Audio Reflections: A New Form of Response

I’ve been thinking a lot about technology, lately.  I was marveling at how closely it has become attached to me, as a part of my life.  What brought this on was a recent trip to the grocery store.  During the short, five-minute ride to the store to pick up a few things, I glanced down at my cup holder and realized that I didn’t have my phone with me.  

Now, I’m not someone who I would define as “attached to my phone.”  I often misplace it or forget to take it out of my purse of backpack for hours on end, suddenly alert to a muffled ringing that I then have to attempt to locate.  However, I’ll be the first to admit than in any awkward social situation (waiting rooms, bus stops, lines, hallways, basically any time where I am completely surrounded by strangers), I often take it out and stare at its blank screen, pretending I have something important to do with it so that I don’t have to interact with others.  Although, I really shouldn’t worry, because the strangers around me are doing the exact same thing, furiously typing or swiping their way across their glossy screens, eyes glazed over as they shuffle in place, waiting for their first chance to bolt.  Regardless, I actually found myself contemplating whether or not I should turn around and get my phone before continuing on my way.

Reflecting on this, it has become ever more obvious how much technology has not only encapsulated our lives, but have provided us with ways in which to express ourselves in new and interesting ways.  Just ask those three high school girls in the food court, not talking to each other, but instead spending their afternoon snapping selfies or Snapchat videos and posting them #atthemallwithmybesties.

So, it’s no wonder that educators everywhere are brainstorming for an answer to the question, “How can I use technology in my classroom?”  Don’t get me wrong, there is tons of literature out there explaining different tools and tricks and gadgets to get your students involved with, some of which I have already talked about earlier this year.  But technology changes every day and with that prompts another step up from educators to again incorporate technology in new and interesting ways.

That’s why I think the article I stumbled across on the Faculty Focus website is pure gold.  This article, written by Karen Sheriff LeVan and Marissa E. King focuses on how best to utilize audio as a means of student reflection in your courses.  LeVan and King bring out prominent ideas of what it would be like for students to be able to freely discuss their reflections without the worries that accompany writing.  Rather than focusing on comma placement, spelling, and other grammatical features of their work, they’ll be able to spend more time focusing on iterating their spoken content.  Really, a genius idea.

For more information on how to include audio responses in your courses, consult LeVan and King’s article here.

Happy recording!

Written By: Jessica Moser

What to do when Students aren't Prepared

No doubt about it, instructors want their students to come to class prepared.  They painstakingly create assignments for students to complete outside of class in order for a better in-class experience full of participation, discussions, and other activities.  But what do you do when your students aren’t prepared?

Obviously, if students are unprepared, it limits what they can do and how deeply they can engage with material during class.  This also affects the ways they connect with other students in the course, sometimes replacing potential connections with barriers as they aren’t able to discuss the material.  This ill-preparedness also challenges you as an instructor.  Do you give a quick lecture to recap the pre-class content so everyone is on the same page?  Do you give the unprepared students an alternative assignment?  Do you remove them from class?  Do you lower their grade?

Most importantly, what can you do to address the challenge of unprepared students so that they don’t continue on the path of not completing pre-class work?  Here are a few recommendations from Barbi Honeycutt, PhD, and writer for Faculty Focus.

Have a conversation.  Before reacting too quickly, take some time to consider what is going on when students come to class unprepared.  Is it the same two or three students each time?  Is it the same group of students?  Do you see a trend?  Are they only unprepared on Mondays, for example?  Are the students resistant?  Are they genuinely worried about completing the assignment?  Keep a record, and then have a conversation with the students.  Ask them to make arrangements to stay after the next class or meet you during your office hours.  Sometimes all it takes is a conversation with a student to find out what’s going on and why they are falling behind.  Then make a plan together to move forward.  Once they realize that you have them on your radar, you may not need to do anything else.

