Teaching and Learning Symposium
Permanent URI for this communityhttps://hdl.handle.net/11274/11970
The TWU Community comes together at this half-day event on the Denton Campus to share best practices in the areas of classroom technologies, online technologies and Canvas.
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Item Access in Word & PDFs(August 19) Hammett, Amy JoLearn how to use Word and PDFs to implement Universal Design best practices in a syllabus, assignments, and other course documents.Item Access vs. Accommodation(August 18) Levandowski, Shannon; Lohmann, AliciaLearn the difference between access and accommodations and then discover just how easy it can be to design courses with access in mind.Item Accessibility in Canvas(August 19) Keeley, Randa; Boonme, KenThese quick tips will help you make course materials usable and accessible to every student.Item Alternatives to Traditional Assessments(2021) Ishii, Sara; Lundahl, AudreyAlternatives to traditional testing are a great way to engage students in your courses, help them apply course content more effectively, and assess students more formatively. This presentation introduces the benefits of alternative assessments, including examples: a virtual museum tour assignment and a scaffolded project in an undergraduate Art History course. This presentation also includes helpful grading and Canvas tips for using alternative assessments.Item Assistive Technology(August 19) Cross, NadayaCome explore some of the tools and devices that students with disabilities use to access instructional materials.Item Best Practices for Engaging Student Learning(August 17) Koberna, LeslieParticipants will learn best practice techniques to strengthen courses and active learning techniques for online and F2F courses. Participants will take away ideas for strengthening discussion board activities, using peer and self-assessments, and adapting assessments to facilitate learning. We will discuss metacognition and growth mindset related to student learning.Item Classroom Assessment Techniques (CATS): Different Breeds for Different Needs(2019) Dunlap, Karen; Hurlbut, AmandaClassroom Assessment Techniques (CATS) are used by teachers who want to ensure that students have opportunities to demonstrate mastery and receive feedback that facilitates learning. This session will highlight fresh updates to CATS strategies that can be used in both traditional and online course settings, through synchronous technology tools compatible with Canvas.Item Connecting Classroom Skills to Everyday Life: The “Three-Column Approach”(August 18) Kohan, NasrinThis presentation will discuss “Three-Column Approach”, which is designed to demonstrate why it is important to practice problem solving and analytical thinking skills inside and outside of the classroom. Students’ responses and how this activity has helped to improve their skill sets when applied will also be presented.Item Course Design and Development using Backward Design(2021) Lundahl, AudreyBackward Design is a process for designing and developing your course where you begin with the course objectives and design backward. This presentation introduces the benefits of Backward Design, tips for developing your course using Backward Design, and includes experiences and lessons learned from designing the undergraduate UNIV course.Item Creating an Anti-Racist Classroom(August 20) Stabb, Sally D.An introduction to the essential mindset and preparation needed for creating an anti-racist classroom will be discussed. Attention will be given to critical activities such as decolonizing one’s syllabus, incorporating intersecting identities, and managing difficult dialogues in classes. Attendees will leave with resources for concrete means to make meaningful changes.Item Creating Strong Rubrics in Canvas(2019) Evetts, Cynthia L.Creating assignment rubrics clarifies expectations, while increasing efficiency and consistency in grading. A well-formulated rubric provides additional instruction, instant feedback for students, and helps instructors assess student work in a timely manner. This session will demonstrate a specific method for creating strong rubrics in Canvas that enhance teaching and learning.Item Cripping the COVID Classroom: Centering Students Through Transformative Disability-Informed Instruction(2021) Bones, Paul; Evans, AubreeThe COVID-19 pandemic has had a profound effect on how educators approach instruction, as this transition to online learning has fundamentally been a dis-abeling experience for many faculty. We highlight how educators can draw on the experiences of disabled faculty to center students, and provide greater access for all.Item Cultivating Community in Asynchronous Online Learning Environments: Reimagining the Discussion Board(2021) Morris, KristineThe COVID-19 pandemic forced the unprecedented use of online instruction in higher education programs. The loss of face-to-face support from peers and faculty increased student anxiety and was reported as a barrier to student motivation and learning. Faculty were challenged to reimagine how to provide support sufficient to keep students engaged and achieve learning outcomes. This task was particularly challenging in asynchronous courses where students worked in isolation on course assignments. In this presentation, I will describe the use of different levels of discussion boards in Canvas to create a social constructivist learning environment (SCLE) in asynchronous online courses. Social constructivism posits that knowledge develops as a result of social interaction and is, therefore, a shared rather than an individual experience. The role of the teacher in this framework is to provide a safe space where students collaborate to ask questions, make hypotheses, and test them. Contradictory ideas are challenged and discussed. Finally, students are given the opportunity to reflect on the data to promote deeper understanding. Students in courses using this design demonstrated a high level of engagement with peers, greater understanding of course content, and overall satisfaction with the course experience. Setup and management of this strategy in Canvas will be demonstrated.Item Experiential Learning and Foreign Language Pedagogy(August 20) Benner, WilliamThis presentation will detail the use of experiential learning in the global bilingual healthcare minor that the Foreign Languages program recently unveiled. Participants will be able to incorporate experiential learning into their courses, find interesting pathways to connect students to jobs, and create a productive feedback loop between teaching, scholarship, and service.Item How Do I Teach That!!?? The Use of iHumanSimulation to Teach Advanced Assessment Skills in an Online Nurse Educator Program(2016-08-25) Wilson, Cecilia E.Students in a face-to-face (FTF) course have a lab component to practice essential advanced assessment skills in the presence of an instructor, however, students in an online program do not have this FTF component. The iHumansimulation program provided students the opportunity to practice advanced skills and receive expert feedback.Item Immersive Technologies for Teaching Biology(August 18) Kottegoda, Samanthi; Figueroa, JorgeAs technology continues to become more integrated with our day-to-day lives, high-tech classrooms are fast becoming the norm. Using technology for education provokes student’s curiosity, boosts their engagement, and leads to better learning and comprehension. Incorporating immersive technologies in teaching biology can impact student learning outcomes tremendously.Item Incorporating Photo-Book of Concepts in Classes(August 17) Kohan, NasrinThe photo-book concept was designed to allow students to relate the subject matter to the real world with the purpose of enriching students’ understanding and reinforcing their appreciation of the subject. In this presentation, the details of this concept, a few poster presentations, and examples of students’ comments will be discussed.Item Increasing Student Engagement Through Online Microlessons(2019) Dillon, Suzanna; Tennakoon, DeepaniStudent engagement is a highly desired feature in both online and face-to-face classes. The presenters will describe a method of content delivery via short online microlessons that are structured not only to engage students but also to ease their learning of challenging content and to enable them to evaluate their understanding.Item Learning Preferences(August 19) Asbury, Titus; Bones, Paul; Fogg, NikiThere is variability in the way students learn and understanding learning preferences can help instructors design course materials that encourages student access, engagement and interaction.Item Making Technological Adjustments in a Dual Credit Classroom(2019) Dyer, DarbyThis presentation explores using technologies in a TWU Dual Credit high school classroom. Having only fifteen Chromebooks in classes of over thirty students poses some challenges. However, this limitation promotes collaboration through means of peer composing and reviewing. Using Google Classroom for assignment reminders and submissions will also be examined.
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