The document discusses six ways that professors can incorporate technology into their teaching. They are: 1) Using pre-class surveys to learn about students' backgrounds and knowledge; 2) Presenting concepts through open content videos from sources like Ted Talks and Khan Academy; 3) Bringing in guest speakers through video conferencing tools like Skype; 4) Using web meeting tools to mentor students outside of class; 5) Facilitating collaboration through tools like Google Docs; and 6) Assessing student understanding through self-quizzes and interactive videos. The document provides examples and instructions for how professors can implement these techniques.
Thinking about delivering a class session online? This workshop introduces you to best practices in delivering live online courses using web conference software used at the W.R. Berkley Innovation Lab @NYUSTERN. You’ll learn how to conduct a live online class discussion and how best to develop content for this teaching format. You will also receive tips for the teaching setup and configuration.
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This session will help you go from start to finish in building an efficient, effective, and engaging course using BlackBoard Learn. This includes learning all about the new features available in BlackBoard starting this May!
Instead of making slides that are to be read. Instead of making a few slides with lots of information on them. Make a large number of slides that can be scrolled as if they are on social media. Make slides that talk to the reader.
Thinking about delivering a class session online? This workshop introduces you to best practices in delivering live online courses using web conference software used at the W.R. Berkley Innovation Lab @NYUSTERN. You’ll learn how to conduct a live online class discussion and how best to develop content for this teaching format. You will also receive tips for the teaching setup and configuration.
Putting it all Together: Designing a Great BlackBoard CourseStaci Trekles
This session will help you go from start to finish in building an efficient, effective, and engaging course using BlackBoard Learn. This includes learning all about the new features available in BlackBoard starting this May!
Instead of making slides that are to be read. Instead of making a few slides with lots of information on them. Make a large number of slides that can be scrolled as if they are on social media. Make slides that talk to the reader.
Ghost Voices: Using-Text-to-Speech Technology to Improve the Quality of Learn...D2L Barry
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Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.
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The Art of Technology and Teaching: Training for the Whole Campus CommunityD2L Barry
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* Define the flipped instruction approach and how it can foster student success.
* Identify strategies to enhance instruction using the flipped instruction approach.
* Explore opportunities for applying flipped instruction theory in lesson planning and delivery.
* Describe practical uses of the flipped instruction approach in food service systems management courses.
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Presentation given at the GuldenSporenCollege in Kortrijk, Belgium for one of their SOS sessions (pedagogical sessions).
The presentation looks at the concept of the flipped classroom, some research results, the options, the roles, and points to extra sources.
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Ghost Voices: Using-Text-to-Speech Technology to Improve the Quality of Learn...D2L Barry
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Presentation at the Brightspace Minnesota Connection at Normandale Community College on April 14, 2016.
Student & Learner evaluation during and post COVID19Inge de Waard
These are the slides from a webinar I gave for the EDEN NAP series (European Distance Education Network). The session focuses on proctoring tools for online exams, the use of Open Book Exams and looks into online group exams as a means to cover multiple online evaluations.
The Art of Technology and Teaching: Training for the Whole Campus CommunityD2L Barry
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Prof. Fred Pacheco presents how our current scenario of forced online education can be seen as an unique opportunity to accelerate the innovation and finally implement all the tools and techniques to effectively improve learning process. The lecture will show some case and results from initiatives during social isolation, pointing out the methodologies and techniques. It's not just a matter of going online; it's necessary to understand e- pedagogy. This presentation, them, aborda active learning and other techniques for online learning.
Flipped Instruction: Flipping it Without Flipping OutLHoustonMemphis
List of Educational Objective(s) for the Session (be sure these indicate learning outcomes):
* Define the flipped instruction approach and how it can foster student success.
* Identify strategies to enhance instruction using the flipped instruction approach.
* Explore opportunities for applying flipped instruction theory in lesson planning and delivery.
* Describe practical uses of the flipped instruction approach in food service systems management courses.
The flipped classroom introduction and sourcesInge de Waard
Presentation given at the GuldenSporenCollege in Kortrijk, Belgium for one of their SOS sessions (pedagogical sessions).
The presentation looks at the concept of the flipped classroom, some research results, the options, the roles, and points to extra sources.
Chinese teacher national conference 2016Katie Grubb
This presentation was from the CLTFA 2016 Chinese National Teachers Conference. It is about using collaborative technology to enhance learning, assessment and build professional networks.
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January is a good time to reflect on your accomplishments from the previous academic year.
Many of us in academia have to provide annual reports on our progress as faculty.
From personal experience, I feel that we undersell the work we do as teachers.
Here are some things that are worth highlighting with regard to your teaching practice.
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Realizado en el cuarto trimestre del año 2015 en Barcelona
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Из презентации вы узнаете:
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This is a tutorial on editing charts in ADOBE ILLUSTRATOR.
