The document discusses strategies for fostering engagement in large classes. It recommends increasing interactions using technology tools students already use like Twitter. It suggests expanding options by making content and assignments flexible. It argues that building a sense of community keeps students engaged where they help each other and the professor. The work is intensive initially but can amplify the professor's voice and harness student energy and skills.
Finding A Good VO Coach In Today's Industry #WoVoChat 7- 22-15Pamela Muldoon
This document contains a transcript of an online chat about finding and working with voiceover coaches. Participants shared their perspectives on what qualities make a good coach, how to find one, and whether online or in-person coaching is better. Key points included the importance of a coach's experience, passion for teaching, and ability to provide honest feedback to help students improve. Coaching was recommended not just when starting a voiceover career, but on an ongoing basis to continue developing new skills.
The document discusses how the presenter models learning for students by creating a blog to share his learning process, interests, and skills. He labels blog posts with skills and mindsets to categorize them. The presenter uses the blog to model science skills, share content through Pinterest and RSS feeds, and document personal learning plans. The goal is for students to also create their own digital learning spaces to model learning.
This document provides information and resources for using various educational technology tools in the elementary classroom and library, including Flipgrid, Screencast-o-Matic, Wizer.me, and Duolingo. It includes links to video tutorials and examples of using the tools for assignments aligned with state standards across various subjects like math, reading, and social studies. Pros and cons of each tool are discussed along with opportunities for questions.
Re-Imagining Professional Development and LearningAngela Maiers
In the past, Professional Development was periodic, scheduled, one-size fits all, and delivered by a limited network of consultants. Today, a well-developed professional learning network enables educators to enjoy individualized learning, each and every day, from their peers and from experts in their field, from all over the world. Furthermore, educators who invest in building their brand online become valued contributors to the advancement of their profession. This town hall meeting and discussion explores how you can build your personal brand online and develop the optimal professional learning network.
Teaching large classes, social justice and decoloniality Carina van Rooyen
This document discusses strategies for teaching large classes in a decolonized and socially just manner. It emphasizes making large classes feel small through personalizing the learning environment, being well-organized, managing disruptions, and teaching to student diversity. The workshop will focus on sharing experiences and challenges of teaching large classes, reflecting on ethical responsibilities to students, and considering how to value and understand students. Participants are encouraged to bring honest reflections to discuss challenges and opportunities for facilitating authentic student learning in large class settings.
Teaching Communication Skills to Large Classesmarkkski1
This is Session 2 of the 2nd series of Video-Conferencing (VC) ELT (English Language Teaching) Lectures to Al-Quds Open University trainee teachers in Palestinian Territories. The 2ns series is delivered by Mark Krzanowski (LSHTM, University of London), Will McCurry (freelance), Prithvi Narayan Shrestha (the Open University, UK) and Jane McDonnell (Essex University), who are also part of an independent academic group MKUKED (www.mkuked.co.uk)
10-1/2 Strategies For Engaging Students In Large ClassesBarbara Nixon
Whether you are relatively new to teaching large (lecture-hall style) classes, or you
have spent years educating large classes, join Barbara Nixon, Michael Reksulak, and
others from GSU the Faculty Learning Community on Teaching Large Classes to learn and share your strategies for being both the sage on the stage AND the guide on the side. (NOTE: Speaker's Notes will be added sometime before April 10.)
Finding A Good VO Coach In Today's Industry #WoVoChat 7- 22-15Pamela Muldoon
This document contains a transcript of an online chat about finding and working with voiceover coaches. Participants shared their perspectives on what qualities make a good coach, how to find one, and whether online or in-person coaching is better. Key points included the importance of a coach's experience, passion for teaching, and ability to provide honest feedback to help students improve. Coaching was recommended not just when starting a voiceover career, but on an ongoing basis to continue developing new skills.
The document discusses how the presenter models learning for students by creating a blog to share his learning process, interests, and skills. He labels blog posts with skills and mindsets to categorize them. The presenter uses the blog to model science skills, share content through Pinterest and RSS feeds, and document personal learning plans. The goal is for students to also create their own digital learning spaces to model learning.
This document provides information and resources for using various educational technology tools in the elementary classroom and library, including Flipgrid, Screencast-o-Matic, Wizer.me, and Duolingo. It includes links to video tutorials and examples of using the tools for assignments aligned with state standards across various subjects like math, reading, and social studies. Pros and cons of each tool are discussed along with opportunities for questions.
