Five Types of Quizzes That Deepen Engagement with Course Content
By: Maryellen Weimer, PhD,
Tropman, E., (2014). In defense of reading quizzes. International Journal of Teaching and Learning in Higher Education, 26 (1), 140-146.
Brame, C. J. and Biel, R., (2015). Test-enhanced learning: The potential for testing to promote greater learning in undergraduate science courses. Cell Biology Education—Life Sciences Education, 14 (Summer), 1-12.
Quizzing with resources
Quizzing after questioning
Online quizzes completed before class
Top Five Tips for Creating Training Quizzes
More on the use of quizzes as a conversation starter and/or training tool (versus assessment tool) in this IMS blog
Using a Mobile Solution to Empower Students in and out of the Classroom
Date: Tuesday, February 23, 2016. Time: 11:00 AM Pacific Standard Time. Sponsored by: i>clicker
archived webcast here:
(you need to register. That means, sharing personal data, so fill out cautiously).
REEF polling is a proprietary for i>Clickers.
All other contenstors, TopHat, Turning Technologies etc. have the same scheme
methodology of the chemistry teacher:
flipped classroom active learning
quizzes: may not use external resources, graded on accuracy
questions: may use external sources, graded on participation (chemistry teacher wants students to be active and not penalized for wrong answer).
think: students consider the question. submit an answer individually
pair: instructors shows the results (no answer is given); students form groups to discuss their answers; students must agree on the answer
share: students submit an answer individually; the instructor shows the result (an answer is given)
follow up q/s, also standard:
1. what to do, if students don’t have smart phones, 2. CRS integration with CMS 3. data export
More on polling and CRS in the classroom in this blog:
More on flipped classroom and active learning in this blog:
From: Zac Feit [mailto:firstname.lastname@example.org]
Sent: Monday, October 12, 2015 11:50 AM
To: Miltenoff, Plamen <email@example.com>
Subject: Hope to hear back
My name is Zachary Feit, and I am with Via Response. Awhile back we had spoken about our student response platform and you had expressed interest in taking a look at a better time. I was emailing to see if this was still something of interest.
Via Response provides a cloud-based student response platform that enables students to use any mobile devices instead of legacy clickers to interact with instructors during classes (including students participating from remote locations). Because we are cloud-based, Via Response is much easier to use for faculty because all questions, assessments, grade books and student data for all sections are stored in a single location that they can access from any browser. Via’s architecture also eliminates the FERPA compliance issues that are common with clicker devices that store student/grade data files on instructor computers or thumb drives.
I would be delighted to give you a 15 minute demo that goes over our system and its benefits to both teachers and student.
You can either email me back or call me at the number provided below. Thanks in advance and I look forward to hearing from you.
Regional Account Director
Via Response (http://www.viaresponse.com)
Academy of distinguished teachers, Innovation
University of Minnesota, McNamara Alumni Center – Twin Cities Campus. April 8, 2015
Full program available here: https://guidebook.com/g/adt/
flipping disruption into Design
there are two type of universities: the ones that are in control of change and the ones, which are pressed to change.
what kind of education is needed at this moment of history.
Assumptions: 5-10 years will be for a first time outcompeted in terms of delivering information and degrees. What is that the university can do distinctively well that WWW cannot do: mentored learning and the arc of learning (beyond collection of granular separate learning)
book: The New Division of Labor. http://www.amazon.com/The-New-Division-Labor-Computers/dp/0691124027
External forces of potential disruption: 1. MOOCs, nearly free education, 2. skilled-based learning (Codeacademy, Udacity), 3. data analytic 4. public pressure on access, metrics of impact.
Gartner group (http://www.gartner.com/technology/home.jsp) hype cycle : overvalued in a short term and undervalued in a long term. MOOC is excellent example.
NMC: competing models of education.
learning analytics. adaptive learning, intelligent tutoring etc. Open Learning Initative. http://oli.cmu.edu/
In the 19th century, railroads companies which were in the business of railroad companies went under; the ones which were in the business of transportation survived. Parallel, universities, which are in the business of delivering information will die out; the ones, which will survive must look to a very different picture.
formative wider outcomes
integration and dis-integration
high impact integrative curriculum
what makes high inpact practices high impact
formal versus informal
The Value of Assessing Outcomes of Teaching Methodologies to guide instructional design
Upping your Game – Best Practices in Using Game-Based Learning
Implementing Game Dynamics in Moodle
Engaging Students through Video Integration
Using Flipgrid Video Commentary to Share Student Learning
Enhancing learning with online narrated presentations using VoiceThread
Essential Technology & Tools for Flipping Your Classroom
Improving Delivery of Technical Course Content through Incremental Use of Classroom “Flipping”
The Pros and Cons of Flipping the Classroom
Using Google Forms for Student Group Evaluations
The University Libraries Partnership for Affordable Content – Enhance Student Learning and Save Them Money!
Using Classroom Debates as an Interactive Learning Tool in a Course on Companion Animal Ethical Issues
Adapting the Harvard Case Method for Online Courses
Readiness Assessment for Online Courses
technology showcase general view
How BYOD Programs Can Fuel Inquiry Learning. Backchanneling.
creating a learner profile, a set of criteria the school district wanted students to learn while in school. That profile includes: seek knowledge and understanding; think critically and solve problems; listen, communicate, and interact effectively; exhibit strong personal qualities; and engage and compete in a global environment. The profile helps guide all approaches to learning in the district.
Kids already know how to use their devices, but they don’t know how to learn with their devices,” Clark said in an edWeb webinar. It’s the teacher’s role to help them discover how to connect to content, one another and learning with a device that they may have only used for texting and Facebook previously. “It’s about the kids being empowered in the classroom to make decisions about the ways that they are learning,”
Four Smart Ways to Use Cell Phones in Class
IN-CLASS BACK-CHANNELING: Backchanneling refers to the use of networks & social media to maintain an online, real-time conversation alongside spoken remarks.
IN-CLASS READINGS AND HANDOUTS. Smartphones can also be used productively in the classroom as eReaders for books and handouts. You can place all student handouts into DropBox folders (see “Dropbox A Multi-Tool for Educators”).
Using Google Docs for backchanneling with students:
10 ways to employ backchanneling in classroom instruction.
- Poll students on a particular classroom event or on a decision regarding their learning
- Crowdsource feedback on learning activities and use this input to inform your future instructional strategies.
- Backchanneling empowers students voice and make them feel they are real participants in the knowledge building taking place in the class.
- Conduct informat assessments .
- Assess students prior knowledge about a given topic.
- Brainstorm ideas for a writing project.
- Encourage students to ask questions about anything they did not understand.
- Hold synchronous discussions of video content shared in class
- Organize real time discussions in class.
- Backchanneling is a good way to engage introverts and shy students in classroom conversations.
Please have the following instructions regarding the CRS (aka clickers) from Turning Technologies.
- Getting Started Instructor Resources
- PowerPoint presentation with information about Turning Technologies
- 1ST DAY OF CLASS E-MAIL TEMPLATE
- Student Quick Start Guide. ResponseCard® NXT. Responding in Class
- RESPONSEWARE SETUP AND USAGE
- Student Web Registration Instructions
- SYLLABUS RECOMMENDATIONS FOR STUDENT RESPONSE
For more information, pls consider:
Stephanie Naoum, firstname.lastname@example.org