TLT Conference 2009: Dr. Irina Ivliyeva

In-class Methods meet Online Tools: A Hybrid Class

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This presentation explores class participation, learning outcomes, and
the role of communication technologies in language learning and
teaching. Driven by sound pedagogical strategies, traditional in-class
activities are examined through the prism of Internet-based,
multi-user, interactive learning tools. New instructional options
(blogs, wikis, Audacity on Blackboard) illustrate how improved
technology helps to produce highly interactive collaborative learning
environments and provides effective support for learning assessment,
class management, content organization, and course design.

TLT Conference 2009: Dr. Judith Sebesta

Using Clickers in the Arts & Humanities

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This presentation will provide ideas for using clickers in classes in
the Arts and Humanities, drawing on examples from the presenter’s
experience teaching a large Introduction to Theater course. Attendees
will have the chance to try out the clickers and share ideas for their
use in similar courses.

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TLT Conference 2009: Dr. Jeff Thomas

Flexible Learning, 100 Seats at a Time

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A combination of instructor-produced videos and web sites,
one-on-one tutoring, and automated (partial credit) grading allows
students to tailor their own learning experience in an engineering
course with 300 students.

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View demonstration pages at http://web.mst.edu/~mecmovie/ and view sample videos at http://web.mst.edu/~ide110-1/lessons/02/index.html.

TLT Conference 2009: Dr. Stephen Ehrmann

Using Evidence to Improve Teaching and Learning (with Technology): Asking the Right Questions

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Ehrmann.jpgToo many options, too much information, too little time and too much
risk: those are just some of the reasons why we take relatively little
advantage of new technology to do new things.  Part of the risk is that
we often teach with blindfolds more than half-covering our eyes: what
are students thinking? What do they do on the course when they’re away
from the classroom? What advice might they give that would help improve
an assignment or classroom activity, the next time the course is taught?

We
will explore a few new options for getting inside students’ heads, and
what questions to ask, in order to improve teaching and learning in
courses.  We’ll consider surveys, video recording, and polling systems
(including what you can do with cell phones – bring yours!)

Then
we’ll explore the kinds of questions most likely to produce feedback an
instructor can use to improve a course, no matter how students answer
that question.  Some of those questions would work in almost any
course, while others ask about specific teaching/learning activities;
for example, suppose that you’re not happy with the number of students
participating in online discussion; what questions might you ask
students in order to figure out how to increase participation?  We’ll
pay particular attention to inquiries designed uncover ways to help all
students in the course, not just the ‘best’ student or the ‘average’
student.

The University has access to some tools and resources
you can use for this scholarship of teaching and learning, and to share
what you’ve learned with colleagues. We’ll look at a few of those. And
we’ll conclude by discussing whether any changes are needed in the ways
the University supports faculty inquiry of this type.

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