This document provides an agenda for an evening event discussing instructional technology in higher education. The plan includes discussing classroom response systems, effective presentations, guidelines for using technology, animation, and collaborative work environments. The document outlines the topics to be covered, including how to use polling applications and integrating tools into PowerPoint. It also discusses benefits and obstacles of using technology in teaching as well as active lecturing techniques and presentation guidelines. Examples of animation, collaboration tools, and annotated resources are also provided.
1. 1
Tuesday, February 23, 4:00pm – 7:00pm
This evening we will consider instructional
technology in Higher Education using classroom
response systems, effective presentations, and
collaborative work environments.
EDH 6931 COLLEGE
AND UNIVERSITY
FACULTY
Randy Graff, PhD
352.273.5051 | rgraff@ufl.edu
2. 2
Here is the plan
•Classroom Response
•Effective Presentations
•Guidelines
•Animation
•Collaboration
13. Active Lecturing - Preparation
13
Preview content and
come prepared
Encourage note
Make taking
Sets expectations
available
before class Provide skeletal
Discourage coming to outline
class
Rehash what is on
slides Time to build
Time to be effective
14. Active Lecturing - Preparation
14
University Rehab
Question
Association
Some of the
What are some
extracurricular
methods to
activities of this
encourage
group includes:
children to
•
achieve healthier
•
weights
•
15. Active Lecturing - Beginning
15
Think Plan Think-Pair-Share
•Questions What are some
methods to
•Transportation encourage
•ADA Guidelines children to
•Local Resources achieve healthier
weights
Bring students
into the sphere of
your topic Connect what they already know to new
concepts
16. Active Lecturing - Beginning
16
Brainstorming
Show slide with statement or
question
Partner up and brainstorm things
that relate
Write list, concept map, narrative
17. Active Lecturing - Middle
17
Breathe
People can’t really attend to lectures
beyond 15 minutes without losing focus
and mind wandering
18. Active Lecturing - Middle
18
• Turn to a neighbor • Turn to a partner and
and come up with a compare notes
difficult question • Focus on most
• Collect verbally or on important and
paper to repurpose confusing points
on practice exams or
lectures
Stump your
Note check
partner
Gives students investment in course content
19. Active Lecturing - End
19
How was our
Muddiest Point Final Question?
plan?
•Questions
•Transportation
•ADA Guidelines
•Local Resources
22. About how long can people attend
to a lecture before they start tuning
22
out?
20% 1. Five minutes
80% 2. Fifteen Minutes
0% 3. Thirty Minutes
0% 4. One hour
25. Spot the error
25
Plan
•New content
•Quiz
•Questions from last time?
•Questions about homework?
•Group work
•Goals for today
26. Guidelines
26
Keep to the main purpose
One idea per slide
Think about the output
Consistent layout
Easy to read
6 by 6 rule
27. Clean Font
27
14 point text
16 point text
18 point text
20 point text
24 point text
28 point text
32 point text
36 point text
Times Roman is a serif font.
Ariel is a sans serif font.
28. Considerations
28
Goals Audience Time Location
Need to
To Present Lighting
Know
Nice to
For Prepare Technology
Know
With
Before and
After
38. Spot the error
38
1. Active lecturing
2. Effective handouts
3. Learning strategies
4. Assessment techniques
5. Pedagogy
6. Brainstorming
7. Show slide with statement or question
8. Partner up and brainstorm things that relate
9. Write list, concept map, narrative
39. Spot the error
39
1. No error
25%
2. No contrast, too many
lines 25%
3. No graphics 25%
4. No SmartArt 25%
60. Overview
60
What is online learning
Advantages
Preparing
Challenges
Structure
Community
Assessment
61. Advantages
Learning
Student centered learning
Collaborative learning
Experiential learning
Easy access to resources
Accessible for non traditional students
Draws on student interest
40
61
62. Overview
62
What is online learning
Advantages
Preparing
Challenges
Structure
Community
Assessment
63. SmartArt
63
What is online learning
Advantages
Preparing
Challenges
Structure
Community
Assessment
70. Day 1
70
Patient is admitted to the ICU with respiratory failure:
Respiratory rate 28 breaths/min, peripheral oxygen saturation
95% (6 L oxygen/min via mask)
He has been hospitalised for 4 weeks because of
haemophagocytic syndrome (diagnosis by bone marrow
smear)
Received therapy:
HLH4 protocol (etoposide, dexamethasone, cyclosporin A)
History of multiple periods of fever of unknown origin
71. Today Is
Patient is admitted to the ICU with
respiratory failure: Day 1
Respiratory Rate
Patient History
28 breaths/min
Peripheral O2 saturation He has been hospitalised for 4
95% weeks because of
(6 L oxygen/min via mask) haemophagocytic syndrome
(diagnosis by bone marrow
Received therapy smear)
HLH4 protocol
History of multiple periods of
(etoposide,
fever of unknown origin
dexamethasone,
cyclosporin A)
71
72. Today Is
Patient is still in ICU with respiratory
distress: Day 2
Respiratory Rate
Treatment Plan
44 breaths/min
Peripheral O2 saturation
85%
(6 L oxygen/min via mask)
