Dec 12

Learning Outcomes – Part 3

I know, the anticipation has been great; just like waiting for the last movie in the Star Wars trilogy!  In this final episode of Learning Outcomes we are going to look a bit more at verbs (including ones you shouldn’t use), we’ll identify learning outcomes, and we’ll take a look at “conditions” and “criteria” of a good learning outcome.  This goes by pretty fast, so you are welcome to back-up, watch again, or visit with your instructional designer!

Thanks for watching!!

Here is a link to Action Verbs that you can use:
https://www.apu.edu/live_data/files/333/blooms_taxonomy_action_verbs.pdf

Want more?  Here is an article that you can look at:
http://www.personal.psu.edu/bxb11/Objectives/GoalsAndObjectives_print.html

Dec 08

Learning Outcomes – Part 2

Well, here it is, as promised…Part 2 of this three part series.  In this episode we will briefly look at alignment, taxonomy, and a bit more about verbs used in creating Learning Outcomes.

This is a pretty quick overview.  Do you still have questions?  If so contact your campuses instructional designer!!!

Thanks, and I will see you on Tuesday for part 3!

Dec 06

Learning Outcomes

In this post I wanted to tell you a bit about Learning Outcomes.  This turned into a project that was somewhat bigger than I thought it was going to be.  This is partially due to the length of the presentation.  Because of this I knew that I was going to need to “chunk” this up (a subject for a future FLC presentation).

What I did was I broke my presentation into 3 parts that are just over 6 minutes each.

  • Part 1 is today (12/6/17),
  • Part 2 will come out on Friday (12/8/17), and then
  • Part 3 on Tuesday of next week (12/12/17), so prepare yourself for that!   😎

Enjoy Part 1!

Nov 08

Gamification

When looking at learning motivation, an idea that you may keep hearing about is gamification.  As technology and gaming evolves, the use of games as a standard teaching mechanism becomes closer to reality, especially with Virtual Reality (VR) and Augmented Reality (AR) devices.

Two factors in effective e-learning are motivation and community building, both of which coincide nicely with gamification.  Games and simulations can have a motivational effect, as most use a story-line and have some type of reward for winning or completing a task.

Games can also be used to help students with Autism Spectrum Disorder.  Studies have shown that there is a good level of acceptance by ASD students, and that gaming can help behaviors related to social initiation.  Also, in cases where the student demonstrates repetitive tendencies, games can increase exploratory behaviors.  (Malinverni, 2017)

So how do you gamify your curriculum?   An important element involves integrating your game’s storyline with your instructional objectives.  You want to be certain that the game is aligned with your student goals, so students are concentrating on the correct information.

You also want to incorporate feedback directly into the game, in order to determine whether students are getting the correct message.  This is even more effective if the feedback is explanatory.  It should also be noted that rapid response games work well for automating skills through drill and practice exercises, but may not be effective when pursuing cognitive learning outcomes.  (Clark & Mayer, 2011)

Another tip is to make sure your game contains cognitive activity and not just discovery learning.  Exploring without cognitive activity has been shown to be ineffective, and may produce unintended learning results. (Clark & Mayer, 2011)

Still on the fence as to whether or not gamification has educational value?  Watch this 20 minute Ted Talk!

 

Clark, R. C., & Mayer, R. E. (2011). E-Learning and the Science of Instruction (Third Edition ed.). San Francisco, CA: Pfeiffer.

Malinverni, L. M.-G. (2017, June). An inclusive design approach for developing video games for children with Autism Spectrum Disorder. Computers In Human Behavior, pp. 535-549.

Oct 23

Pause, Play, Repeat

Here is an interesting article from Faculty Focus

Pause, Play, Repeat: Using Pause Procedure in Online Microlectures
By: Judith Dutill, MA, and Melissa Wehler, PhD

The article advocates combining microlectures with pauses for interactive activities that allow students to review, process and clarify their understanding.  The can include responding to brief writing prompts, playing “Devils Advocate” or pausing for short check-for-knowledge quizzes.