Review your pre-class assignment.  Since you and your students spend time working together in your course, it’s important to recognize that your role is to design the overall learning experience.  That makes their role to come to class ready to participate in the learning experience.  You plan, they engage. You teach by guiding from the sidelines, they learn by doing.  Make sure your assignment requirements are clear and easy to follow.  Consider the time that students will need to commit to the assignment in order to have it completed for class.  Remember that they have other class, extracurricular activities like sports and clubs, and part-time jobs aside from your own course.  Sometimes a simple adjustment to the pre-class assignments is all you need to do in order to improve student preparedness.

Proceed as planned.  Giving a quick lecture to recap the pre-class work means you are setting yourself up to give a quick lecture in every class from now on.  Instead, proceed with your activities as planned.  This will show students who are unprepared that class time will not be derailed by their lack of preparation.  Be sure to show students the value of pre-class work.  Demonstrate how they will be using it, not only during class time, but to prepare for assessments and life beyond the classroom.  Consider how you are recognizing students for their preparation. The unprepared students will see the value of pre-class work and hopefully this will motivate them to be more prepared in the future.  Utilizing small group activities is also a great way to motivate students, since most group members won’t tolerate someone being chronically unprepared.

Re-think participation grades.  If participation grades are already built in to your grading scale, then make “completing pre-class work” a significant part of the participation and final grade.  This provides you with the ability to flexibly incorporate their participation and preparedness into their final grade.  This also promotes student control over their choice in whether or not they come to class prepared.  Including this on your grading policy at the beginning of the semester demonstrates the significance of pre-class work to students, thus requiring students to acknowledge the consequences in terms of how their lack of preparation affects their grade.

Set up a corner.  As suggested by Honeycutt, consider designating a corner in the front of the classroom for students who did not complete their pre-class work to go and finish their assignment during class time.  This approach allows students to catch up, but if the pre-class assignment takes longer to complete than class time, they have to figure out a way to complete the work on their own time.  Plus, they miss out on whatever activities or demonstrations are used for interacting with the material on that day.

Adapted From: Faculty Focus

Written By: Jessica Moser 

How to Deepen Student Learning

Making adjustments to your courses can seem like an overwhelming task.  However, it may only take a few minor adjustments in order to promote a deeper level of learning within your own courses.  According to Tyler Griffin, PhD, associate professor at Brigham Young University, there are six “A” categories to consider in order to broaden student understanding a promote a healthier learning experience within your courses.

Adjustments

Most courses don’t need a complete overhaul, but instead need just a few minor adjustments for a smoother experience.  Consider the common complaints or top frustrations you hear from students year after year, then ask yourself if there are any small things that you could address that would make a big impact.  Where do students tend to struggle?  What can you do to support students through the most difficult sections?  In most cases, it’s not possible to remove every single obstacle to learning, but there are things you can do to better support student learning.

Audience

Begin getting to know your students by asking them to tell you a little bit about their backgrounds, struggles, and successes.  This could be done via a survey at the beginning of the semester or through one-on-one meetings scheduled with you before the semester gets in full swing.  Another important concept to consider is why the students enrolled in your class are taking it.  Is it to fulfill a graduation requirement?  Is it because they have a specific interest in the topic?  Have they heard good things about the course from other students, prompting them to try it out for themselves?

Learning more about your students provides a large ability to conduct your course in a way that is beneficial for the learning of all of your students.  Do they get sleepy if you dim the lights for too long?  Are they easily distracted by technology or other students?  Are there times when they zone out during class that you could choose to implement an active learning technique to keep them engaged?

Applicability

Be sure to consider how your course is going to help students not only succeed in your class, but in their life and careers.  Then, let them in on these things.  Students who are able to see relevance of a course and the content covered within it are more motivated to succeed.  Also do this for each assessment you assign, notifying your students the sort of things you hope this assessment to accomplish for them.

Adaptability

We’ve all heard the classic research that students tend to lose grasp on their concentration after seven to 15 minutes of lecture.  In fact, more recently, research has shown that the time frame for concentration may be even close to three to five minutes.  Delivering bite-sized chunks of information interspersed with appropriate active learning exercises and context builders is one way to keep students interested and engaged throughout the entirety of the class.  Griffin specifically states the importance of using the “three Ex’s” of instruction: explanations, examples (and non-examples), and experiences.

