Thumbnails with a taco🌮. A 3-2-1 activity. A trip around the world🌎. Scratch cards for the exam. If you are interested in new teaching methods, creative ideas, fostering class community and more, register for the Teaching professor online conference. There’s no need to leave your home, couch, or desk—you can join and access all available sessions as many times as you like through December 31, 2022. With nine carefully selected subject areas, you have the opportunity to refresh, reinvigorate and invigorate your teaching. If you’re curious about what you might learn, take a look at some sessions below!
How the Metaverse can improve student engagement and learning: Using AR and VR in the classroom
How can you use simple Augmented Reality (AR) and Virtual Reality (VR) tools in your own course? In this session, Juanita Wallace explains how you can take your students into a whole different world to engage, teach and inspire them.
What is AR? “Augmented reality is a technology that superimposes a computer-generated image on a user’s view of the real world, providing a composite view.”
Here are some ways you can use AR in your own course:
SketchAR: Using your phone, hold the image on your phone over a blank piece of paper for easy tracing. This is essentially a fancy way of drawing on a piece of paper with your phone/tablet.
Human anatomy atlas for the human body: You can digitally place any part of the human body in your classroom. Students can walk around the table and manipulate the body part on a tablet wherever they are.
What is VR? “Virtual reality is a 3D computer-simulated environment that allows users to explore and interact with their surroundings.”
Here are some ways you can use VR in your own course:
VirtualSpeech: This is a tool used to give presentations in front of a virtual audience and get feedback at the end of your presentation. You can choose what kind of environment you are in and how many people are in the audience. They can even make people yawn or talk to them to add distractions. It also tracks how much eye contact you had with participants, whether you need to slow down/speed up, words per minute, your volume level, and more.
Google Earth VR: In this simulation you can visit places all over the world and it’s like flying over the world. You can view buildings in real time or show your students places they’ve never been.
Picture Perfect: Using graphic design elements to increase student engagement
In this session, Alexandra Herron explains how you can use visually appealing content to engage learners and increase the presence of your instructors in your online course.
Use thumbnails. You can create any thumbnail for your videos/folders. A thumbnail gives students a visual representation of what the video will be about. For one of Herron’s folders, she created a thumbnail that read, “Step by step. You’ll make it.” for a week that included a more strenuous workload. In the first week, she creates a “Let’s taco about it…” thumbnail with a taco as the center point.
flip grid. For program guidance, Herron’s University used Flipgrid to introduce faculty so new students could learn more about their prospective faculty members. Many teachers had different filters (Superman, Mario, etc.) to set the tone for their class and allow students to get to know them personally.
iorad. This tracks your screen clicks so you can give instructions on the web from your computer. After tracking your clicks, it fills in your clicks and students can view it as a video, print it as a PDF, or view it as a document. Essentially, it provides written and/or visual instructions for students.
Cultivating a classroom culture conducive to connection
How can you connect with your students from day one? In this session, Tiffany Sayles offers easy-to-implement ideas for creating a classroom culture conducive to connection.
Four important ways to connect with students are:
One offer per day. Sayles begins each lesson with a quote, giving students a minute to think about the quote and asking them to expand on it. It is an encouraging opportunity for students to explain what the quote means to them. After each student shares their thoughts, Sayles says, “Thank you for your insight and perspective.” This positive response to her taking the quote encourages other students to participate.
The 3-2-1. Here you ask students three interesting facts about themselves, two goals they have, and one expectation of the class. It’s a connector for you and your students. Plus, students enjoy learning about your life outside of class by sharing your own 3-2-1.
According to Sayles, instilling a sense of purpose and identity in students is extremely important. She makes sure to tell the students “What you bring to the classroom discussion is something unique, something I’ve never heard before. So I want to hear you. I want to know what you know.”
Feed their Minds: Brain-Based Learning in the Classroom
Have you ever tried Instant Feedback (IF-AT) assessment techniques in your course? In this session, Sabrina Timperman explains how brain-based techniques can improve learning and retention and help reduce test anxiety in your students.
IF-AT is a testing system that allows students to get instant feedback as students work through each item.
scratch off exam. Here you can use a scratch sheet to reveal answers. So if the student thinks the answer is A, they cross off A, and if there is an asterisk under it, they got it right. This works well as a group quiz where students can discuss the possible answers as a group and scratch off A, B, C or D. If there is a star when they scratch off the letter, they get full credit, but if there is no star, the group discusses again and crosses out another answer.
memory game. In this game based on the memory game, students are given cards to turn over and match. The students are divided into small groups and two groups play against each other. In Timperman’s class, she creates memory maps composed of fibrous joints, cartilaginous joints, and synovial joints.
There are four rounds, and with each round the students get less information on the map – they have to rely on their memory after each round. The first deck of the first round contains the common name, a picture, a description and an example. The two teams take turns turning over cards and finding a match. Once all cards match, teams move on to round two. The second deck in round two only has the picture, example, and description, but lacks the common name. The third deck in round three only has a picture and a description. The fourth deck of cards in the fourth round contains only the picture, so the students have to memorize the information from the previous decks, e.g. B. what kind of joint it was and what it did. This game builds on students’ memory from each round and also teaches students information about the joints as they play the game.
If you are interested in these sessions and more, register for them now Teaching professor online conference!
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