We can easily remove the chart junk elements such as borders and tick marks. It’s simple to edit text as well such as titles, scales, x and y axis labels.
Download this PDF file at http://bit.ly/illustrator_ex to follow along with the example or work with your own. The charts should be saved as a PDF file before you open them in Illustrator. The example used is a chart created in R.
The workshop will provide examples and strategies for the design of the experiential online education. Participants will explore what makes a great education experience and define the attributes that contribute to a great online learning experience.
Workshop for Higher Education staff on how to foster student engagement online. This workshop draws on useful frameworks to help shape teaching practice, proposes tips for teaching live online classes as well as designing self-paced online learning environments, and will culminate in the development of a plan to begin weaving in some of these ideas.
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A poster presented by Arden Kirkland, Amanda Calabrese, and Mary-Carol Lindbloom at the 2017 national conference of the Association of College and Research Libraries.
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Participants will explore how fully online facilitation assists learners in the construction of new
procedural and declarative knowledge.
Concepts discussed will include:
● Constructivism-informed Education Processes
● Reduction of transactional distance
● Collaborative processes
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Ways to use online courses & the web in education and communication; an overview by O'Connor in 2006 (to Moscow State University via a virtual conference)
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The presentation sketches the issues – for further discussions- to be taken into consideration when it comes to blended education (policy development, approach /priorities and planning) .
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Kristen Sosulski
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Eager to create some short mini lectures for your course? These slides are from a workshop that we offered on creating short teaching videos in the studio. We provided a studio tour, tips, demonstration, and discussion of considerations for teaching & learning.
Why use video in your classes? Introduction to some concept or phenomena
Demonstration of problem solving
Illustration of a technique or approach
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These slides are from a 45-minute webinar that covers how to teach students to tell data-driven stories with visualizations, including:
Storytelling best practices
Techniques for helping others see key takeaways from visuals
The use of software to support data presentation in visual form
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-Overview of presentation design and readability.
-Common presentation pitfalls.
-Best practices for using and delivering charts and graphs in your presentations.
-Examples of effective visual communication through the use of data visualization.
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2. Learn six simple ways on how to best incorporate the latest
tools into your teaching.
Teaching with Technology
3. Scenario 1
Learn more about your
students’ prior knowledge and
preconceptions before class.
4. Pre-class survey
• Students have diverse
experiences and knowledge.
• Learn more about what they
know and what they don’t by
asking a pre-course survey.
• Incorporate the findings into the
class discussion and lecture.
5. Build the survey in
Google Forms
Consider asking diverse questions
about their background, skills and
question to assess their
understandings of content.
6. Types of questions
1) Perception questions: For example, “how
confident are you in using the following
technologies: Python, R, PowerPoint, and
Excel?
2) Content questions: For example, “which
of the following data visualization chart
types is most appropriate to show time
series data: pie, line, histogram, or
scatterplot?”
3) Open ended questions: For example,
“Define data visualization.” Open-ended
questions allow students to share their
understandings of the content in their own
words.
7. Distribute the link to
students
• Add the link to lessons in NYU
Classes.
• Send an email with the link in
advance of class or during class.
Complete the following survey:
http://bit.ly/datavismba2015
8. Share results
• The instructor can see data
presented in spreadsheet form
or summary form
• Summary pages can show
students where they rank in
class
9. Incorporate the
results
• Incorporate student responses
into the lecture and discussion.
• Show students where they rank
in relation to the class.
• Use results to modify your
lectures.
What is data visualization?
10. How to
• Go to GoogleDrive
• Select New > Google Forms
• Add title, form description, and
begin entering questions. Select
from a wide-array of question
types.
• When finished select > Send
• Copy URL or enter email
addresses
• Share with students
• View results by selecting >
Responses on the form
What is data visualization?
12. Open Content: Ted
Talks
• For new topics/concepts
consider providing multiple
explanations and/or diverse
perspectives.
• Share multiple viewpoints in a
few three to five minute videos
• For example, share the voices of
data scientists, artists, and
information designers.
13. Open Content:
Khan Academy
• Khan Academy has a rich set of
resources for math, computing,
and the arts.
• I use to Khan in my class as a
resource for students to review
statistical models such as
regression or constructing
scatter plot. See the example.
• Good for demonstrations and
tutorials.
14. Distributing content
to students
• In advance of class
• Embed in a lesson in
NYU Classes.
• Share the link with
students in your syllabus
or via email.
• During class
• Show video right from
your PowerPoint deck
• Launch link to the video
15. How to find content
• Search Ted at:
http://www.ted.com/
• Search Khan academy at:
https://www.khanacademy.org/
• Search Google Videos or
YouTube
17. Via Web-Video
Conference
• In professional education, it’s
important for students to be
exposed to professionals in the
field and interact with them.
• By inviting professionals you can
add diversity to the class
discussion and dialogue.