Accentuation

Providing students with the opportunity to process important information in multiple ways over a longer period of time promotes deeper learning and comprehension.  Therefore, since students are most apt to accept cramming as an inevitable way of studying, explain and demonstrate other more effective studying techniques like exposing crucial information in steps and revisiting it often to build upon their knowledge about it.  This can lead to deeper understanding and overall better comprehension of curriculum.  Griffin suggests making sure students are exposed to critical items more than once or twice in your classes for optimum retention.

Assessments

Students often see course content as a bunch of disjointed units rather than information that builds upon itself over time. Therefore, when designing your course and course assessments, consider the big picture that you’d like your students to leave the course with.  Create relevant, increasingly complex assessments in order to help them demonstrate the ways in which information continues to build upward and outward into a broader and deeper understanding of material.

Adapted From: Faculty Focus

Written By: Jessica Moser 

Using Online Writing Platforms

Online writing is becoming more and more prevalent as computers take hold of our pens and paper, making them seemingly disappear.  Whether spending time on social media, carefully crafting words of only 140 characters or less, or emailing home to let their parents know they are surviving and have even been to the grocery store this month, students are no doubt using online spaces to communicate and project their own thoughts and ideas.

With this established norm, it only makes sense to consider how best to utilize discussion boards, social media, and other online writing platforms to further extend the use of technology within your courses, as well as strengthen comprehension and conversation on topics with your students.

Before jumping headlong into cyberspace, consider the following elements that will no doubt be included in your course along with blogs, discussion boards, and the like.

First, structure your grading so that online writing is built in.  Adding online writing requirements into your grading structure not only stresses the participation in the format, but also the importance that it will contribute to the learning within your course.

Second, consider and acknowledge the time that will be spent on online writing within your course.  Just because online writing can be approached with a sense of ease and convenience doesn’t mean that it won’t add to the work load of your students.  Consider what other elements in your course to drop or modify in order to make time for the addition of an online component rather than simply tacking it on.

Third, build recognizable connections between online writing and other course content or activities.  Students respond well when they are able to make connections between the tasks they are asked to complete and other broader elements of the course.  Make it clear how they should treat this online space and that they should look at it as an extension to the course rather than a separate element.

Generally, I think you will find that the majority of students are comfortable with digital technologies, even with platforms that they haven’t used previously.  Therefore, feel free to ask students to consider the technology as a learning process in and of itself, as you work together in order to create a sustainable way to continue and strengthen learning conversations outside of the classroom.  Allowing students a way to access further discussion and information regarding class themes and concepts will allow them to be able to see how these aspects can fit into their everyday lives, even after graduating from your course or the university.

For a list of current online writing platforms with explanations, click here. 

Adapted from: Vanderbilt University

Written By: Jessica Moser

 

Five Better Practice Tips for Spicing Things Up

Daily grind of teaching got you down?  Finding it difficult to put spring break behind you?  Try these five teaching practices by Roben Torosyan to improve outcomes and liven up your classes.

Wait—Most teachers know that they should wait after asking a question in class, but they don’t accurately perceive how long they wait.  Often, teachers wait less than a second before calling on someone, pacing nervously, or rephrasing the question.  Consciously taking the time to wait three to five seconds will allow students adequate time to speak up, answer more fully, and ask better questions themselves.

Kick-start your opening; shout before you walk out—Be sure to start and end your classes with something memorable.  Drama and action can motivate learning in class and after it’s over.  Kick-start your opening with an especially dramatic example, an unobvious questions, the answer to a difficult homework problem, a relevant cartoon, or some intriguing background music.  End by having students shout out a one-word takeaway.  Or ask the question you’ll start the next class with.

Do less and do it more deeply—Imagine a list of 12 learning objectives.  Next, imagine that you need to rate each as essential, important, or of minor importance.  Now, what if you were challenged a little more to select no more than five objectives as essential and important?  Most faculty would find this difficult to do, but it is a significant thing to consider when creating your own curriculum.  With doing more things comes spending less time on each thing.  Therefore, consider the fact that each daily plan should include no more than three to five vital takeaways that students will understand, be able to do, or think differently about.

