You’re Going to Want to Write This Down – Faculty Focus

Am I alone in this kind of mental ritual? Or do all of us regularly forget what we’ve heard, read, or learned … in this case, about teaching and learning?

Source: www.facultyfocus.com

I fall into the trap that Dr. Weimer mentions. I take notes at conference sessions, loving the ideas that I have heard. I know that I have heard similar things at other conferences or events but I don’t always do anything with that information.  Dr. Weimer makes a great suggestion to not just take notes but write down questions that you have, opportunities for research and how you might use this information as you are listening to the presentations.  

 

Dr. Weimer also gave a great tip about lecture notes. We always think we will have plenty of time for updating our notes before we teach that lesson again only to find that there is no time for that. Dr. Weimer’s suggestion is immediately following the lecture put a post-it note on the lecture notes with things you need to change or add to the lecture. You can identify questions that students had to help in preparation. Then if you only have a short amount of time before you give the lecture again, you know what you need to focus on.

Small Changes in Teaching: The First 5 Minutes of Class

Four quick ways to shift students’ attention from life’s distractions to your course content.

Source: chronicle.com

One of the more challenging aspects to teaching is to start each class in the right way. This means getting students to put aside the conversations that they might be having with friends in the class, or through texting, getting them to focus on what you want and not the homework or test that is due for another class, or even sleep.  How do you get them engaged in your class from the beginning? This article gives some tips that you can use to help you make the first five minutes of class work for you to engage students.  Not only can these tips help them focus on what you want to discuss, it can also help them with putting topics together from one class session to another.  

A Lecture From the Lectured

We’re tired of sitting silently in the dark, listening to you read the PowerPoint aloud.

Source: chroniclevitae.com

Note: This essay was written by a group of students taught by Catherine Prendergast, a professor of English at the University of Illinois at Urbana-Champaign.

Too often we speak of what we think students want. This article reminds us that it’s okay to ask students for their feedback outside of end of course evaluations. They can give us great feedback on what they value in teaching and learning. And even though it has been much maligned, the lecture can be a great tool in teaching and learning.  It’s how the lecture is delivered that is important.

What is Authentic Assessment? (Authentic Assessment Toolbox)

Let me clarify the attributes by elaborating on each in the context of traditional and authentic assessments: Selecting a Response to Performing a Task: On traditional assessments, students are typically given several choices (e.g., a,b,c or d;…

Source: jfmueller.faculty.noctrl.edu

With the start of a new semester, it seems like we really focus on how are we assessing student learning.  Authentic Assessment seems to be a buzz word that everyone likes to claim that they are involved in but do we really know what it means.  The author of this website explains what it is and how it might compare to other forms of assessment that we are used to using.

TEGRITY Courses Purged at End of Semester – FS 2015

IMPORTANT! Please read the following message VERY carefully!

Educational Technology (EdTech) will be purging ALL course sessions stored in Tegrity at close of business on Friday, January 8, 2016.

Missouri S&T’s usage agreement with Tegrity limits us to only 500 hours of recordings per semester. This means we MUST remove all recordings from Tegrity at the end of each semester in order to ensure we have enough space available for recordings in the next semester.

WHAT THIS MEANS FOR YOU:

If you used Tegrity lecture capture to record your class sessions, those recordings will be removed permanently from Tegrity’s servers. This includes any recordings in your private course. All Tegrity users are given a private course in addition to their regular courses (listed as “<NAME> Private Course” in the course list inside of Tegrity).

Due to changes in Tegrity, it is no longer a relatively simple process to download recordings for backups! Instead, the current process is very time and labor intensive as the downloaded video recordings are stored in a VERY non-intuitive location and are NOT labeled with a proper recording name–it’s just a random hash of characters.

For this reason, we STRONGLY encourage contacting EdTech for assistance if you need to maintain a copy of your video recordings–we can also help convert those recordings to Kaltura-compatible format so you can then add them to a course as a streaming video file later

NOTE: In previous semesters, it was possible for instructors and students to “subscribe” to a Tegrity recording as a podcast through iTunes. The current version of Tegrity is apparently having difficulty interfacing properly with the most recent versions of iTunes. This means that iTunes no longer downloads the Tegrity recordings properly.

Any instructor who would like assistance in backing up their Tegrity recordings is strongly encouraged to contact the Help Desk at 573-341-HELP or online at help.mst.edu. EdTech will be glad to provide that assistance.

More information about Tegrity lecture capture can be found at:

http://edtech.mst.edu/support/tegrity/

Missouri S&T – Teaching Partners

Missouri University of Science and Technology

Source: certi.mst.edu

Over the past year CERTI and EdTech, in partnership with faculty, have worked to create the Teaching Partners program.  This program is designed to be a confidential voluntary professional development service coordinated through EdTech and CERTI and trained faculty mentors using collgial peer coaching to improve or expand approaches to teaching through classroom observation and discussion.  This is a completely voluntary program that is about instructors coming together and discussing best practices in teaching and learning.

Benefits, Impact and Process of Early Course Evaluations | Center for Teaching Excellence | Duquesne University

Source: www.duq.edu

Feedback has an impact but it’s how you interpret that feedback that can be the most beneficial.  This website gives five tips on how you should interpret feedback.  It is based on an article written by Connie Buskist and Jan Hogan. 


One of the best pieces of advice was shared at the latest Curator’s Teaching Summit. Read the feedback that you’ve received and then put it in your desk and walk away. Don’t look at it for a week and when you come back to look at again the feedback will appear more constructive and not as first appeared.

iThenticate Maintenance on Saturday, Sep. 19 From 9AM to 1PM

The iThenticate service will be undergoing a short maintenance period, and may be intermittently unavailable on September 19th from 9AM to 1PM. If you think this may affect you, please plan accordingly to minimize any disruption to your work.

SoTL Applied: Evidence-based Strategies for Better Classroom Discussions

Written by Jennifer Friberg, SoTL Scholar-Mentor at Illinois State University Over the last few years, my colleague, Kathleen McKinney, has been adding to a document titled A Sampling of What We Kn…

Source: illinoisstateuniversitysotl.wordpress.com

Active learning can be a large activity that your class is involved in or it can be as simple as incorporating discussions in your class.  Start out small and have students discuss solutions with the person sitting next to them.  Have them come to a consensus on the answer.  Then have them discuss their answer with another pair close to them. Can they come to consensus as well?  It can take as little as five minutes of class time but it can have great rewards for your overall class.  What you are actually doing is having the students process information before they leave the classroom. This can help them remember this information when preparing for exams.

Having issues with VDI and VM usage?

If you’re experiencing difficulties when using the VDI or VM tools, please help us to best troubleshoot the issue by keeping the following tips in mind:

  • Please notify the IT Help Desk as soon as possible! Timely problem reporting helps us to better track and investigate reported problems, and gives us the lead time we need to fix system issues BEFORE the issue becomes a crisis.
  • Please provide as many specifics as you can! Screenshots, exact wording of error messages, and details about your browser and OS help us to identify potential causes and solutions.
  • Try to provide us with actionable information! Details about what you’re trying to accomplish and how you are being affected by outages helps us to prioritize and generate a specific fix for your issue.

Off-Campus users should ensure that their internet connection is fast enough to support VDI/VM usage. A latency of less than 300ms is required for smooth and lag-free VDI/VM sessions. You can check your internet connection speed by visiting http://speedtest.mst.edu

As always, please report any issues to the IT Help Desk by calling (573)-341-4357