Are you Gameful? Understanding (and Improving) Student Academic Engagement
Barry Fishman, University of Michigan
The first step in any learning endeavor is engagement. If your students are not engaged, learning is not possible. Gameful Learning is a practical pedagogical approach that you can use to enhance learner engagement. Being gameful means leveraging our best knowledge about student motivation, and is closely tied to cutting edge ideas such as personalized learning, outcomes-based and standards-based learning, and digital credentials. This talk introduces core concepts for making education more gameful, and a tool called GradeCraft designed to support gameful teaching.
Using Video Technologies to Teach Writing Transfer
Crystal VanKooten and Katie Jostock, Oakland University
This presentation will investigate the role of video technologies in writing pedagogy, addressing how and why we can use video technologies to better teach toward the transfer of writing knowledge across assignments. The speaker will introduce transferable concepts that became visible through research interviews with three writing instructors and their students.
Exploring Cognitive Complexity Development in Hybrid Counseling Theories Courses
Ashley Branson and Richard Powell, Oakland University
A multiple case study design was used to explore counselor cognitive complexity development within the context of a hybrid (online and in person) counseling theories course taught across two semesters. Results suggested that combining flipped and hybrid learning components with experiential and problem based classroom activities and discussions has the potential to create learning environments that are more responsive to student’s developmental needs, while allowing additional opportunities for the development of self-reflexivity, critical thinking, and cognitive complexity. Implications for specific strategies to intentionally structure and scaffold hybrid and flipped courses will be discussed..
Talking about Technology Issues: Suggestions, Guidance and Advice
Melissa Vervinck, Rebecca Gaydos and Rhonda Yates, Oakland University
Using technology in the classroom is not without its problems for professors as well as students. For instance, how to handle the situation when a student who instead of saying, “My dog ate my homework,” now says, “My computer crashed, and I lost my assignment?” Or how can educators who utilize online discussion boards get students to post more than, “I agree!” Utilizing common scenarios to get everyone talking, sharing and suggesting solutions, participants should look forward to a lively and interactive discussion.
How do we Promote and Sustain Student Engagement?
Caryl Walling and Narine Mirijanian, Baker College
Participants in this session will explore the process of creating a comprehensive student engagement plan that can be applied in online education including asynchronous, hybrid and face-to-face classrooms. Participants will learn how to start and sustain student engagement throughout the course. Various technological tools and pedagogical methods will be used to enhance the participant’s mastery of promoting and fostering engaged learning environment.
Surviving the Group Project: Strategies for Turning Student Groups into Effective Teams
Amy Rutledge, Oakland University
Students and faculty alike loathe group projects, yet we still assign them. In this session, we will discuss some easy-to-implement techniques that help facilitate the process of completing a group project. Moreover, we will discuss how to use simple online technologies to make the teams more effective and the process a little less painful for all.
Insights Into How Students Around the World Use Online Content in Their Educational Pursuits
Addington Coppin, Oakland University
We examine viewing times over a two-year period for academic and non-academic videos uploaded to YouTube The data for content uploaded prior to 2016 are delineated by mode of viewing (computer views vs. mobile phone views), and show (i) general declines in viewing times over the two year period, and (ii) a “relative shift” toward mobile phone viewing. These data patterns are robust across different regions of the world. Alternative explanations are offered for shorter viewing times, and implications for the future production of “academic” video content are explored.
Just-In-Time Learning For Moodle: Managing Moodle Access to Support Student Learning
John McEneaney, Oakland University
Sometimes, less is more. In this session, participants will learn about using automated Moodle restrictions to gradually reveal course content over the term with the goal of avoiding information overload and promoting just-in-time student interaction.
Using Mobile and Barcode Technology to Supplement Student Feedback in Labs
Dominic Dabish, Oakland University
This presentation session will demonstrate how barcode technology can be used in combination with a mobile device to engage students and to provide assignment feedback in a more fluid manner. This strategy is demonstrated using moodle, an open source learning platform, alongside a barcode reader, which is available on any mobile platform. This paperless, secure, and fluid method is not only more efficient, but can have a substantial impact on student learning outcomes.
Progress Report Journals: Reflecting on Course Performance
Christina Moore, Oakland University
Midterm evaluations bring a host of institutional measures to reach out to underachieving students. However, what might make the most difference to students’ success in their courses is to enable them to analyze their own performance. Instructors can give students this reflective opportunity through an online journal assignment in which students report their overall grade in the course, reflect on their performance, and provide goals and feedback for the rest of the course.
Wait, Prezi Can Do That?
Dave Goodrich, Michigan State University
Many people have seen presentations be enhanced visually beyond PowerPoints using the tool called Prezi, but did you know it also can have audio narration for an interactive learning object? Learn why and how to create visually rich introductions to a course or a unit of study using Prezi in this 20 minute session. Examples will be demonstrated and there will be time for questions and answers from those who want to share or learn more!
VoiceThread for Discussions
Jason Siko, Madonna University
In this presentation, we will discuss how to liven up online discussions through the use of VoiceThread. Students can use audio, video, and an annotation tool to draw specific attention to text or images. We will also discuss some limitations with the process.
Developing, Implementing and Managing a Mandatory Online Learning Readiness Course
Linda Wareck and Kerry Daniel, Oakland Community College
Effective in the Fall 2016, the new Online Learning Readiness Course became a prerequisite for all students who want to register for hybrid or online courses at Oakland Community College. Instructional Technologists developed this course to emphasize the skills necessary for students to become successful online learners. Join us as we share some of the challenges we have experienced along our journey, for providing an enhanced learning experience for students.
Vision to Action: OCC’s New Faculty Training and Quality Online Course Development Program
Tonya Thomas, Oakland Community College
Get a first-hand account of how the Academic Technologies team at OCC has successfully tackled the challenge of developing and implementing a quality course development framework inside of a single year, to meet HLC requirements for online learning accreditation. The session and accompanying poster presentation will offer a glimpse into the structure, resources, process, and collaborations now in place to support a full online course development quality assurance program at OCC, where the top priority is providing the most optimally effective learning experience possible for OCC students.
Establishing Learning and Behavioral Expectations
Dan Arnold and Christina Moore, Oakland University
Classrooms often experience the tension been a teacher’s expectation of students and a student’s expectation of the teacher. How can we identify, communicate, and reinforce these expectations to prevent tense student-to-student and student-to-faculty interactions? As a result of this session, participants will be able to differentiate learning and behavioral expectations in the 21st-century university classroom, compare expectations for online and traditional learning environments, and communicate expectations through multiple tools offered in the learning management system (LMS).
Scaffolding Learning with Technology
Greg Allar, Oakland University
Scaffolding learning presents opportunities to increase student engagement with the subject matter and introduces alternate learning strategies. Scaffolding technology into a well-designed instructional strategy not only serves to engage students, but also to provide students with practice in honing their own higher order thinking skills. This presentation introduces several teaching strategies in which scaffolding technology becomes a critical component in the learning process.
Gaming the System: Innovative Pedagogical Design
Tammy Douglas, Kellogg Community College
Creating engaging faculty professional development is always challenging. Kellogg Community College re-designed a required Instructional Design course for faculty using gameful learning principles to motivate and engage faculty in innovative professional development.
Going Gameful with GradeCraft
Evan Straub and Barry Fishman, University of Michigan
In this workshop we will take the next step into integrating gameful practices into your teaching. Participants will explore some of “hows” when transforming a course by building out choice and supporting competency development to increase student motivation as well as learn about GradeCraft to manage gameful elements.