Grade smarter, not just harder—It’s no question that a large portion of an instructor’s time is spent grading.  They take the time to write comments only to discover that students continue to make the same mistakes in future assignments.  Instead, try returning problem-sets marked only right or wrong and have students find and correct their errors before points are assigned for work.  Only mark one page of a draft, noting the problems that students can look for in the rest of their paper.  Challenge students to correct their mistakes for further revisions.  Offer more clarifying feedback.  Rather than mentioning that something is “unclear,” guide the student to “expand, explain, and give examples.”  Lead and end critical comments with strengths.

Mix it up—It’s an easy thing to find yourself falling into ruts and using the same activities over and over.  Consider switching up your usual “think/pair/share” exercise with a small group activity or a large group debate.  Don’t just mix up activities, but also presentation modes (visual, aural, kinetic) so that the content comes to students in a variety of different ways.

Adapted from: Roben Torosyan for Magna Publications

By: Jessica Moser 

From the CETL Library: Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms

In a world of ever-growing technological opportunities, it can be overwhelming to consider implementing Internet technologies within your courses.  This book by Will Richardson offers thorough explanations on how to utilize a wide variety of technology-based tools to strengthen the teaching and learning experiences within your classroom.  Just glancing at the table of contents illustrates several different technologies that you may not have previously considered using as learning tools within your classroom.

 

These include:  

• Weblogs – a way to consider blogging with your students
• Wikis – an easy collaborative tool for sharing and editing
• Multimedia Publishing – including podcasting, video & screencasting, and live streaming 
• Social Networking – effectively using Facebook and Ning

These topics are then broken down into subcategories, each one contemplating the execution within your classroom and the effects that you can look for through their use. 

 

The final section of the book is reserved for discussing the impact of these tools on education.  Richardson considers the relevance of these tools as well as their effect on the learning process, the overall mastery of a subject, and the significance Internet technologies can have on students in their future careers.   He writes that within their careers, students will most likely be asked to work with others both close to them and from around the world.  They will be asked to read and write in linked environments so that they can perform, research, analyze, write about, and share online content.  “Compare that to an educational system that, by and large, asks those same students to work independently on paper for a very narrow audience (usually the teacher who gives the grade), and the disconnect becomes painfully clear.”

This book is written for novice or experienced technology users.  Richardson’s real-life classroom examples and how-to tips make it a great resource for those looking for relevant ways to incorporate technology and collaboration within their courses. 

  

Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms can be found in the “Instructional Technology” section of the CETL library.

Written By: Jessica Moser

Using Learning Logs in the College Classroom

It’s no question that reflection is an important element in the learning process.  In order to move forward utilizing newly-learned information, knowledge has to be moved from working to long-term memory.  Reflection is a great tool to use in order to make this transfer take place.

Thus, learning logs.  Kadriye O. Lewis, a professor of pediatrics at the UKMC School of Medicine uses learning logs in order to promote student reflection in her online courses.  Essentially, a learning log is a journal-entry based learning tool that students are asked to fill out after each section of a course.  In these logs, students write about things like:

• What they learned

• What they studied

• What struggles they faced

• What they would like to know more about

• What they would like help with

• What their plans are for future work in the course

• What experiences they have had that relate directly to the discussion topic

Naturally, these are only a few suggestions and learning logs can be utilized in a variety of different ways.  Regardless of what prompt students are asked to consider, the purpose of the log is to strengthen student comprehension and retention of information through reflection on their learning experiences.  These kinds of reflections have been shown to improve students’ metacognitive ability to self-monitor their own learning, and thus, improve learning itself through this process.  Students are involved in a more active way of learning and are asked to think about the content in a deeper and practical way.

Not to mention, learning logs provide a great way for teachers to get to know their students.  Since students are writing about their learning processes through a specific section of the course, instructors are able to use this information in order to understand each student’s comprehension of the material and offer clarification where needed.  This is especially helpful in online communities where student/teacher interaction tends to be considerably lower than face-to-face courses.

