Collaborative Intelligence: Thinking With People Who Think Differently The key to collaborating effectively is respecting “intellectual diversity,” the ways in which we think and process information differently. Each of us brings unique and varied thinking talents to the table, and when we understand intellectual diversity, we can work together more effectively. Through fascinating exercises and revealing case studies, Angie McArthur teaches audiences how to discover their own unique mind patterns and thinking talents, and how to recognize the same in others. ![]() What is the reason you choose this session? Working with a diverse faculty from different backgrounds, education experiences, and mindsets, this keynote presentation hits at the center of communication success or failures. Intellectual and information diversity. Did the session fulfill your reason for attending? Yes. Profoundly. Did the speakers effectively address the topic and provide new insights? "Innovation is within us, also around us." How do you create more AHA moments to propel us to collaborate and innovate. How do you increase those moments. Collaboration is a mindset, working with somebody on something that is meaningful to you. Collaborative experiences is the new currency. 3 Actionable Discoveries
Was the presentation dynamic and engaging? Presenter was quite engaging, well-spoken, hitting key points of communication. Are there any materials given for further exploration? Smart Spark: Ignite your child's learning potential. https://smartsparkapp.com/ What information was the most beneficial? Appreciate differences. Differences matter. What information would be beneficial for your team? Think in non-traditional ways. Dignify each others difference. "Attention is something you don't pay, but give."
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Jazzing it up! Tools to Tune Up Your Courses ![]() What is the reason you choose this session? I'm always looking for new tools that may be useful in solving curricular problems or enhancing student experiences in online environments. Did the session fulfill your reason for attending? Yes, indeed! They bombarded audience with apps and tools. Did the speakers effectively address the topic and provide new insights? Presenters covered many tool! Screencast-o-matic: Screencast-O-Matic is trusted by millions of users to create and share screen recordings. Screen chomp: This recordable whiteboard is just the canvas you need to jot your ideas down and share them – with the world, or just a friend or two. Helpful to anyone, but developed with teachers and students in mind, ScreenChomp records your touchscreen interactions and audio. Doodle cast pro: Doodlecast Pro is the easiest way to create presentations on your iPad. The app records your voice as you draw to create quick presentations. Doodlecast Pro saves videos to the camera roll making it easy to import them into popular video editors or presentation tools such as iMovie, Keynote, or iBooks Author. Perfect for teachers, students, business people and anyone needing an elegant way to share ideas. Zamzar: free online file conversion Top Hat: Top Hat is a comprehensive teaching platform that helps professors like you easily create an interactive lecture experience. Pear Deck: Pear Deck is an interactive presentation tool used to actively engage students in individual and social learning. Teachers create presentations using their Google Drive account. Adobe voice: Turn your story into a stunning animated video. In minutes. Zaption: Turn online videos into interactive learning experiences that engage students and deepen understanding. Trello: Trello is the free, flexible, and visual way to organize anything with anyone. Remind: LTI database: eduappcenter.com: An open LTI™ app collection Top 100 Tools for Learning: Annual Survey of Learning Tools
Practical Tips To Integrating Gamified Learning Transitioning from gamification theory to applied practice can be difficult. This session will snapshot our experiences in practical first steps. ![]() BetterWhat is the reason you choose this session? Gamifying courses seems to be the trend and I'm looking for new, successful models for inspiration and reference. Gamification is context specific--what works in one area may not work in other areas. Did the session fulfill your reason for attending? Yes!!! Presenters created a complete overview of their environment including background, situation, faculty attitudes, etc. to give context on how they applied their gamification strategies. Did the speakers effectively address the topic and provide new insights? Focus is on practical application on gamification of courses. Presenters come from a complete asynchronous environment. Faculty were offered faculty training in gamification and were provided credit. IDs modeled the use of gaimification in the courses they developed to show--not just talk about--gamification. Engage SME's through interactive environments using Articulate Storyline. Was the presentation dynamic and engaging? Fun, great opening screen! https://slate.adobe.com/cp/gISMd/ Presenters worked through their process of developing a course (see image below) which was very helpful in going through course development. See: https://eddinit.wordpress.com/2012/09/05/pyramid-of-game-elements/
A Collaborative Approach To Course Redesign With Student-Centered Learning Just One Click Away Details of an innovative, blended learning course design that promotes student affordability and interactive learning just one click away will be provided. What is the reason you choose this session?