Re-Imagining Professional Development and LearningAngela Maiers
In the past, Professional Development was periodic, scheduled, one-size fits all, and delivered by a limited network of consultants. Today, a well-developed professional learning network enables educators to enjoy individualized learning, each and every day, from their peers and from experts in their field, from all over the world. Furthermore, educators who invest in building their brand online become valued contributors to the advancement of their profession. This town hall meeting and discussion explores how you can build your personal brand online and develop the optimal professional learning network.
Teaching large classes, social justice and decoloniality Carina van Rooyen
This document discusses strategies for teaching large classes in a decolonized and socially just manner. It emphasizes making large classes feel small through personalizing the learning environment, being well-organized, managing disruptions, and teaching to student diversity. The workshop will focus on sharing experiences and challenges of teaching large classes, reflecting on ethical responsibilities to students, and considering how to value and understand students. Participants are encouraged to bring honest reflections to discuss challenges and opportunities for facilitating authentic student learning in large class settings.
Teaching Communication Skills to Large Classesmarkkski1
This is Session 2 of the 2nd series of Video-Conferencing (VC) ELT (English Language Teaching) Lectures to Al-Quds Open University trainee teachers in Palestinian Territories. The 2ns series is delivered by Mark Krzanowski (LSHTM, University of London), Will McCurry (freelance), Prithvi Narayan Shrestha (the Open University, UK) and Jane McDonnell (Essex University), who are also part of an independent academic group MKUKED (www.mkuked.co.uk)
10-1/2 Strategies For Engaging Students In Large ClassesBarbara Nixon
Whether you are relatively new to teaching large (lecture-hall style) classes, or you
have spent years educating large classes, join Barbara Nixon, Michael Reksulak, and
others from GSU the Faculty Learning Community on Teaching Large Classes to learn and share your strategies for being both the sage on the stage AND the guide on the side. (NOTE: Speaker's Notes will be added sometime before April 10.)
Teaching (Really) Large Classes (Very) Well ...well I try.Virginia Tech
The document discusses strategies for teaching very large classes well using technology. It recommends harnessing new communication tools to increase interactions, expanding options through flexible content and assessments, and building a sense of community to keep students engaged before, during and after class. While using these strategies takes a lot of upfront work, it can amplify the teacher's voice and make their job easier by distributing knowledge throughout the student community.
VLGMA talk on Awakening Community: New Tools in a New AgeVirginia Tech
The document discusses strategies for building an online learning community in large university classes. It recommends using social media and communication tools to increase interactions between professors and students and among students. This helps keep students engaged with the class material before, during and after class sessions. The document argues that a connected community of learners can enhance the learning experience over individual learning by answering each other's questions, providing peer support, and allowing knowledge and projects to develop collaboratively. It provides examples of how online communities have helped facilitate events like a Skype session with a Nobel Prize winner. Overall, the strategies aim to create an extended network of lifelong learners that continues beyond a single class.
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.
The document discusses the challenges of converting a face-to-face class to an online class. It notes that students may resist online learning due to evolutionary instincts, and may struggle with new skills like reading difficult material and writing. It also says the teacher will be vulnerable and make mistakes as they learn new skills for online teaching. Several strategies are proposed for addressing these challenges, such as lowering expectations, finding ways to connect online, and making mistakes less risky.
A presentation given to the Virginia Mayors Institute in Roanoke, Virginia on October 4, 2014 about using communication technologies and social media to engage younger generations in community building and public issues.
Engaging students and parents through social mediaadunsiger
This document discusses how to engage students and parents through social media. It provides examples of using a class blog to share student work, photos, videos and reflections. It also discusses using individual student blogs, Storify to compile work, and Twitter. For engaging parents, it suggests extending learning at home through prompts, allowing parent feedback and discussion on student work. It notes the importance of keeping students safe online by not sharing full names, using initials, not including faces in media, and training students in online safety.
This document provides information about a summer institute for preschool through 2nd grade teachers in Chicago Public Schools. The two-day institute will focus on the theme of "Speak, Listen, Play" to highlight the importance of language development, reflective practice for teachers, and meaningful play. Sessions will support the CPS teaching framework and address topics like language development, diversity, and early learning standards. The schedule provides options for breakout sessions, keynote speeches, and spaces for technology exploration and networking with organizations offering professional development resources.