Adapted from: Magna Publications

Written By: Jessica Moser 

Student Experiences: A Great Learning Tool

By the time I was seventeen, I had been on two separate trips to rural Mexico where I worked in week-long intervals building houses, digging irrigation ditches, assembling concrete walls, and pouring roofs.  I stayed with Mexican families, sat at their dinner tables, slept on their living room floors, and I learned to speak conversational Spanish faster than I ever would have thought possible.

There is no question in my mind that these experiences have shaped my life in an extreme way.  I learned more about the world than I ever had living in a small town in central Wisconsin.  These experiences meant I was exposed to racism and poverty, cultural differences and family dynamics, ethics and morals that were different from my own.

With this came a large variety of instances in which I was able to draw on my time in Mexico and the things I was exposed to there to think more deeply about the world in new and interesting ways.  While reading a novel for a literature course, completing a purification experiment in chemistry, or sitting in a psychology course, discussing theories of behavior, I could think back and relate my experience to the content of the course.  When asked to share my own experiences and opinions related to things, I was not only able to help strengthen connections I made personally using these stories, but then illustrate those real-world connections for other students in the course.  (And they did the same for me!)  It became a lot easier to understand a new concept when I could see it fit together with something I had experienced first-hand.

Asking students to draw on their experiences and express their opinions provides opportunities for learning that can deepen understanding and involve collaboration.  Setting up discussion boards or allowing time for personal sharing in relation to a prompt provides pathways for students to consider that they may have otherwise overlooked.  These pathways equivocate to personalized learning that requires little to no extra effort for you, but that has a big impact on student retention and understanding.

Provide students with plenty of opportunities to recall their own experiences and discuss them with classmates or yourself.  You may be amazed at the sort of connections that can be made.

Written By: Jessica Moser

The Prezi Resolution

You know what they say, out with the old, in with the new.  And what better time to try something new than New Year’s?  That’s why this blog post will focus on Prezi, a neat little online presentation tool that can help you to create engaging presentations and share them with students easily.

What is Prezi?

Prezi is an online presentation system.  Although similar in concept to that of PowerPoint, Prezi is a much more interactive display of information since it uses movement, graphics, maps, videos, and other multimedia tools in order to showcase ideas and concepts.

Why should I use Prezi?

Here are five reasons:

1.  Prezi has great visual impact.  Because it allows you to import pictures, maps, PDFs and use them as a canvas, you can showcase ideas based on a larger picture.  You can also import videos, sound clips, and other links that will play directly from the Prezi window, without having to worry about continuous play, switching windows, or pop-ups.  It also has an interesting zooming function that provides the feeling of entering a different world.
   
2. Prezi was designed with the iPad in mind.  Therefore, it allows you to create exciting and interactive presentations with touch navigation.
   
3. Freedom.  Prezis can be kept in a public domain that can be accessed by your students anytime they need it.  They can navigate Prezis themselves to review information, or they can print them in PDF format.
   
4. Prezi works well in interactive classroom formats or group projects.  Prezi has the resources for students to work together in real time with up to ten other people to build a presentation on one shared virtual whiteboard.  This can be done online or in the classroom.
   
5.  Easily import from PowerPoint.  If you’re interested in embracing this new method of presentation, but don’t want to transfer all of your PowerPoint information over by hand, no worries.  Prezi can import your existing information simply by importing your PowerPoints.

Prezi also offers a free educational subscription if you would prefer to keep your presentations private instead of public.  Just use your email address that belongs to your educational institution when signing up.  There are also step-by-step instructions and tutorials provided on their website once you get started.

Thanks to Prezi, you are no longer forced to present information in a linear sense.  Instead, you can edit your presentation path  to “fly” from location to location, turning elements upside down, zooming in or out, or reverting back to bigger pictures, all to the explore the relationships between ideas.

To get started on creating your own Prezis, head on over to www.prezi.com.  Happy presenting!

Tip Provided By: Jessica Moser