Teaching - Learning - Student Engagement
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This is a presentation that was conducted at the University of Missouri's Focus on Teaching and Technology Regional Conference in 2010. It covers how technological tools in the Blackboard learning management system support student engagement.
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Teaching - Learning - Student Engagement
- 1. + Teaching Learning Student Engagement Tiffany Smith Faculty Development Coordinator,Webster University Adjunct Instructor, St. Louis Community College-Wildwood
- 3. + Who are we? WHAT IS YOUR NAME? YOUR ROLE?? (Fill in the blank) I am interested in ‘student engagement’ because…
- 5. + What is ‘student engagement’? “…students make a psychological investment in learning…” “…students are engaged when they are involved in their work…” “…student’s [have a ] willingness, need, desire and compulsion to participate…” Educators discuss ‘student en How do you define student engagement?
- 6. + BLOG
- 7. + How can you engage students? You have a class of 25 students in a course. 25% of your students are traditional, first year students. 25% of your students are non- traditional students, between the ages of 20 and 35, with a family and jobs. 25% of your students have returned to college; they work during the day and are taking on a new program at night. 25% of your students are high school students in a dual enrollment program. Your class is quite diverse, yet you want to engage ALL students in the course material. How can you engage these students in a regular, face-to-face course?
- 8. + GROUP MANAGEMENT GLOBAL WARMING 1. What is the History of the Global Warming topic? 2. How Serious is this global concern? 3. What GREEN organizations exist and What is their mission/purpose? 4. What “Green” things are happening around the globe? (i.e., hybrid cars, etc.) 5. Who is the MOST EFFECTED by global warming? (people, societies, etc.) 6. What is recommended of consumers to SUPPORT THE GREEN INITIATIVE?
- 9. + WIKI
- 10. + What will YOU do?
Editor's Notes
- Introduce myself Give my name, role(s), duties GIVE SOME HISTORY behind me and my work
- Call on volunteers to present objectives of today’s workshop: HAND OUT SLIPS TO PARTICIPANTS TO READ: Engage in discussion about who we are and why we’re here today Review data on student engagement and share informed opinions about how it’s defined Work in groups to create an engaging activity Share group activity with everyone Participate in all these engaging activities while learning HOW to engage students in an online classroom REFER TO THE PICTURE TO EXPLAIN INTERACTIVE ONLINE TOOLS WE WILL COVER TODAY.
- INDIVIDUAL WORK: Answer the questions above. Give about 5 min. PARTICIPANT SHARE: Then, participants share the information with a near-by peer. PEER INTRODUCTIONS: Then, the peer introduces their partner.
- DEMO the comparative Discussion Board tool used in my online course to do INTRODUCTIONS.
- PERSONAL OPINION: Begin by discussion what I think student engagement is and why I choose to engage students versus just delivering material. WIKIPEDIA QUOTES: Then, refer to the quotes (one at a time). VIDEO: Then, play the video. Explain that it is an open discussion amongst Educators that belong to Educause, “a nonprofit association whose mission is “to advance higher education by promoting the intelligent use of information technology.” ARTICLE: Point to information in the Abstract and hand out to participants. HANDOUT: Last, ask them to define “Student Engagement”. Write it down on handout. Then, one at a time, call on volunteers to share definition and discuss.
- Explain that I use Blogs to get informed opinions from students. The feedback is presented AFTER students have a chance to experience the information, as participants did today. Also, I use the BLOG as a private journaling space for me to share feedback with students on their papers. I use it to allow students to give lengthy opinions on course material, both to me and to each other without my participation. This BLOG gave students a chance to practice their paragraph writing and arguing skills on a random topic. Notice that students weren’t asked to respond to each other. The purpose was to give their own lengthy, informed opinion.
- PRESENT SCENARIO: (read above) CREATE GROUPS: Separate the participants into groups. DISCUSSION: In each group, ask participants, using their handout, to come up with ONE activity to engage this group. OPEN CLASS: Ask each group to share the activity and how they arose at that particular activity for the scenario.
- EXPLAIN THE ASSIGNMENT AND READ THE BULLETS. THEN, READ THE SPECIFIC GROUP ASSIGNMENT: Hello Group One: Stephanie, Christine, & Carol I've created this Group page, so you guys can communicate and share information specific to your group. In this Group page, you can discuss what you'd like to share with the class via a Discussion Board. You can also exchange files or documents with each other. Your group has been assigned the topic: What is the HISTORY of the Global Warming topic? Each group member needs to find either an online journal article, internet site, or news article (using the Lexis Nexis online database) that discuss your assigned topic. LOTS of information will be available. Use your Group Communication tools to decide what you will share with the class. NOTE: if you have a tough time communicating with your group members, then go ahead and add what you have, so you get points for your findings. You will share your findings with the class in a Wiki page. A Wiki site titled "Group Research Activity: Global Warming" has been created. Click on "Wiki" on the course menu to access it. Create a new page in the Wiki site. Title it with your overall topic. Add both the Works Cited entry and a 2-3 sentence summary of your findings. NOTE: There should only be ONE Wiki page for your group that showcases all group members findings. DO NOT create multiple Wiki pages. LAST: Show the Group Communication screen shot.
- FIRST, explain Wiki: it’s purpose and how it is initially explained to students. THEN, explain the actual Wiki site: the Home page, the student’s pages, how to add the pages. LAST, show student’s Wiki pages and how they added the information.
- REFER TO HANDOUT: What will or can you do in your individual courses? Give them some quiet time to jot down a few ideas, just 5 min.
- PASS out business cards. REFERENCES ON BACK.