Teach Meet 1: Shape and Structure -Content and Resourcesshaikh1111
This document summarizes a teaching meeting focused on lesson shape and structure. It provides ideas for starting, developing, and concluding lessons in an engaging way that challenges students at different levels. Suggestions include using initial stimulus materials, music, questioning, and differentiation strategies. Resources like QR codes, snowballs, online tools for videos and random questioning are also presented. Ensuring differentiation for students with special educational needs through tailored lesson structure and content is discussed.
This document discusses using backchannels to give more students a voice in the classroom. It presents several backchannel tools like Todaysmeet.com, Twitter, Backchannelchat.com, and Socrative that allow students to participate and share thoughts online alongside in-person lessons. Backchannels can help teachers get feedback on student understanding to adjust lessons in real-time. Examples are given of how different tools could facilitate backchannel discussions for activities like opening lessons, seminars, and labs. The document encourages using various backchannel tools for different purposes to increase student participation.
Social Media Workshop - Basics and ProtipsPeter Mitchell
Master the digital channel with the NiceWorld Social Media Workshop. Learn professional tips and techniques for the major social platforms including Facebook and Twitter. The Social Media Workshop covers strategy, tools, timing, and advanced tricks to get your message seen. Completing this workshop will qualify you for a "Social Media Expert" t-shirt or trucker cap (just kidding). Learn more at Nice World Technology Training http://niceworldtech.com - NOTE embedded links in the Slideshare do not work, to access presentation with links, please download PDF here: http://niceworldtech.com/Social-Media-Workshop-Class-One.pdf
English Language Teaching: how should technology support teaching and learning?Rick Shepherd
A quick look at how technology is used and how it should or could be used to further student - centred learning and move from a mere substitution to more paradigm-changing classrooms. How publishers can continue to be revelevant in the face of the OER revolution
The document discusses reimagining education through online and blended learning models. Some key points include:
1) Schools should incorporate more online courses and resources to allow students to learn independently and at their own pace.
2) Learning communities can be built through online collaboration tools like blogs, podcasts, and social media where students create and share resources.
3) By embracing online and collective learning models, education can move beyond traditional assessments and focus more on student ownership of their learning.
A talk about my time Jan 2007-Dec 2010 working at the Museum of Life and Science and how we used social media to deepen connections with members and enhance our ability to meet our mission.
The document discusses using social media and online resources to build a personal learning environment (PLE). It provides examples of how different social media platforms like blogs, wikis, YouTube, and social networking sites can be used to support self-regulated learning at various levels from personal information management to information aggregation and management. Specific medical education resources in the free open access medical education (FOAM) movement are also discussed, including websites like Life in the Fast Lane and curated blogs like Academic Life in Emergency Medicine. The document concludes with an example of using Twitter hashtags to participate in online discussions and learn from others in the medical community.
This document provides information about a university course called "Speaking and Reading" including the instructor's contact details, required texts, course goals, section aims and policies, grading criteria, and a tentative schedule of assignments. The main goals of the course are to help students develop verbal literacy skills and learn how to craft compelling presentations through techniques like establishing ethos, incorporating pathos and logos in arguments, and using effective visuals and storytelling. Major assignments include origin story speeches, numbers in context presentations, and an issues of community speech. Participation, attendance, and group work are also part of the course grade.
This document provides an overview of flipped learning. It begins by defining flipped learning as an approach where direct instruction moves from group to individual learning spaces, allowing group space to become more interactive. It discusses designing flipped lessons using backward design and a 7-step process. This includes determining learning objectives, designing individual and group activities, and post-group activities. Challenges of flipped learning are also addressed, such as students needing to adjust to new roles and time requirements. The document provides resources for designing effective flipped lessons and addresses potential issues that may arise.
This document provides tips from Kari Frisch, a communication instructor, on strategies she uses to improve student retention in her online courses. Some of the key tips include:
- Releasing course materials on a weekly basis to avoid overwhelming students.
- Sending personalized weekly notes to students to build community and immediacy.
- Using icebreakers, discussion questions, and collaborative assignments to connect students.
- Providing a clear assignment schedule in a table format with due dates, points possible, and learning objectives.
- Having consistent due dates and policies to establish routines for students.
- Incorporating a variety of activities and assignments to engage different learning styles.