While it easy to see how this can be done in a face-to-face class, how would these pauses be incorporated in an online environment? Recorded lectures can be paused (either automatically if using a program like Adobe Presenter or by asking the student to pause a video) and then the student can be asked to think about a particular question, respond to short quiz questions etc. before continuing.

Dec 13

Audio feedback for student assignments

Here is a pretty good 8 minute video on using audio feedback for student assignments.  It shows how you can use Audacity to record mp3 audio files and return them to students.  If you are using Blackboard you can return them as a file attached to their graded assignment – just use the paperclip icon in the feedback box.

This video shows not only how one instructor creates audio feedback but the reactions of a student.

 

Audacity is not the only tool you can use to create audio – but it is easy to use on both Mac and Windows platforms. Find audacity at http://www.audacityteam.org/

Oct 05

Teaching Lessons from Bobby McFerrin

Thought I’d share this article from Teaching in Higher Ed

http://teachinginhighered.com/2016/08/17/bobby-mcferrin-teaching-lessons/

It includes a youtube video of Bobby McFerrin giving a lesson about the Pentatonic Scale – the Youtube is embedded below but go and read the whole article to highlight some teaching tips

 

Jul 20

“Flipping” your class?

“Flipping the classroom” is a buzzword for supposedly reversing the delivery of lecture/homework.  Instead of lecturing in a classroom or synchronous online class session and then assigning homework for students to do outside of class time, you make students responsible for reading or viewing content before class then plan more engaging and challenging activities during the class session.

Since UAS generally has small class sizes, many of faculty are already forgoing straight lecture and engaging their students in active learning during class. Planning for a variety of activities can be a challenge though.  Here are some resources to help  (thanks to Susie Feero for forwarding this article):

Five Time-Saving Strategies for the Flipped Classroom”  – Barbi Honeycutt, Faculty Focus

My favorite recommendation from this article: “Once you look at which lessons to flip, build margins into the actual lesson plans. Where can you find white space in a lesson? For example, if it takes you five minutes to solve a problem in a lesson, plan for your students to take 10 minutes. If you are trying out new technology in a lesson, plan for it not to work the first time. If you are introducing a new activity, allot enough time to explain the process three times.”

Previous articles about flipping the classroom:

Five Ways to Motivate Unprepared Students in the Flipped Classroom

Three Focusing Activities to Engage Students in the First Five Minutes of Class

Managing In-Class Learning Experiences in Flipped Classrooms

Apr 05

Google URL shortener

GOOGLHave you ever run into problems sending a really long URL (web address) in an email or posted it as a link?  Sometimes the sheer length of the URL can cause it to “break” or make it hard to copy and paste if it doesn’t show up as a “live” link.

One solution  a URL shortener?  There are a lot of them including tinyurl.com and  bit.ly .  Since I use Google drive and other apps a lot the one I like to use is Google’s shorter: goo.gl.  Simply go to goo.gl, paste in the long URL and it will create a custum short link.

Like other shorteners, it not only shortens the long URL – if you are logged into Google then it also remembers all your shortened links making it easier to go back and retrieve one to use again.  It will also keep track of statistics so you know how many times that URL has been clicked on.

Ever wonder how they get short names like goo.gl ?  Well the last two letters are a “top level domain” – in this case an abbreviation for country: Greenland.  (or in this case, an autonomous country within the Danish realm.)  So Google just registered the domain name in Greenland.

Mar 30

Quizzes: Going beyond memorization

Do you use regular quizzes in your class?  You can use quizzes not only for memorized “factoids” but also to engage students.  Here’s an article that discusses some different types of quizzes:

Five Types of Quizzes That Deepen Engagement with Course Content” – Maryellen Weimer, Faculty Focus, March 30 2016

How do you use quizzes in your class?