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Maintaining Class When You Are Unable To Make It To Campus

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FI Presentation Maintaining Class When You Are Unable To Make It To Campus

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Maintaining Class When You Are Unable To Make It To Campus

  1. 1. Maintaining Class When you are Unable to Make it to Campus May 22nd 2019
  2. 2. Introductions Joe Seijo Ally Kimmel Joan Walker Julia Eisenberg Kyomi Gregory (not present)
  3. 3. Can’t Make it to Campus • Weather • Under the Weather • Conference • Personal Emergency
  4. 4. Strategies • Blackboard Assignment • Blackboard Discussion Board • Blackboard Collaborate • Lecture Capture • Media
  5. 5. Blackboard Assignment
  6. 6. Blackboard Discussion Board
  7. 7. Blackboard Discussion Board
  8. 8. Blackboard Collaborate
  9. 9. Groups in Blackboard Creating Groups
  10. 10. Groups in Blackboard Group Properties
  11. 11. Groups in Blackboard Group Activity
  12. 12. Kaltura Video with Quiz
  13. 13. Kaltura Video with Quiz
  14. 14.
  15. 15. NBC Learn
  16. 16. Kanopy
  17. 17. • When? • Weather emergencies • Student illness • How? • Set up the day before (give students a heads up / warning) • Set up in minutes • Lessons Learned • Ask questions – force engagement • Pause every few slides to ask a question or inquire if they have questions • Relying on the chat window for cues • Ask students to type questions/answers in the chat window (or ‘raise a hand’) Overview
  18. 18. Similar but different – Establishing the connection
  19. 19. Increasing Engagement – the chat window Time stamp
  20. 20. Increasing engagement – the chat window
  21. 21. Creating opportunities for students to be more engaged – capturing participation via chat
  22. 22. Substituting discussion with an exercise – reflecting on the content in a different way Students clarifyi questio
  23. 23. Another exercise example
  24. 24. What’s an essential skill your students need to possess that’s difficult to teach by telling? Choose a skill that cannot be easily assessed with a traditional assessment of knowledge. • Can students get traction on a novel problem? • Can they make evidence-based decisions? • Do they recognize what they don’t know?
  25. 25. Bloom’s Taxonomy Cognitive AffectiveBehavioral Learning is Multi-Dimensional
  26. 26. We are hard-wired to learn from experience • Acquiring and using new knowledge is easier when it’s contextualized (Dewey, 1938) – Authentic problems or cases – Offers information that requires manipulation, representation and interpretation – Provocative • Repeated immersion in authentic tasks builds thinking ‘muscle’ (How People Learn, Nat’l Academies Press) – Noticing and ignoring – Pattern recognition – Fluency
  27. 27. Traditional Case-Based Role of problem Backdrop Center stage Instructor role Expert, Deliver knowledge Facilitator, Cognitive model Student role Listening, questioning Decider, defender Tools Lecture Discovery, Reflection Feedback Little to none Frequent, essential Advantages Efficient coverage Knowledge & dispositions
  28. 28. Asynchronous Case-Based Inquiry Model Activate and elicit prior knowledge, dispositions and practices Foster metacognition and Knowledge reconstruction Incite the cognitive ‘heat’ or confusion and emotional arousal that drives deep learning
  29. 29. Let’s look at one of my Blackboard shells.
  30. 30. How can I tell if my students are learning? How do I grade their work? • Individual: – Formative: • Quality and quantity of student participation during the case • Ability to use information in future assignments or discussion – Summative: Application of case to exams, essays • Team or group – Assign the same or different cases to teams – Students then pose the case to peers Differences between original and revised responses = learning.
  31. 31. Do my students learn the target skills?
  32. 32. Reflections • “After reading the information provided by the experts, I would revise my plan and do a number of key things differently….” • “Before I did this exercise, I thought I had good prior knowledge but I definitely learned a lot more and what kinds of questions to ask.” • “I thought that my general idea was pretty solid…. Seeing these different approaches really helped me.”
  33. 33. How To 1. Select learning target(s): – What do you want students to know/be able to do? Why? – When done well, what does this look, sound and feel like? 2. Develop or identify a case / scenario that requires the targeted skill(s). 3. Create Generate Ideas prompts: – How would you approach this situation? – What questions do you have about the situation? 4. Curate Multiple Perspectives resources – Controversy, disagreement, pros/cons – Multimedia 5. Prompt Reflection & Revision – Look back at your original approach, what would you change / retain? Why? – What questions do you have now?
  34. 34. Cases as Scholarship • Boyer’s (1990) model redefining scholarship • Scholarship of Teaching and Learning • Teaching journals directory
  35. 35. Transfer? 1. Can case users apply what they know to similar, subsequent cases? 1. Does learning to think like a professional → acting like a professional?
  36. 36. Online Resources • Harvard Business School – ching • National Center for Case Study Teaching in Science –
  37. 37. What are the properties of a good case? (Robyn, 1986) • Purpose: Learning objective, curricular ‘home’ • Decision-making: Open-ended, allows for active reasoning • Provocative: Can people disagree about it? • Generality: Is it a prevalent problem? Generalizable? • Information: Is there data to weigh and analyze? • Brevity: Focus on Big Ideas not too many specifics • Sensitive: inclusive of students from varied backgrounds