This document provides tips for improving teaching using emerging technology. It discusses using lecture capture, polling students, social media, enhancing slides, understanding millennial students, collaborative assignments, and evaluations. Lecture capture allows students flexibility but most prefer attending live. Polling engages students and assessing understanding. Social media facilitates communication. Enhanced slides should stimulate discussion with video, icons, and quality graphics. Technology should meet educational needs rather than being used just because it is new. Small changes can significantly improve learning when implemented strategically.

1. Hi
Everybody!

4. June - December
Jun – Aug: PT & PA
Aug – Oct: MD
Oct – Dec: DDS

10. How to improve your teaching
using emerging technology
Mike Pascoe, PhD
@mpascoe
#EdTechPMR

12. What is the state of the lecture?
“…students are being
taught roughly the same
way they were taught
when the Wright brothers
were tinkering at Kitty
Hawk.”13
flickr ThursdayMorning

13. Tethered to lectern
Reading from the screen
Instructor talks 47/ 50 minutes
50 slides / 50 minutes
“Slides” bulleted with facts
Geert Roels
For Ghent
University Library

14. flickr kevan_cooke

16. Transform your
teaching with
technology

17. Is it worth transforming my course?
Yes!15
Outcomes are better in courses that adopt new teaching
approaches compared with traditional lectures15
What new teaching approaches?
1. Lecture capture
2. Polling
3. Social media
4. Enhanced slides
5. Understand millennial students
6. Collaborative assignments
7. Evaluations

18. 1. Lecture Capture
Instructional guidance strategy
#1 classroom technology requested by students.
Students do not replay lectures they attended live (3.8%).
Instead, students make an active choice whether or not to
attend lectures ahead of time (factors?).
Usually reinvest the time they gain missing lecture into other
studies (e.g., study for other courses).3

19. 1. Lecture Capture
Instructional guidance strategy
Most students (88.5%) accelerate the playback
of recorded lectures (1.67X).
Students felt that accelerated playback
allowed them to learn more, faster, be more
focused.
However, live attendance was still the
predominant method for viewing lectures.3

23. NOT IMPRESSED?
@McKaylaMaroney

24. 1b. Screencasts
Instructional guidance strategy
Supplement to lectures
Allow flexibility for students to view on
their own time1, 7
Desktop: record with Camtasia, or
QuickTime > process in iMovie >
upload to YouTube/vimeo > post to
website/LMS
iPad: number of apps

26. http://bit.ly/60minKahn

27. 2. Polling
Facilitation strategy
• Audience response system (ARS)
• Stop every 10-15 minutes to assess
understanding, address problems on the spot
• Can facilitate interactivity in large classes and
promote active learning
• Anonymity is great for shy students

28. 2. Polling
Facilitation strategy
• Studies uniformly report students have positive
attitudes toward ARS4, 9
• What tech do our students have? Assume
most have a laptop or smart phone but is there
an ITS survey?
• Do not poll for facts, use real-world clinical
cases to give students practice, higher on
Bloom‟s taxonomy, stories are more “sticky”

29. NOT IMPRESSED?

31. 3. Social Media
General communication strategy
• Americans spend 23% of all internet time on social
networks (gaming second 10%, email third 8%)
• 50 million tweets about the #London2012 games
• 5 million tweets about the #DNC2012
• Twitter is best suited for communication
• Facilitate communication with instructor
• Backchannel for lecture
• Keep conversation going after lecture

36. NOT IMPRESSED?

37. 4. Enhanced slides
• Embed video, stimulate discussion
• Too much text a bad thing for lecture?
• Simple icons from TheNounProject.com
• Move out from behind the lectern (iPad?)
• Do not include unrelated graphics, only ones that add info
• High quality graphics from book publisher websites
• Build-in lists
• Do not dim the lights unless you are showing radiographs,
use a white background

38. High quality graphics
Publisher resources
Thieme Atlas of
Anatomy
Figure D 5.1
2008-2010

39. How to add a video to PPT
Link option
1. Visit YouTube, Most Viewed, This Week, Sci & Tech:
http://www.youtube.com/charts/videos_views/science?t=w
2. Take a screenshot of the video
3. Paste screenshot on your slide
4. Copy video URL from YouTube
5. Add hyperlink to the screenshot directed to URL
6. Click on the screenshot during your lecture to open URL on
host computer browser
Assumes you will have WiFi connectivity in lecture hall

41. How to add a video to PPT
Embed option
1. Download and install MPEG Stream Clip 1.9.3b8 beta
2. Visit YouTube, Most Viewed, This Week, Sci & Tech:
http://www.youtube.com/charts/videos_views/science?t=w
3. Copy video URL from YouTube
4. File > Open URL
5. Paste URL, select Open, select MP4, click Open
6. Define In and Out times
7. File > Export to M-PEG4, chose save location
8. In PPT, Insert > Movie > Movie from File
Assumes you keep movie in same location on HD

43. 5. Understand millennial students
Know your audience
Born between 1981-2001
Typically described as:
active learners
working well in small groups
preferring to learn via tech (digital natives)
valuing peer opinions
expecting customization
But, it is a disservice to globally define any cohort of
students with a single set of character traits4