This document discusses using blogs and podcasts in language teaching to motivate students and improve skills. Blogs allow students to publish work globally for real audiences. Podcasts allow students to record explanations, roleplays and other audio to reinforce learning outside class. Both blogs and podcasts improve reading, writing, speaking and listening while increasing cultural awareness.
Here is a way to streamline presentations you make so that you do not have to take your laptop, or FlashDrive with you to interviews.
The nice part is you can insert videos at any point in the slide show. It also enables you to leave your slideshow as accessible to anyone on the committee to review your ideas, your work, and video of you teaching
Teaching (Really) Large Classes (Very) Well ...well I try.Virginia Tech
The document discusses strategies for teaching very large classes well using technology. It recommends harnessing new communication tools to increase interactions, expanding options through flexible content and assessments, and building a sense of community to keep students engaged before, during and after class. While using these strategies takes a lot of upfront work, it can amplify the teacher's voice and make their job easier by distributing knowledge throughout the student community.
VLGMA talk on Awakening Community: New Tools in a New AgeVirginia Tech
The document discusses strategies for building an online learning community in large university classes. It recommends using social media and communication tools to increase interactions between professors and students and among students. This helps keep students engaged with the class material before, during and after class sessions. The document argues that a connected community of learners can enhance the learning experience over individual learning by answering each other's questions, providing peer support, and allowing knowledge and projects to develop collaboratively. It provides examples of how online communities have helped facilitate events like a Skype session with a Nobel Prize winner. Overall, the strategies aim to create an extended network of lifelong learners that continues beyond a single class.
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.
The document discusses the challenges of converting a face-to-face class to an online class. It notes that students may resist online learning due to evolutionary instincts, and may struggle with new skills like reading difficult material and writing. It also says the teacher will be vulnerable and make mistakes as they learn new skills for online teaching. Several strategies are proposed for addressing these challenges, such as lowering expectations, finding ways to connect online, and making mistakes less risky.
A presentation given to the Virginia Mayors Institute in Roanoke, Virginia on October 4, 2014 about using communication technologies and social media to engage younger generations in community building and public issues.
Engaging students and parents through social mediaadunsiger
This document discusses how to engage students and parents through social media. It provides examples of using a class blog to share student work, photos, videos and reflections. It also discusses using individual student blogs, Storify to compile work, and Twitter. For engaging parents, it suggests extending learning at home through prompts, allowing parent feedback and discussion on student work. It notes the importance of keeping students safe online by not sharing full names, using initials, not including faces in media, and training students in online safety.
This document provides information about a summer institute for preschool through 2nd grade teachers in Chicago Public Schools. The two-day institute will focus on the theme of "Speak, Listen, Play" to highlight the importance of language development, reflective practice for teachers, and meaningful play. Sessions will support the CPS teaching framework and address topics like language development, diversity, and early learning standards. The schedule provides options for breakout sessions, keynote speeches, and spaces for technology exploration and networking with organizations offering professional development resources.
Teach Meet 1: Shape and Structure -Content and Resourcesshaikh1111
This document summarizes a teaching meeting focused on lesson shape and structure. It provides ideas for starting, developing, and concluding lessons in an engaging way that challenges students at different levels. Suggestions include using initial stimulus materials, music, questioning, and differentiation strategies. Resources like QR codes, snowballs, online tools for videos and random questioning are also presented. Ensuring differentiation for students with special educational needs through tailored lesson structure and content is discussed.
This document discusses using backchannels to give more students a voice in the classroom. It presents several backchannel tools like Todaysmeet.com, Twitter, Backchannelchat.com, and Socrative that allow students to participate and share thoughts online alongside in-person lessons. Backchannels can help teachers get feedback on student understanding to adjust lessons in real-time. Examples are given of how different tools could facilitate backchannel discussions for activities like opening lessons, seminars, and labs. The document encourages using various backchannel tools for different purposes to increase student participation.
Social Media Workshop - Basics and ProtipsPeter Mitchell
Master the digital channel with the NiceWorld Social Media Workshop. Learn professional tips and techniques for the major social platforms including Facebook and Twitter. The Social Media Workshop covers strategy, tools, timing, and advanced tricks to get your message seen. Completing this workshop will qualify you for a "Social Media Expert" t-shirt or trucker cap (just kidding). Learn more at Nice World Technology Training http://niceworldtech.com - NOTE embedded links in the Slideshare do not work, to access presentation with links, please download PDF here: http://niceworldtech.com/Social-Media-Workshop-Class-One.pdf
English Language Teaching: how should technology support teaching and learning?Rick Shepherd
A quick look at how technology is used and how it should or could be used to further student - centred learning and move from a mere substitution to more paradigm-changing classrooms. How publishers can continue to be revelevant in the face of the OER revolution
The document discusses reimagining education through online and blended learning models. Some key points include:
1) Schools should incorporate more online courses and resources to allow students to learn independently and at their own pace.
