18TH ANNUAL
FALL CONFERENCE ON TEACHING & LEARNING
 
Educational Technologies and Unplugged Strategies to Promote Deep Learning

Wednesday, August 22, 2012
Eberhard Conference Center
8:30am - 3:05pm
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Each session is fifty-minutes and will be presented twice, at 10:45 am and again at 2:15 pm.
 
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Session handouts/materials now available on the conference ScholarWorks site.
 
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ONE
Using Technology-Mediated Feedback to Support Student Success
Kim Kenward, Instructional Design for E-Learning
Rosemary Cleveland, College of Education
Room 514 EC
 
As instructors, we all know that feedback is critical in the success of student learning.  At its core, feedback plays an integral role in student performance and self-efficacy (Wang & Wu, 2007).   When feedback is provided as formative assessment, it can be one of the most effective pedagogical strategies for enhancing student performance (Marzano, 2007).  Although there are many tools and techniques that can be used to provide feedback, our presentation will showcase how Blackboard easily allows for a variety of personal/private feedback using the Wimba Voice tool (oral feedback), journal entries, and detailed “personal” feedback in the Grade Center (both oral and written).  When used in conjunction with each other, these techniques/tools support student success.
 
 
TWO
Where They Need You the Most: Using Technology to Flip Your Classroom
Matthew Roberts, Instructional Design for E-Learning
Room 421 EC

For many faculty members, educational technology is either: 1) a convenient way to replace syllabi that students have lost; 2) an attempt to hold the attention of straying students; or 3) a recipe for taking students out of the classroom in order to learn "online." In this session we explore a fourth option, often called the "Flipped Classroom," that aims to increase the value of your class time and deepen your students' learning. The secret? A pedagogically-sound use of technology that allows you to spend your time where your students need you the most.
 

THREE
Engaging the Online Learner: Building Community through Asynchronous Discussion
Glenna Decker, Instructional Design for E-Learning
Danielle Lake, Liberal Studies
Room 611 EC

Online Discussion is a central component for establishing a community of inquiry in our online courses and for extending in-seat dialogue.   In this workshop, we will present Danielle Lake’s (Liberal Studies) research, where she learned that her asynchronous (online) learners reported stronger community than her synchronous (in-seat) learners.  We will build on this to share our experiences in asynchronous discussion and practical suggestions for how to build community in the online environment.  Participants will have an opportunity to learn from each other and ask questions of the presenters, and will walk away with specific suggestions and samples for engaging learners and building an online community to enhance learning.
 
 
FOUR
To Do or Not Do a Thesis… That is the Question
Salvatore Alaimo, Public, Nonprofit, and Health Administration
Rob Franciosi, English
Mark Staves, Biology
John Stevenson, Graduate Studies, panel moderator
Room 310 EC

Students and faculty in graduate programs may both ask this question each year but they ask themselves this Shakespearean question for different reasons.  What motivates graduate students to choose to do a thesis?  What motivates graduate faculty to take on students as their research advisor/mentor?  What do both parties look for in the other in order to ensure a successful learning outcome?  These and other questions about the thesis/dissertation process will serve as the backdrop for discussion about students, topics, process, and outcomes regarding this graduate education experience.  If you teach graduate students bring your ideas to share with others and come join us!
 

FIVE
Changing Student Presentations to Connect Digital Natives to Content
Scott Truskowski, Occupational Therapy
Room 311 EC

Regardless of the field of study, student presentations are essential to demonstrate a thorough understanding of content, to explain concepts and ideas to peers and instructors, and ultimately to distinguish oneself during a formal job interview (Doree, Jardine, & Linton, 2007).  Student performance during presentations is often affected by: anxiety, group dynamics, and level of knowledge with the topic at hand.  Millennial students (24%) and Gen X-ers (12%) identify ‘technology use’ as a defining trait of their generation (Pew Research Center, 2010).  One method of removing presentation anxiety while increasing the overall comfort within a group or with a topic can be to allow students to utilize asynchronous presentations through a variety of easy to access and easy to use technology- ranging from iMovie, Windows Live Movie Maker, Magix Movie Edit Pro, to YouTube.   The Occupational Therapy Department has begun to incorporate these types of presentations into coursework within the weekend master’s program with positive results.  This session will describe why this was format was chosen, how assignments have been structured, and include some real-life examples of asynchronous student work.
 