Therapy
72
73. What is Substance Abuse?
73
According to WHO1
“…the harmful or hazardous use of psychoactive
substances, including alcohol and illicit drugs”
Beliefs2
Bigdeal?
Moral weakness or character defect?
74. What is Substance Abuse?
…the harmful or hazardous use Big deal?
of psychoactive substances, Moral weakness or
including alcohol and illicit character defect?
drugs.
According to WHO1 Beliefs2
74
92. Briefly Annotated Resource List
http://creativecommons.org Information about appropriate reuse of content found on the
web
http://docs.google.com Asynchronous collaborative document management
http://identity.ufl.edu UF source for official wordmarks and colors
http://kuler.adobe.com Color theme creator
http://labs.ideeinc.com Search for images based on color
http://milestoneplanner.com Simple timeline creation
http://training.health.ufl.edu/ppt.aspx PowerPoint templates
http://vischeck.com See what color impaired people see
http://wave.google.com Synchronous document creation
http://www.deskaway.com Project collaboration
http://www.flickr.com Image search
http://www.merlot.org Educational multimedia repository
http://www.pbworks.com Wiki tool for collaborative work
http://www.presentationzen.com Presentation advice
http://www.theorangegrove.org Educational multimedia repository
http://www.polleverywhere.com Live audience polling
http://poll4.com Small webpage for live polling
92
93. How was our
plan?
•Classroom
Response
•Effective
Presentations
•Guidelines
•Animation
•Collaboration
93
This slide is for display to the audience to show them how they will vote on your polls in your presentation-> You can remove this slide if you like or if the audience is already comfortable with texting and/or voting with Poll Everywhere->Sample Oral Instructions:Ladies and gentlemen, throughout today’s meeting we’re going to engage in some audience polling to find out what you’re thinking, what you’re up to and what you know-> Now I’m going to ask for your opinion-> We’re going to use your phones to do some audience voting just like on American Idol->So please take out your cell phones, but remember to leave them on silent-> You can participate by sending a text message->This is a just standard rate text message, so it may be free for you, or up to twenty cents on some carriers if you do not have a text messaging plan-> The service we are using is serious about privacy-> I cannot see your phone numbers, and you’ll never receive follow-up text messages outside this presentation-> There’s only one thing worse than email spam – and that’s text message spam because you have to pay to receive it!
This slide is for display to the audience to show them how they will vote on your polls in your presentation-> You can remove this slide if you like or if the audience is already comfortable with texting and/or voting with Poll Everywhere->Sample Oral Instructions:Ladies and gentlemen, throughout today’s meeting we’re going to engage in some audience polling to find out what you’re thinking, what you’re up to and what you know-> Now I’m going to ask for your opinion-> We’re going to use your phones or laptops to do some audience voting just like on American Idol->So please take out your mobilephones or laptops, but remember to leave them on silent-> You can participate by submitting an answer atPoll4->com on your laptop or a mobile phone->The service we are using is serious about privacy-> I cannot see who you are or who voted->
Press F5 or enter presentation mode to view the pollIf you like, you can use this slide as a template for your own voting slides-> You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone->
Press F5 or enter presentation mode to view the pollIf you like, you can use this slide as a template for your own voting slides-> You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone->
Tragedy is the “imitation of an action” (mimesis) according to “the law of probability or necessity->” Aristotle indicates that the medium of tragedy is drama, not narrative; tragedy “shows” rather than “tells->” According to Aristotle, tragedy is higher and more philosophical than history because history simply relates what has happened while tragedy dramatizes what may happen, “what is possibile according to the law of probability or necessity->” History thus deals with the particular, and tragedy with the universal-> Events that have happened may be due to accident or coincidence; they may be particular to a specific situation and not be part of a clear cause-and-effect chain-> Therefore they have little relevance for others-> Tragedy, however, is rooted in the fundamental order of the universe; it creates a cause-and-effect chain that clearly reveals what may happen at any time or place because that is the way the world operates-> Tragedy therefore arouses not only pity but also fear, because the audience can envision themselves within this cause-and-effect chain (context)->Plot is the “first principle,” the most important feature of tragedy-> Aristotle defines plot as “the arrangement of the incidents”: i->e->, not the story itself but the way the incidents are presented to the audience, the structure of the play-> According to Aristotle, tragedies where the outcome depends on a tightly constructed cause-and-effect chain of actions are superior to those that depend primarily on the character and personality of the protagonist-> Plots that meet