In this presentation, Professor James Boyle will argue that we have a cognitive bias–he calls it cultural agoraphobia–that leads us to underestimate the potential of open networks, open culture and open productive processes. What is the evidence for such a bias? What should a university do about it–from the library to the classroom to [...]
Abstract: This presentation will show how instructional technologies can support reflection in online and traditional college classes. Each activity will center on how a problem can be addressed with a technological tool in class or on the web. The focus will not be on the technology itself but rather on how that tool can cause the student to think critically about the issue presented, organize their thoughts, and/or present a solution. For example, the presenter will show how Twitter can be used effectively to document a library research project – not the mechanics of how Twitter works. Following each suggested activity, the audience will have opportunity to offer application in their discipline area. Participants will leave with a list of twenty suggested activities, a link to a supporting website, and a list of related resources.
Format: Formal Presentation (15 minutes)
Abstract: On 27-28 April I attended the Sloan-C/University of Illinois at Chicago workshop on Blended Learning (BL). In the course of this workshop, presenters discussed current definitions of BL, some of the pedagogical issues connected to BL, and some of the internet tools available to support intentive applications of BL. With this presentation, I will share with participants a summary overview of the information and tips I gained concerning Blended Learning from this workshop.
Format: Formal Presentation (15 minutes)
Co-Presenters: Jim Groom
Abstract: The Education departments on the Fredericksburg and Stafford campus of UMW are in the initial stages of planning for a College of Education. This planning will involve a large number of meetings, bringing together approximately twenty faculty members on two different campuses. The problems in scheduling such meetings are obvious and are compounded by the very different work schedules for the two faculties. One approach to alleviating some of the problems would be to make use of an assortment of free, online social networking tools: the meeting toolbox. The toolbox includes the following programs: Skype, Pamela, Google Docs, Jing, Doodle Calendar, Glogster, and Survey Monkey. A blog will provide a home/archive for the toolbox and the documents, recordings, and video records compiled through the use of the different tools. Hardware, such as the Pulse Smartpen, webcams, and digital video cameras may also be included in the toolbox as opportunities and needs arise. This presentation will discuss the components of the toolbox and the results of initial use of several of the tools. The use of the toolbox in online learning will also be briefly discussed.
Tags: online meetings
Format: Formal Presentation (15 minutes)
Co-Presenters: Participants:
Brooke Donaldson, “Teaching the I-Phone / Facebook Generation: Sacrifice or Enhancement?”
Jeremy Larochelle, “Weekly response papers are so Twentieth Century: Latin American Literature and Cultural Studies meets UMW Blogs”.
Elizabeth Lewis, “Energizing, Inspiring, and Relevant Spanish Literature Studies? My Experimentation with an Undergraduate Course on the 19th-Century Novel”
Marcel Rotter, “Student-centered learning in upper-level language courses: authentic news and wikis as textbook 2.0”
Abstract: This panel discussion seeks to explore the various ways technology has altered the teaching of foreign languages, cultures and literatures. From the use of internet resources and interactive power point presentations, to the use of social networking, wikis and course blogs, technology has enabled language students to access information, practice new skills, and interact with the target languages and cultures like never before. But is this necessarily better? What might the limits or pitfalls of such teaching and learning be?
Format: Panel Discussion (typically 45-60 minutes)
Abstract: At a Faculty Academy session a few years ago I reported on my experiences as a student in an on-line course that was not successful (and not very enjoyable). My most recent experience as an on-line student were very different! In this presentation I will report on the EscherMath course I took last year. This course was offered by the Profesional Enhancement Program of the Mathematics Association of America and was conducted entirely on-line through Wimba Classroom. While I won’t be focusing on the technical aspects of offering such a course, I will introduce faculty who are new to on-line teaching to one possible on-line course environment.
Format: Formal Presentation (15 minutes)
Abstract: How do our institutional expectations need to change to adapt to evolving teaching methods? Emerging didactic techniques can result in students developing greater understanding and having better retention of presented information. Can our time-worn systems of grading, testing and evaluation adapt? Evidence to the negative includes the means by which teaching professionals are evaluated, such as grade distribution reports, and the point-scale grading system.
Website: http://people.umw.edu/~dhylandw/
Format: Formal Presentation (15 minutes)
Abstract: One of the key differences between secondary education and university is that in the former, students tend to be taught about a subject, while in the latter, they are taught what disciplinary practitioners do. Usually, the teaching of this practice is, in an important sense, pretend. When students study a laboratory science, the outcomes of the experiments they conduct are largely predetermined. Similarly, in a literature class when students analyze a classic work, the instructor presents standard arguments. This past semester I had the opportunity to teach in a way that more genuinely modeled disciplinary practice. I taught a senior seminar in international finance, where we organized the class as a research team to investigate the global implications of the 2008 financial crisis and economic recession, an event which was unfolding in real time while we studied it. As such, there were no texts to read. Indeed, one goal of the project was to create a written analysis of the crisis, which we will publish online. The dynamics of nearly all aspects of the course, from selecting the material we studied to conducting class sessions to grading, were different from normal courses. Students were given small research tasks, the results of which they posted on the course wiki. Class time was spent figuring out what those results mean as we constructed ‘the story’ of the financial crisis. Grades were based on what students contributed to the group’s understanding. This experience provided many lessons about how to improve the teaching of other courses.
Website: http://stevegreenlaw.org/pedablogy/
Tags: RealSchool
Format: Formal Presentation (15 minutes)
Abstract: When I accepted an invitation to teach linguistics 101 at UMW. I brought with me an agenda born more than 40 years ago and which has had a growth spurt since I retired in 2003. Driven by technological innovation and recent interpretation of the role mind/brain in an understanding of language, the time has come to test whether one can teach general linguistics to a general college audience so as to provide a basis for further study in linguistics, connect with the interests and competencies of a heterogeneous group of students, present a coherent and reasonable facsimile of contemporary linguistic thought, and hold the attention of 65 weary students in a 3 hour evening class once a week. I got great help using a number of media resources, in particular web based materials, QuickTime and Personal Brain, and encouraging students to DO linguistics rather than merely read about it. I will illustrate my approach to the subject by flying over the “Plex” of Personal Brain and diving in to look up close at one unit in the course. I’m convinced the approach is right, but I think the patient may have died.
Format: Formal Presentation (15 minutes)
Abstract: Learning in an eLearning presents different perspective in terms of preference of learning environment components. The patterns of eLearning website feature preferences were investigated in order to provide insights into learning strategies for learners. The focus of this investigation is to develop a classification of types of eLearning website feature preferences (clusters) and investigate their association with the learning of students as indicated via their performance. Based on an empirical study, researcher collected and analyzed students’ eLearning website feature preference in Blackboard. Nine measures were used to cluster the data set. The results revealed four clusters, viz.: Moderate eLearning Feature Preference Exhibitor, High eLearning Feature Preference Exhibitor, Heavy eLearning Feature Preference Sleeper and Moderate eLearning Feature Preference Sleeper, and demonstrated that learning as indicated by performance (grade point average range) different among the four clusters. The implications of eLearning feature preference are discussed from learning and teaching perspectives.
Format: Formal Presentation (15 minutes)