2) Learning communities can be built through online collaboration tools like blogs, podcasts, and social media where students create and share resources.
3) By embracing online and collective learning models, education can move beyond traditional assessments and focus more on student ownership of their learning.
A talk about my time Jan 2007-Dec 2010 working at the Museum of Life and Science and how we used social media to deepen connections with members and enhance our ability to meet our mission.
The document discusses using social media and online resources to build a personal learning environment (PLE). It provides examples of how different social media platforms like blogs, wikis, YouTube, and social networking sites can be used to support self-regulated learning at various levels from personal information management to information aggregation and management. Specific medical education resources in the free open access medical education (FOAM) movement are also discussed, including websites like Life in the Fast Lane and curated blogs like Academic Life in Emergency Medicine. The document concludes with an example of using Twitter hashtags to participate in online discussions and learn from others in the medical community.
This document provides information about a university course called "Speaking and Reading" including the instructor's contact details, required texts, course goals, section aims and policies, grading criteria, and a tentative schedule of assignments. The main goals of the course are to help students develop verbal literacy skills and learn how to craft compelling presentations through techniques like establishing ethos, incorporating pathos and logos in arguments, and using effective visuals and storytelling. Major assignments include origin story speeches, numbers in context presentations, and an issues of community speech. Participation, attendance, and group work are also part of the course grade.
This document provides an overview of flipped learning. It begins by defining flipped learning as an approach where direct instruction moves from group to individual learning spaces, allowing group space to become more interactive. It discusses designing flipped lessons using backward design and a 7-step process. This includes determining learning objectives, designing individual and group activities, and post-group activities. Challenges of flipped learning are also addressed, such as students needing to adjust to new roles and time requirements. The document provides resources for designing effective flipped lessons and addresses potential issues that may arise.
This document provides tips from Kari Frisch, a communication instructor, on strategies she uses to improve student retention in her online courses. Some of the key tips include:
- Releasing course materials on a weekly basis to avoid overwhelming students.
- Sending personalized weekly notes to students to build community and immediacy.
- Using icebreakers, discussion questions, and collaborative assignments to connect students.
- Providing a clear assignment schedule in a table format with due dates, points possible, and learning objectives.
- Having consistent due dates and policies to establish routines for students.
- Incorporating a variety of activities and assignments to engage different learning styles.
This document discusses using blogs and podcasts in language teaching to motivate students and improve skills. Blogs allow students to publish work globally for real audiences. Podcasts allow students to record explanations, roleplays and other audio to reinforce learning outside class. Both blogs and podcasts improve reading, writing, speaking and listening while increasing cultural awareness.
Here is a way to streamline presentations you make so that you do not have to take your laptop, or FlashDrive with you to interviews.
The nice part is you can insert videos at any point in the slide show. It also enables you to leave your slideshow as accessible to anyone on the committee to review your ideas, your work, and video of you teaching
Similar to Strategies for Fostering Engagement in Large Classes (20)
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Strategies for Fostering Engagement in Large Classes
1. Strategies for Fostering Engagement in Large Classes
(...well, we try.)
John Boyer (joboyer@vt.edu)
Dept. of Geography
Virginia Tech
Twitter: @plaidavenger
Katie Pritchard (kpritcha@vt.edu)
Dept. of Geography
Virginia Tech
Twitter: @katiepritchard
Friday, February 6, 15
3. The technology tools now
available to communicate
and to deliver content are
AWESOME!!!
...but don’t be forced into
compliance, nor lulled
into complacency....
Friday, February 6, 15
5. Strategy #1: Increase the bandwidth
A few general
strategies we use
in super-large
classes...
Friday, February 6, 15
6. Strategy #1: Increase the bandwidth
Strategy #2: Expand options
A few general
strategies we use
in super-large
classes...
Friday, February 6, 15
7. Strategy #1: Increase the bandwidth
Strategy #2: Expand options
Strategy #3: Make a class into a
community
A few general
strategies we use
in super-large
classes...