• Avoid the time and expense of
travel.
• Consider the roles of the guest
speaker, students, and
professor.
18. Skype Examples
Guest Speakers
• Skype in guest speakers from
across the country for easy
communication
Experts and mentors
• Students can directly Skype in
with experts or mentors and
share files/documents
19. How to
• Sign-in to Skype on the
classroom computer
• Attach a camera and
microphone to the computer.
Face the camera at the
classroom
• Add participant(s) as contacts
and either video call, phone call,
or message
• Conduct a test call in advance of
class with your guest speaker(s).
21. Web meeting tools
• Virtual method when face to face
interaction is limited.
• Each student has a voice.
• Allows faculty and students to
meet online and discuss any
relevant material outside the
classroom space.
22. How to
• Arrange a time and date with
participants to have the web
meeting
• Make sure you have a secure
connection and the same
program to engage in the
meeting
• Conduct various agenda through
the platform (e.g. interactive
class, discuss an idea, work
through a presentation
24. Google Docs
• Enables faculty and students to
collaborate more efficiently and effectively
on papers, spreadsheets, and
presentations
• Several people can collaborate
simultaneously (both comments and
content)
• Revision history allows to revert to
previous versions, if needed.
• Encourages accountability of collaborators
and auto-save ensures work will not be
lost.
Sharing settings in Google Docs.
25. Google Docs: Instructor Feedback
• Comments features allows instructor to add
feedback in-text or in the margin of document
• Give feedback on your own timeframe
Providing feedback on team projects
26. How it works
• With student teams you want to facilitate collaboration, provide timely
feedback to help student teams improve their work and to monitor student
progress
Google Docs,
Presentations,
Spreadsheets allow for
multi-user authoring and
creation of content
Different colored
markers indicate to
the instructor who
contributed what
sections, who made
comments, and
how an assignment
came together
While working on a
document participants
can simultaneously chat
about the edits
27. How to set up GoogleDocs
• Google docs are easily accessible through
http://www.google.com/docs/about/ or the Google
doc icon in your Gmail apps
• Create a Google doc you wish to collaborate on
• Invite/share to other participants through Gmail
29. Use self-assessment quizzes and practice
exercises
• Allow students to self-assess to gauge their knowledge and understanding of
content—also signals important concept to know/learn
• Example: embed questions into timeline of video that students can respond to
and receive feedback on responses
• Other ways
1. Textbook resources such as Pearson or McGraw Hill, chapter by chapter
quizzes
2. Use quiz tool in LMS to create short weekly self-assessment quiz
3. Use student response systems in class
30. Interactive Video
Use programs like Zaption to
create interactive videos guided
with quiz questions and information.
Example:
https://www.zaption.com/present/56
cc9692d3ce56cf118b76cb
32. How to
• Sign up for an account with Zaption
• Create or identify a video
• Prepare questions to include the videos:
• Create video to share/publish to others!
33. Conclusion
These were just six educational ways to using
technology in your classroom to help your teaching
practice. You noticed that many of the approaches
include instructor involvement in student work, not just
implementing a quick technological fix.
Kristen Sosulski is an Associate Professor of Information Systems and Director of Education for the W.R.
Berkley Innovation Lab at NYU Stern School of Business.
34. Are there any other errors that you’ve come across in your
data visualization work? Do you have any questions? Contact
me on twitter @sosulski.
You can learn more on my blog at
http://kristensosulski.com
Questions? Comments?
Copyright 2016 Kristen Sosulski ks123@nyu.edu @sosulski kristensosulski.com
35. Thank you!
Professor Kristen Sosulski, Ed.D
New York University Stern School of Business
@sosulski ks123@nyu.edu kristensosulski.com
In this session you will learn strategies for
telling a story using data. Emphasis will be placed
on creating readable and interpretable
presentations.
1) Perception questions: For example, “how confident are you in using the following technologies: Python, R, PowerPoint, and Excel? 2) Content questions: For example, “which of the following data visualization chart types is most appropriate to show time series data: pie, line, histogram, or scatterplot?”3) Open ended questions: For example, “Define data visualization.” Open-ended questions allow students to share their understandings of the content in their own words.
For example, when introducing students to the topic of data visualization, I share with them the voices of data scientists, artists, and information designers. Each voice adds a new view of data visualization and the benefits of the medium.
For example, when introducing students to the topic of data visualization, I share with them the voices of data scientists, artists, and information designers. Each voice adds a new view of data visualization and the benefits of the medium.
For example, when introducing students to the topic of data visualization, I share with them the voices of data scientists, artists, and information designers. Each voice adds a new view of data visualization and the benefits of the medium.
For example, when introducing students to the topic of data visualization, I share with them the voices of data scientists, artists, and information designers. Each voice adds a new view of data visualization and the benefits of the medium.