SIX
Engaging Learners in Large Classes through Collaborative Learning
Christine Rener, Pew FTLC
Room 411 EC

Whether you consider a large class to have 30 or 300 students, how do you engage all students? In this session, we will explore a suite of activities meant to engage students through peer interaction. We will review the design, implementation, and assessment of learning activities - applicable to any discipline - wherein students learn with and from their peers. Such exercises are intended to be high impact and low stress for both you and your students.
 

SEVEN
Strategies for Effective Advising When Students Encounter a Change in Plans
Debra Burg, Biomedical Sciences
Amanda Cuevas, Frederik Meijer Office of Fellowships & Appreciative Advising Consultant
Room 515 EC
 
With the availability of MyPath and curriculum guides, faculty advisors may wonder whether there is any task left for them to do.  In fact, the most critical role for faculty advising is when conversations about direction or change need to take place.  Student questions such as “What major should I choose?” or “I didn’t get in… now what?” require a different strategy for advising compared to what is needed for schedule development or graduation audits.  This interactive workshop will introduce the concept of Appreciative Advising as a means for engaging in effective conversations with students about choosing or changing their career goals.  Participants will learn proven strategies to put into immediate practice.
 

EIGHT
“Mind the Gap”: Practical Connections Between Liberal and Professional Education
David Bair, College of Education
Linda Goossen, College of Health Professions
Lisa Hackney, recent graduate, Liberal Studies Leadership Program
Michael Scantlebury, Hospitality and Tourism Management
Sherri Slater, senior, Liberal Studies Leadership Program
Judy Whipps, Liberal Studies
Room 617 EC

An interdisciplinary group of faculty members and students will explore the relationship between the goals of the professional programs at GVSU and the liberal education goals of the university.  Based in part on a summer faculty development group, we will share curricular and programmatic recommendations to bridge the gap between professional and liberal education.
 
 
NINE
Managing Multi-Section Mayhem:  Creating Effective Instructional Communities in Multi-Section Courses
Janet Vigna, Biology
Room 614 EC

Instructors for multi-section courses often come from a variety of backgrounds and instructional experiences.  While some have been teaching effectively for years, many are fairly new to teaching and have little training in effective teaching pedagogy or curriculum development.  In addition the turnover rate for instructors is fairly high, making it difficult to create a consistent experience across sections each semester.  In this workshop we will explore strategies for creating collaborative instructional communities that involve instructors in curriculum planning and foster professional development, instructor retention and effective classroom instruction.  
 

TEN
Mary Idema Pew Library:  A Technology-Rich Learning Space for Today's Students
Mary O’Kelly, Erin Fisher & Julie Garrison, University Libraries
Room 612 EC

The new Mary Idema Pew Library will embody the spirit of modern learning with a mix of social, intellectual, and technological opportunities for the GVSU community. An innovative Knowledge Market will allow students to shop for on-demand services, such as library research, writing, and oral presentations. Interactive digital displays will showcase thought-provoking information designed to enhance campus learning experiences. Special presentation areas will invite passersby to stop and join in the conversation. Diverse teaching and learning spaces have been designed throughout the building to encourage student, faculty, staff, and community interaction. Participants will hear about these new learning spaces, followed by a discussion about instructional opportunities and a Q&A with library faculty.
 
 
ELEVEN
Do You See What I See? Experience the Development of a Supportive Risk-Taking Environment that Invites Deep Learning
Shelley Schuurman, School of Social Work
Room 316 EC
 

In this workshop you will experience sequenced educational activities that promote self-awareness and lay the groundwork for creating a supportive classroom community. Participants will learn how these activities encourage movement into the “risk zone” and prepare 21st century students to realize the full potential of high- impact learning.   How a merger of Adventure- based learning philosophy and Barkley’s model of student engagement inform these educational activities will also be shared.


TWELVE

Putting Your Best Foot Forward: GVSU Steps Out With Electronic Portfolios
Susan Laninga, History
Scott Berlin, Social Work
Room 317 EC

An electronic portfolio can showcase the technological abilities of GVSU graduates as well as the skills they’ve learned in their chosen profession.  Weeblys are easy to create and can allow our graduates to stand out from among others vying for the same positions.  You will observe how easy it is to create a Weebly (Bring your laptop and you can do it while you’re there to create your own web site!) and see the work of my Social Studies Methods students. The School of Social Work utilizes Chalk and Wire, an online assignment submission and electronic portfolio system that students purchase and utilize throughout their time in the Social Work Program. This program will be discussed.

 

 

 

Page last modified September 10, 2012