Friday, February 6, 15
8. -Communicate in their languages
Strategy #1: Increase the bandwidth
Friday, February 6, 15
9. -Communicate in their languages
Increases teacher/student interactions
Strategy #1: Increase the bandwidth
Friday, February 6, 15
10. -Communicate in their languages
Increases teacher/student interactions
Increases student/student interactions
Strategy #1: Increase the bandwidth
Friday, February 6, 15
11. -Communicate in their languages
Increases teacher/student interactions
Increases student/student interactions
Provides instant and continuous feedback
Strategy #1: Increase the bandwidth
Friday, February 6, 15
12. These amazing (and free!) new communication tools to
that bring people together...most of which your students
are already using!
Tools that help students
interact with other
students
Friday, February 6, 15
13. These amazing (and free!) new communication tools to
that bring people together...most of which your students
are already using!
Tools that help students
interact with other
students
Friday, February 6, 15
14. These amazing (and free!) new communication tools to
that bring people together...most of which your students
are already using!
Tools that help students
interact with other
students
Friday, February 6, 15
15. Professor Facebook/Twitter - class notices, quick
polling, instant feedback & casual interaction
Tools that help connect the
professor to the students
Friday, February 6, 15
16. Professor Facebook/Twitter - class notices, quick
polling, instant feedback & casual interaction
Tools that help connect the
professor to the students
Friday, February 6, 15
17. Tools that help connect
the professor to the
students Ustream - Online office hours
Friday, February 6, 15
18. Tools that help connect
the professor to the
students
Creating a powerful PERCEPTION of availability
Ustream - Online office hours
Friday, February 6, 15
19. Tools that help give
students a voice during
class, building a sense of
active involvement
Twitter - Class hashtag
streamed live on-screen
Friday, February 6, 15
20. -Communicate in their languages
Increases teacher/student interactions
Increases student/student interactions
Provides instant and continuous feedback
Strategy #1: Increase the bandwidth
Friday, February 6, 15
21. -Communicate in their languages
Increases teacher/student interactions
Increases student/student interactions
Provides instant and continuous feedback
Your students are already interacting in this space
(and often interacting aboutYOU)
Strategy #1: Increase the bandwidth
Friday, February 6, 15
26. Strategy #2: Use technology to expand options
Friday, February 6, 15
27. -Flexibility in lecture content availability
accommodates different schedules
Strategy #2: Use technology to expand options
Friday, February 6, 15
28. -Flexibility in lecture content availability
accommodates different schedules
YOURS
TOO!
Strategy #2: Use technology to expand options
Friday, February 6, 15
29. -Flexibility in lecture content availability
accommodates different schedules
Strategy #2: Use technology to expand options
Friday, February 6, 15
30. -Flexibility in lecture content availability
accommodates different schedules
-Flexibility in assignments/assessments accommodates
different learning styles and testing strengths
Strategy #2: Use technology to expand options
Friday, February 6, 15
31. A diversity of student assessment options
1080 points = A,
940 points = B, etc.
1)13 weekly quizzes x 30pts =400 (+10 for doing all 13)
2)Midterm Exam =125
3)Final Exam =125
4)World Leaders Exam 50x2 =100
5)Films 5x20pts =100 (20/each up to 100 points max)
6)Geographic Film Scripting =150 (50/each up to 150 points max)
7)Non-class events paper =150 (25/each up to 150 point max)
8)Atlas quizzes (11) =110
9)Twitter Assignment =200
10)World Leaders Bio =50
11)Forum Commenting (13wks) =200 (15/each week)
12) Storify New Curation =180 (15/each up to180 points max)
13)International Interview =50
14)Flash Quizzes =???
15)Plaid Correspondents/Artists =???
Total 2000+ ???
Our Flipped Syllabus Example:
-Allow max flex in assignments, so peeps can do things they are best at to
‘prove’ their knowledge (or at least demonstrate effort/work)
Friday, February 6, 15
32. -Create assignments that utilize the on-line
environments they already use...
Strategy #2: Use technology to expand options
Friday, February 6, 15
33. -Create assignments that utilize the on-line
environments they already use...
Strategy #2: Use technology to expand options
Friday, February 6, 15
36. Say what? What the heck is that?
Strategy #3: Make a class into a community
Friday, February 6, 15
37. Say what? What the heck is that?
Any environment where peeps--openly
and willingly--work with other peeps
Strategy #3: Make a class into a community
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39. Sounds kind of sappy to me....
