teaching in an active learning studio classroom (166246856)
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7/30/2019 Teaching in an Active Learning Studio Classroom (166246856)
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Dr. Tawnya Means, Director, Center for Teaching, Lea
Dr. MicheWarrington College of Business Administration, U
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Technology Pervasivenes
* Technology is Ever
12 Million college students curre
take one or more classes online
Expected to exceed 22 Million w
years!
http://mashable.co
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53wouldgive u
sens
SMinstead
technhttp://flic.kr/p/3HeeU | http://www.prnewswire.com/news-releases/todays-global-youth-would-give-up-their-sense-of-smell-
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Changing College Life
73% cannot study without technolo
70% don’t use paper to take notes
91% use email to communicate
38% cannot go 10 minutes without
checking email, tablet, laptop, or smartphttp://mashable.co
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Unchanging Classroom?
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How Do You Use Technolo
Online:Course Management
Web Tools
Video
In Class:PowerPoint
Clickers and
Video
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Online Tech for Teaching
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Bite-sized technologies
Collaboration
Communication
Content Distribution
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http://www.thinglink.com/ | https://mightybell.com/
Online Tools for Teachin
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Wikis, Blogs, Discussions
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Badges
http://smarterer.com/ | http://www.itap.p
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Social Media
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Technology In Class
Instructor-focusversus
Student-focus
“Flip the class”
Get active!
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Environment Matters
Technology can help engage stuin learning
The challenge is to engage stud
with each other
Active learning technolog+
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Active Learning Classro
http://icampus.mit.edu/projects/teal/ | http://tile.uiowa.edu/ | http://scaleup.ncsu.edu/ | http://vim
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Active Learning
“The only pathwayseems unproductivlearning is the pat
that excludes testiideas.”
The Art of Chan
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Cone of Experience
Read
Hear
See
Hear and See
Say
Say and Do
http://www2.education.ualberta.ca/staff/olenka.Bilash/bes
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Ideas for active learnin
Engage students in participatory learniactivities – use team and peer activities
Require preparation before class (holdstudents accountable)
Provide opportunities to test ideas
Focus on application and discussion
University of Minnesota, Basic active learning strategies: http://www1.umn.edu/ohr/teachlearn/tuto
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Active Learning Models
Responsibility is on the STUDENT … tmust READ, WRITE, DISCUSS, DO
• Self-directed Learning
•
Case-based Learning• Problem-based Learning
• Collaborative / Cooperative Learnin
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Strategy
Team-based Learning:• Groups (properly formed and mana
• Accountability (individual and team
•Feedback (frequent and timely)
• Assignment design (learning and tebuilding)
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Team-Based Learning
Preparation
• Textbookreadings
• Videos
• Tutorials• Research
ReadinessAssurance
• Individual tests• Team tests• Written appeals• Instructor
feedback/minilecture
Appl
• Hands-activiti
• Discuss
http://youtu.be/BlVPLYGdBLg | h
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Techniques
Michaelsen, L. & Sweet, M. (2008) The Essential Elements of Team-based Learning | http://www.epsteineducation.com/
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Building Community
More than technical supportPedagogy- Teaching & Learning Center
- WorkshopsFaculty Communities
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The Eager Faculty…
Some faculty were excited!- New instructors
- New course prep
TIP:- Share ideas
- Let them champion!
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The Unconvinced Faculty
Some were not so… • My class isn’t broken
• Technology is foronline/mass enrollment
• Technology is a barrier
• “I teach a discussion-based course”
http://flic.kr/p/bvg
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Wait a minute…this work
Discussion-based courseTeam-based Learning
Preparation
• CourseManagementSystem
ReadinessAssurance
• PowerPoint• Web Videos• Google Docs
Application
• Google Slides• Discussion
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Application: Google Slide
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Faculty Perspective
Building teams with technology and active
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Student Feedback
I personally likedthe teamed based
setting of thecourse. it helps
out a lot.
In terms of
organization, thiscourse was
pretty great andfun.
Organization of the cousing this particula
classroom was excellenis my last semester at U
this was by far the b
atmosphere for learnhave come across
The room
suited tand m
deliveri
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A Different Kind of Blen
http://warr
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Resources
Michaelsen, L. K. and Sweet, M. (2008), The essential elements of t
learning. New Directions for Teaching and Learning, 2008: 7 –27http://onlinelibrary.wiley.com/doi/10.1002/tl.330/abstract
Tawnya Means
352-273-3237
Michelle Darnell