Faculty, instructors, graduate students, and staff from the College of Liberal Arts and Sciences (CLAS) recently met for the 3rd CLAS Demofest to showcase innovative teaching practices across diverse content areas. For this semester’s event, eight presenters from seven different departments and schools in CLAS shared and discussed their teaching, spanning a variety of course formats (face-to-face, blended, online) and different student enrollment (large lecture courses, small undergraduate and graduate seminars, etc.). [Read more…]
Although many instructors integrate group-based or team-based learning activities into their teaching (see TeachOnline post on The Value of Group Work), getting students to actually provide meaningful peer-to-peer feedback can be challenging. Too often, cultural norms or fears of potential social backlash make students veer away from critiquing each other in a group setting or an online discussion forum. As a result, peers often do not know how to provide meaningful feedback and tend to fall back on statements, such as “I agree with what s/he said!” or the infamous Facebook-popularized, “I like it!”
In the second installment of our Flipped Classroom series, we turn our attention to a technology that can help you bring student interaction into the lecture hall: BYOD student response systems.
“Synchronous video interaction can make learning more personal by providing a close approximation of the human, one-on-one experience…” (Educause, 2013)
One of the most exciting aspects of video conferencing technology is the ability to conduct your class in real-time, regardless of location. Imagine the possibilities when students from around the country or even the world can learn as if they were in the same classroom. Like all new technologies however, there are some important considerations an instructor should take into account before jumping off the deep end. Some basic preparation will allow the magic to happen without the headaches that can come with it!
A hybrid course is much more than just an online course with a face-to-face class session thrown in for good measure. It involves asking, “What is the best way for students to interact with course content, construct knowledge, engage in critical thinking and problem solving?” Purposeful decisions are made by the instructor as to what activities are best included in face-to-face class sessions, and which activities would work well in a virtual environment. The term hybrid, or blended course, signifies a new way of thinking about how to harness the power of technology to promote learning and identify the best strategies to help students master important course concepts. However, it is about more than just teaching an existing course in a new format.