...I mean, they are coming to class to see me,
the expert, not other students.
Friday, February 6, 15
40. Sounds kind of sappy to me....
...I mean, they are coming to class to see me,
the expert, not other students.
So why bother building a community?
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42. -Keeps students engaged, interested, and active before/during/after class
THE TMI slide
Friday, February 6, 15
43. -Keeps students engaged, interested, and active before/during/after class
A college course is a holistic learning experience for an entire semester, not just during the
live class session...and you cannot be there personally all the other hours of the week
THE TMI slide
Friday, February 6, 15
44. -Keeps students engaged, interested, and active before/during/after class
A college course is a holistic learning experience for an entire semester, not just during the
live class session...and you cannot be there personally all the other hours of the week
-Students who feel they are a part of a community help each other
and inform each other much more
THE TMI slide
Friday, February 6, 15
45. -Keeps students engaged, interested, and active before/during/after class
A college course is a holistic learning experience for an entire semester, not just during the
live class session...and you cannot be there personally all the other hours of the week
-Students who feel they are a part of a community help each other
and inform each other much more
-Perhaps cliche, but collaborative learning and working prepares
students much more for ‘the real world’
THE TMI slide
Friday, February 6, 15
46. -Keeps students engaged, interested, and active before/during/after class
A college course is a holistic learning experience for an entire semester, not just during the
live class session...and you cannot be there personally all the other hours of the week
-Students who feel they are a part of a community help each other
and inform each other much more
Basically, because a community can increase student
learning, learning opportunities, and may even make
your job way easier than dealing with 3000 individual
students
-Perhaps cliche, but collaborative learning and working prepares
students much more for ‘the real world’
THE TMI slide
Friday, February 6, 15
47. Not sold yet? Then let’s make it more real:
Friday, February 6, 15
48. A COMMUNITY can answer each other’s questions
...3000 individuals will ask you the same question
3000 times
Not sold yet? Then let’s make it more real:
Friday, February 6, 15
49. A COMMUNITY can answer each other’s questions
...3000 individuals will ask you the same question
3000 times
Not sold yet? Then let’s make it more real:
Friday, February 6, 15
50. A COMMUNITY can answer each other’s questions
...3000 individuals will ask you the same question
3000 times
Not sold yet? Then let’s make it more real:
Friday, February 6, 15
51. A COMMUNITY can answer each other’s questions
...3000 individuals will ask you the same question
3000 times
And a community can take
care of problems as well...
like our
FACEBOOK SCANDAL
Not sold yet? Then let’s make it more real:
Friday, February 6, 15
52. Community building is not all
academically-oriented either...
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54. More important than the mundane:
a COMMUNITY of learners can often form a more
logical climbing team to knowledge than you can...
Friday, February 6, 15
55. More important than the mundane:
a COMMUNITY of learners can often form a more
logical climbing team to knowledge than you can...
Friday, February 6, 15
58. A COMMUNITY feels comfortable and even compelled
to add to the class in a great diversity of ways
...a class of INDIVIDUALS does not
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59. ….and on a personal note: I want to create on-line courses that
completely eliminate geographic barriers, but also destroy social
barriers in their entirety: students interacting with each other, and
me, on equal footing, but also with politicians and scientists and
everyone else….by building community.
Friday, February 6, 15
60. A COMMUNITY working together can achieve more
than an INDIVIDUAL can on their own...and can make
the impossible possible with a collective voice.
Friday, February 6, 15
61. A COMMUNITY working together can achieve more
than an INDIVIDUAL can on their own...and can make
the impossible possible with a collective voice.
...GROUP SYNERGY evolves organically
Friday, February 6, 15
62. Aung San Suu Kyi
Noble Peace Prize Winner
and chairperson of the
National League for
Democracy in Burma
Led to live Skype session with her
Initial interest from
Burmese student
Skype shout out & social networking by students
Friday, February 6, 15
63. But there is just one catch....
Friday, February 6, 15
64. But there is just one catch....
You can’t actually “make” a community.
Friday, February 6, 15
65. AND speaking of ‘catches’....
there are some things that need to be
recognized about this ed tech ‘revolution’...
...and teaching ‘good’ to ‘great’ large classes...
Friday, February 6, 15
66. -It is a ton of work. Especially up front.
