout out & social networking by students
58. Aung San Suu Kyi
Noble Peace Prize Winner
and chairperson of the
National League for
Democracy in Burma
Initial interest from
Burmese student
Skype shout out & social networking by students
Led to Skype session with her
59. Meeting you and your student by skype
was one of the most enjoyable
experiences I have had. It is a pity all
politics cannot be that fun. Please convey
my heartfelt thanks to all the
participants. I do hope I will be able to
meet you and your wonderful students in
person soon.
Yours truly,
Daw Aung San Suu Kyi
60. 4)Student Testimonials
I just wanted to say thank you for the
passion you show in class.You have
made me want to embrace the world
and experience as much of it as
possible.Your class has encouraged
me to travel, form connections, and
be a life long learner as well as share
knowledge with others as you have
shared it with me. You have shown me
that a group as small as 3,000 people
can make a difference and that anything
can happen if you put your mind to it.
Lastly you have reinforced the
childhood idea that the stars are the
limit. So once again thank you for
inspiring me to be an active global
citizen.
61. My name is Rushabh Kenia. I took your World Regions
course, I reckon, in 2003.
I just wanted to write you to say that having connected
with you on Facebook, I was reminded of the energy and
the motivation of your class.
You recently managed to get Martin Sheen and Emilio
Estevez to Tech - I read about that and saw the trailer of
'The Way', right about when you began talking about it, and
was happy (even amazed) to see that you managed to pull
it off. It was a brilliant idea and excellent execution.
Bottom line, I get reminded of motivation, execution and the
passion to do a good thing - even in the absence of a deeper
purpose. Without being sentimental, it's just 'effin brilliant
that you can do cool stuff like that - whether it's the
International movies or Gary or the Sheens...and that's not
even talking about how cool the Plaid Avenger is!
62. I do not know how to thank you for organizing
such a great Skype event with Aung San Suu
Kyi, and letting Myanmar students who are in
United States,or other parts of the world, to
hear the voice of our Leader. I have been
watching the interview again and again, and also
encouraging more and more people to watch
it. And I am encouraging people to watch this
videos mainly because I learned a lot of new
knowledge from this interview.
Dear Plaid Avenger,
My son, Patrick Georgi, took your class freshman year and
turned us into plaidfans. I teach social studies to 6th and 7th
graders at Urbana Middle School, I can't quite use all of your
podcasts in the middle school classroom, but we do current
events. Your interview with Aung San Suu Kyi was a brilliant use of
technology. Could my students Skype you and ask you questions
about the world and the Hokie Nation?
63. “Our team would just like to thank you for letting us perform for the class. The
Bhangra Team at Virginia Tech had a great time performing at World Regions and
we really appreciate everyone's support. For those wanting to know, Bhangra is a
traditional Indian dance form (native to Punjabi culture in north India) and our
team hopes to keep the tradition alive. Luckily, our team gets to perform at
many competitions at different universities across the country, but nothing beats
performing in front of our beloved Hokies. “
64. After this evening's premiere of "The Way" I knew I had to email you in thanks! I
am currently NOT a student in your class but I one day hope to be. I was so
thankful to have one of your students put my VT account in to obtain a ticket.
Needless to say I was honored to be there. I wanted to thank you though,
because I realize now that I am a part of something much more incredible than I
realized. My first few days here at Virginia Tech were very difficult and I have since
been wrestling with whether this was where I was supposed to be. But after
tonight I know I am a Hokie! I am so proud to have witnessed the events that
took place, because it was more than I could imagine. I was so moved by the love
and pure excitement of the students that were around me. Your class is truly
spectacular, and the fact that you all succeeded in getting Mr. Sheen and Mr.
Estevez to our campus was a miracle. I thank you and your class for cementing my
love for Virginia Tech and I am so lucky, really this is something I do not deserve. I
cannot wait to travel and perhaps create my own "way" in this world. I know now
I have nothing to fear, that all my insecurities and fears of college were minor.
65. “I know that it is the end of the semester and you are probably getting a flood of
emails from the 3000 students in the world regions geography class this fall, but I
wanted to personally thank you for a semester that I will remember forever.
From The Way, a movie that impacted my life on so many levels in its own Way,
to Invisible Children which once again took my breath away and is really hitting me to
get involved in the world in any way that I can, to most recently in tonight’s class
skyping with hopefully the future leader of Burma...WOW. I cannot believe what
I experienced in just this one class. I never expected half of this when signing up
for the 3000 person class that I thought would just be a good time. In all of my
life not one single event has changed my life the way yourself and this class have.,
I knew coming to college I would experience many things but wow, this was just
incredible.You have truly touched my life and I thank you.”
66. “...there have been a lot of things that have caused me to
lose faith in the american system of higher education, but
people like you give me faith that we will continue to do
right by our young people. people like you give me faith that
we can find ways to spark new, complex interests in young
people and foster appreciations for broader concepts, rather
than relying on memorization and calculation as "effective"
and accepted methods of teaching.”