this criterion will have the following qualities (context)-> See Freytag's Triangle for a diagram that illustrates Aristotle's ideal plot structure, and Plot ofOedipus the King for an application of this diagram to Sophocles’ play->The plot must be “a whole,” with a beginning, middle, and end-> The beginning, called by modern critics the incentive moment, must start the cause-and-effect chain but not be dependent on anything outside the compass of the play (i->e->, its causes are downplayed but its effects are stressed)-> The middle, or climax, must be caused by earlier incidents and itself cause the incidents that follow it (i->e->, its causes and effects are stressed)-> The end, or resolution, must be caused by the preceding events but not lead to other incidents outside the compass of the play (i->e->, its causes are stressed but its effects downplayed); the end should therefore solve or resolve the problem created during the incentive moment (context)-> Aristotle calls the cause-and-effect chain leading from the incentive moment to the climax the “tying up” (desis), in modern terminology the complication-> He therefore terms the more rapid cause-and-effect chain from the climax to the resolution the “unravelling” (lusis), in modern terminology the dénouement (context)->The plot must be “complete,” having “unity of action->” By this Aristotle means that the plot must be structurally self-contained, with the incidents bound together by internal necessity, each action leading inevitably to the next with no outside intervention, no deus ex machina (context)-> According to Aristotle, the worst kinds of plots are “‘episodic,’ in which the episodes or acts succeed one another without probable or necessary sequence”; the only thing that ties together the events in such a plot is the fact that they happen to the same person-> Playwrights should exclude coincidences from their plots; if some coincidence is required, it should “have an air of design,” i->e->, seem to have a fated connection to the events of the play (context)-> Similarly, the poet should exclude the irrational or at least keep it “outside the scope of the tragedy,” i->e->, reported rather than dramatized (context)-> While the poet cannot change the myths that are the basis of his plots, he “ought to show invention of his own and skillfully handle the traditional materials” to create unity of action in his plot (context)-> Application to Oedipus the King->The plot must be “of a certain magnitude,” both quantitatively (length, complexity) and qualitatively (“seriousness” and universal significance)-> Aristotle argues that plots should not be too brief; the more incidents and themes that the playwright can bring together in an organic unity, the greater the artistic value and richness of the play-> Also, the more universal and significant the meaning of the play, the more the playwright can catch and hold the emotions of the audience, the better the play will be (context)->The plot may be either simple or complex, although complex is better-> Simple plots have only a “change of fortune” (catastrophe)-> Complex plots have both “reversal of intention” (peripeteia) and “recognition” (anagnorisis) connected with the catastrophe-> Both peripeteia and anagnorisis turn upon surprise-> Aristotle explains that a peripeteia occurs when a character produces an effect opposite to that which he intended to produce, while an anagnorisis “is a change from ignorance to knowledge, producing love or hate between the persons destined for good or bad fortune->” He argues that the best plots combine these two as part of their cause-and-effect chain (i->e->, the peripeteia leads directly to the anagnorisis); this in turns creates the catastrophe, leading to the final “scene of suffering” (context)-> Application to Oedipus the King->
Press F5 or enter presentation mode to view the pollIf you like, you can use this slide as a template for your own voting slides-> You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone->
Press F5 or enter presentation mode to view the pollIf you like, you can use this slide as a template for your own voting slides-> You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone->
You may decide to use notes to remind yourself what you needed to talk about on any given slide-> Perhaps like this one of a google image site-> I was searching for an image of a presentation room, and then I clicked on Advanced Search to limit my search by the Create Commons licensing->
You may decide to use notes to remind yourself what you needed to talk about on any given slide-> Perhaps like this one of a google image site-> I was searching for an image of a presentation room, and then I clicked on Advanced Search to limit my search by the Create Commons licensing->
TraditionalCourse with no online technology used —content is delivered in writing or orally->Web FacilitatedCourse which uses web-based technology to facilitate what is essentially a face-to-face course-> Uses a course management system (CMS) or web pages to post the syllabus andassignments, for example->Blended/HybridCourse that blends online and face-to-face delivery-> Substantial proportion of the content is delivered online, typically uses online discussions, and typically has someface-to-face meetings->OnlineA course where most or all of the content is delivered online-> Typically have no face-to-face meetings->