please consider the following opportunities:
- Remote attendance through : https://webmeeting.minnstate.edu/collaborate
- Recording of the session: (URL will be shared after the session)
- Request a follow up meeting for your individual project: https://doodle.com/digitalliteracy
more on digital assessment in this IMS blog
#appsmashing must be the evolution of the ~ 2010 #mashup
App Smashing is the process of using multiple apps to create projects or complete tasks. App Smashing can provide your students with creative and inspired ways to showcase their learning and allow you to assess their understanding and skills.
6 Amazing App Smash Examples to Inspire Creativity
Why App Smash?
What is an App Smash?
Content created in one app transferred to and enhanced by a second app and sometimes third. Preferably the final product is then published to the web – remember, digital presence is the new résumé (CV).
Reasons to App Smash:
- It demands creative thinking
- It demands more from the technology (value for money)
- It turns the issue of not having a ‘wonder app’ into a positive
- It removes any restrictions to take a topic as far as it can be taken.
- It often results in more engaging learning products
- It’s a fun challenge for ‘digital natives’
Key rules for successful App Smashing:
- Use the Camera Roll as your main conduit between apps
- Leave the app choice to the students
- Have a list of apps capable of smashing content together (See below)
19 Apps to Bring App Smashing to Your Classroom
GREEN SCREEN DOINK
YAKIT KIDS AND CHATTERPIX
EDUCREATIONS AND DOCERI
GOOGLE DOCS, SLIDES
thinglink, youtube, padlet, seesaw, realtimes,
The On Course National Conference
has several sessions of interest:
Padlet Possibilities – Using Their Phones to Keep Their Attention in Class
Presenters: Kathy Magee and Paul Phillips, Faculty, Occupational Health and Safety, Northern Alberta Institute of Technology
Summary: Tired of fighting your students’ phones for their attention? Maybe it’s because the phone is more interesting than the lesson (or worse, than you). Why not use those phones to encourage participation in the day’s classroom activities and keep the on the learning and lessons you have planned. This session will have participants using their Ipads, tablets, and phones to access Padlet in order to identify, discuss, and adapt ways that this free software can be used in multi-disciplines.
Using PBL, and Active and Collaborative Techniques in Science Teaching
Presenter: Stamatis Muratidis, Faculty, Chemistry, Palo Alto College, TX
Summary: Participants interested in tips for successfully involving students by developing Active and Collaborative Learning (ACL) techniques will be engaged by use of a variety of topics, models and tools. Most of the workshop will take place in a collaborative group format and best practices for forming, molding and nurturing collaborative groups will be emphasized. Along the way the presenter will be promoting data-driven best practices, while identifying and mitigating some of the common pitfalls of implementing PBL and ACL activities.
Relax, Reflect, Relate: 3 R’s of Contemplative Practice
Presenter: William H. Johnson, Jr., Student Success Coordinator/Personal Development Coach, University of North Carolina, Greensboro, NC
Summary: Is life moving too fast? Are you busy beyond belief? Well, slow down! Would you attend a session that allows you to take the time to relax and be still, reflect on your life, and relate your thoughts and feelings to others? If you answered “yes” to at least one of these questions, then this workshop is for you. Research has shown that people applying some type of contemplative practice in their lives are likely to be more engaged, and are healthier and happier in life. Attendees in this session will participate in two forms of contemplative practice – meditation and reflective writing – that enhance personal growth. By the end of the session, you will learn strategies to quiet the mind, engage the spirit, and connect with others!
Study Smarter, Not Just Harder!
Presenter: Amy Munson, Director of Instructional Design, United States Air Force Academy
Summary: The United States Air Force Academy Science of Teaching and Learning program is conducting a study on how students learn about their own learning. The research team hypothesizes that students learn more from peers than from “outsiders” such as faculty members and has set out to develop a peer training and messaging program alongside a faculty training and messaging program using the same three highly successful learning/self-management strategies. On Course structures and strategies were implemented for the training components as researchers shared the benefits of practice testing, spaced practice and successive relearning as defined in Dunlosky and Rawson’s meta-analysis of learning strategies. This workshop will give participants an opportunity to learn more about those three strategies while also learning about how to implement a student “train the trainer” program.