47. 6. Collaborative authoring
Performance feedback strategy
• Use a Wiki
• Students will work in teams in the real world
• Collaborative development of content by anyone
• Cross-linking within the Wiki
• Multimedia (images, videos, interactive)
• Tool for collaborative authoring
• Facilitates lifelong learning
• Track user contributions
• Instructor can periodically give feedback14

51. 7. Evaluations
• Evaluations can be distributed electronically using Dropbox
• Use a Google Doc Form
• Let the data come to you already packaged and ready for
analysis
• Email to students or embed in a website
• Students take online surveys all the time!
• Story on NPR
• What did they find most difficult, what was most interesting
from today‟s lecture

56. NOT IMPRESSED?

57. bit.ly/PMReval

58. Tech in the classroom
A double-edged sword
• Laptops can be a distraction
• You cannot multitask!
• “Multitasking is a myth” JJ Cohen
• Most can type faster than they can write by hand
• Give your students the data showing how detrimental
distractions can be during a lecture8

59. Concluding remarks
There are problems/challenges:
1. Takes time up front to develop
2. Auditorium seating might not lend itself
3. Requires letting go of „transmissionist‟ view
4. Students need to be reminded of your approach (buy-in)
• Great news is that even small incremental changes lead to
significant gains in student learning10
• But you should start small and assess impact
• Do not try the shotgun approach!
• It‟s not what we teach, it is how we teach!
• Make sure the tech you use meets a need, not b/c it‟s cool

60. Additional Resources
On the web…
MERLOT – link
MedEdPORTAL – link
EDUCAUSE – link
CU Faculty Learning Committee – link
CU Online; Spring Symposium – link
Google me: “Mike Pascoe” – link
Delicious bookmarks tagged “education” – link

61. References
1. Jaffar, A. A. (2012). YouTube: An emerging tool in anatomy 8. Fried, C. B. (2008). In-class laptop use and its effects on student
education. Anatomical Sciences Education, n/a–n/a. learning. Computers & Education, 50(3), 906–914.
doi:10.1002/ase.1268 doi:10.1016/j.compedu.2006.09.006
2. Bartsch, R., & Cobern, K. (2003). Effectiveness of 9. Hoyt, A., Mcnulty, J. A., Gruener, G., Chandrasekhar, A.,
PowerPoint presentations in lectures. Computers & Espiritu, B., Ensminger, D., Price, R., et al. (2010). An
Education, 41(1), 77–86. doi:10.1016/S0360- audience response system may influence student
1315(03)00027-7 performance on anatomy examination questions. Anatomical
Sciences Education. doi:10.1002/ase.184
3. Cardall, S., Krupat, E., & Ulrich, M. (2008). Live lecture 10. Junco, R., Heiberger, G., & Loken, E. (2010). The effect of
versus video-recorded lecture: are students voting with their Twitter on college student engagement and grades. Journal
feet? Academic medicine : journal of the Association of of Computer Assisted Learning, 27(2), 119–132.
American Medical Colleges, 83(12), 1174–1178. doi:10.1111/j.1365-2729.2010.00387.x
doi:10.1097/ACM.0b013e31818c6902
11. Knight JK, Wood WB. 2005. Teaching more by lecturing
4. Deslauriers, L., Schelew, E., & Wieman, C. (2011). Improved less. Cell Biol. Educ. 4:298–310
learning in a large-enrollment physics class. Science (New 12. Moellenberg, K. K., & Aldridge, M. (2010). Sliding away from
York, NY), 332(6031), 862–864. PowerPoint: the interactive lecture. Nurse educator, 35(6),
doi:10.1126/science.1201783 268–272. doi:10.1097/NNE.0b013e3181f7f2f7
5. DiLullo, C., & McGee, P. (n.d.). Demystifying the Millennial 13. Prober, C. G., & Heath, C. (2012). Lecture halls without
student: A reassessment in measures of character and lectures--a proposal for medical education. The New
engagement in professional education. Anatomical Sciences England journal of medicine, 366(18), 1657–1659.
Education. doi:10.1056/NEJMp1202451
14. Skiba, D. J. (2005). Do your students wiki? Nursing
6. Dyer, O. (2012). Patient who received liver after social media education perspectives, 26(2), 120–121.
campaign reports success. BMJ (Clinical research ed.),
344(may18 2), e3538–e3538. doi:10.1136/bmj.e3538
15. Wood, W. B. (2009). Innovations in teaching undergraduate
biology and why we need them. Annual review of cell and
7. Evans, D. J. R. (2011). Using embryology screencasts: a developmental biology, 25, 93–112.
useful addition to the student learning experience? doi:10.1146/annurev.cellbio.24.110707.175306
Anatomical Sciences Education, 4(2), 57–63.
doi:10.1002/ase.209

62. iPad[3]
Released March 16, 2012
3M sold in three days
Apple, Inc

63. Activities
• Lecture slides • Data collection/analysis
• Video / Music • Back channel monitoring
• Polling: • Mapping
pollev.com/pascoe • Find a reference
• Drawing • Interact with other iPads
• 3D modeling • Live Google Doc editing:
• Camera bit.ly/mptester
• Facetime / Skype