AND speaking of ‘catches’....
there are some things that need to be
recognized about this ed tech ‘revolution’...
...and teaching ‘good’ to ‘great’ large classes...
Friday, February 6, 15
67. -It is a ton of work. Especially up front.
AND speaking of ‘catches’....
-The more successful you are, the more time consuming it
can become.
there are some things that need to be
recognized about this ed tech ‘revolution’...
...and teaching ‘good’ to ‘great’ large classes...
Friday, February 6, 15
68. -It is a ton of work. Especially up front.
AND speaking of ‘catches’....
-The more successful you are, the more time consuming it
can become.
-Administration and support have to pony up
there are some things that need to be
recognized about this ed tech ‘revolution’...
...and teaching ‘good’ to ‘great’ large classes...
Friday, February 6, 15
69. -It is a ton of work. Especially up front.
AND speaking of ‘catches’....
-The more successful you are, the more time consuming it
can become.
-Administration and support have to pony up
there are some things that need to be
recognized about this ed tech ‘revolution’...
...and teaching ‘good’ to ‘great’ large classes...
-Administration and support have to encourage
experimentation, and not condemn failure
Friday, February 6, 15
70. -It is a ton of work. Especially up front.
AND speaking of ‘catches’....
-The more successful you are, the more time consuming it
can become.
-Administration and support have to pony up
there are some things that need to be
recognized about this ed tech ‘revolution’...
...and teaching ‘good’ to ‘great’ large classes...
-Administration and support have to encourage
experimentation, and not condemn failure
-Harness the tools to serve you....don’t serve them.
Friday, February 6, 15
71. -It is a ton of work. Especially up front.
AND speaking of ‘catches’....
-The more successful you are, the more time consuming it
can become.
-Administration and support have to pony up
-It will all change tomorrow.
there are some things that need to be
recognized about this ed tech ‘revolution’...
...and teaching ‘good’ to ‘great’ large classes...
-Administration and support have to encourage
experimentation, and not condemn failure
-Harness the tools to serve you....don’t serve them.
Friday, February 6, 15
72. But this stuff is awesome!
Communicating knowledge,
communicating ideas,
communicating curiosity,
communicating passion....
Friday, February 6, 15
73. But this stuff is awesome!
Communicating knowledge,
communicating ideas,
communicating curiosity,
communicating passion....
Isn’t that what teaching is
really all about?
Friday, February 6, 15
74. But this stuff is awesome!
Communicating knowledge,
communicating ideas,
communicating curiosity,
communicating passion....
Isn’t that what teaching is
really all about?
And everything I’ve
talked about is simply
a megaphone for
amplifying your voice
Friday, February 6, 15
77. Students don’t have to be passive:
HARNESS THEIR ENERGY!
Technologies in education are not just gimmicks:
HARNESS THE TOOLS!
Friday, February 6, 15
78. Students don’t have to be passive:
HARNESS THEIR ENERGY!
Technologies in education are not just gimmicks:
HARNESS THE TOOLS!
You don’t have to do it alone:
HARNESS USER
KNOWLEDGE and
SKILLS!
Friday, February 6, 15
79. Students don’t have to be passive:
HARNESS THEIR ENERGY!
A strong community is a potent force:
HARNESS THE POTENTIAL!
Technologies in education are not just gimmicks:
HARNESS THE TOOLS!
You don’t have to do it alone:
HARNESS USER
KNOWLEDGE and
SKILLS!
Friday, February 6, 15
80. Students don’t have to be passive:
HARNESS THEIR ENERGY!
A strong community is a potent force:
HARNESS THE POTENTIAL!
Technologies in education are not just gimmicks:
HARNESS THE TOOLS!
You don’t have to do it alone:
HARNESS USER
KNOWLEDGE and
SKILLS!
SO FORWARD....
....TO THE BIG CLASS FUTURE!
Friday, February 6, 15
84. A COMMUNITY keeps up with each other after the
class is over
...INDIVIDUALS in a class typically do not
Thus we are seeing creating a life-long
community of learners that grows every
semester, and now includes alumni, family
members and friends...
Friday, February 6, 15
85. A COMMUNITY keeps up with each other after the
class is over
...INDIVIDUALS in a class typically do not
Thus we are seeing creating a life-long
community of learners that grows every
semester, and now includes alumni, family
members and friends...
Creating life-long
learners...isn’t that
what we teachers are
all about?
Friday, February 6, 15