Besides designing courses for online, the Mount has been showing a lot of movement to creating and teaching in blended environments. Active learning strategies and processes that lead to successful course design is most certainly an interest of mine. Did the session fulfill your reason for attending? NO. The presenter used LON-CAPA, a problem solving tools as the center tech used to incorporate student centric learning. It does not solve all the problems. He used other tech that made lots of sense in the professors mind, I'm sure. To the audience, he spoke in code. Did the speakers effectively address the topic and provide new insights? The professor presenting his case study did not communicate effectively to the masses the process structure of how he designed his course. The case study background was not clearly mapped to understand where the presentation was going. Was the presentation dynamic and engaging? The professor was well spoken, but it seemed you needed to have attended the "part 1" of his discussion to understand the current "part 2". Lots of small text forms, a bit overwhelming at the end of the day. You need a decoder to understand the process. Are there any materials given for further exploration? No materials given. What information was the most beneficial? No, not really. I'm thinking. I'm feeling a disconnect with the title of the session and the content covered. Where is the collaboration? Where is the student-centered learning? Part of the coded decoded:
What information would be beneficial for your team? Not much here. Hybrid Classroom For Three Different Audiences: On-Campus, Synchronous Online, And Asynchronous Online Direct and up to date report on a 2 year research project on hybrid learning at the Digital Worlds Institute, University of Florida ![]() The What is the reason you choose this session? Working with various departments and courses designed to be taught in the hybrid environment, this session promised lots of info to support and guide the efforts of establishing success courses. Did the session fulfill your reason for attending? Yes, absolutely. The session did provide some perspectives of the "how" some hybrid and online class content were produced and developed with the use of Canvas as a delivery method. They did use Conferences for synchronous versions of the course. A type of studio was built and dedicated for these face-to-face lecture/recording studio. Did the speakers effectively address the topic and provide new insights? The speaker's presentation revolved around case studies at the University of Florida to bring online/hybrid courses as regular offerings. The presenter discussed their use of Canvas as their LMS. The lectures of the instructor's lecture was immediate sent to an editor after recording. A 24-48 hour turn around time could be expected for edits to be completed before they were made available to students taking the course for the following semester in a hybrid/online environment. In other words, use face-to-face class time to record lessons for post-production. Was the presentation dynamic and engaging?
PowerPoint presentation had a lot of good pictures supporting the topics, creating a kind of behind the scenes experience. the video produced to showcase the hybrid experience was done well. Production values were high, simple Ken Burns camera movements with uplifting music. Are there any materials given for further exploration? No materials were disseminated for this session. What information was the most beneficial? The idea of using F2F courses as production time for upcoming online/hybrid courses is an interesting idea to discuss for our university. Creating a lecture/F2F recording classroom is an awesome idea that MSMU could easily put together. The issues of student satisfaction and boredom was addressed with regards to creating a much more engaging presentation of in-class lecture and engagement. What information would be beneficial for your team? Think about creating or converting a classroom that are specifically designed to capture lecture content for future online courses. Face-to-face students can see their online peers, and multiple camera angles can capture the lecture in a much more aesthetically appealing manner than just a single camera in from of the professor. There would be a need for dedicated technical personnel to operate cameras and editing. Ideas of creating a F2F/Hybrid/Online theater equipped with recording capabilities and synchronous communication is worth discussing for planning future methods of instruction Call To Action: How To Promote Active Learning While Handling The Hard Stuff Use tools and techniques to blend or enhance for active learning with an emphasis on selecting technologies aligned with pedagogical objectives. Confront common concerns. ![]() What is the reason you choose this session? Active learning is what we are aspiring to infuse in our courses, so I thought this session would hit the spot. Did the session fulfill your reason for attending? Unfortunately, this session did not go over any new ideas in course development and faculty development. It presented a case study that is typical to what we are doing already at the university. What would have been helpful is a discussion of active learning and showing several examples of passive learning environment transformed into active learning areas sustainable in an online environment. The session would be appropriate for people who are just getting to or planning on creating online environments at their academic institutions. The for those already in the midst of implementing online course and rethinking course architecture, the session was more of an "Uh-huh" moment than an "Aha!" moment. Did the speakers effectively address the topic and provide new insights? Speakers drew on many learning models, navigating them to Instructional Design. The content and processes was pretty much "business as usual "--no AHA moments here. Presenters centered on Bloom's Taxonomy as a launching point for the activity. Was the presentation dynamic and engaging? PowerPoint with lots of text---uggghhh. The room was packed, and I had to sit on the floor, so it was hard to attempt to engage with the screen or content. Speakers spoke well, but the content was predictable and presentation was not structured to bring innovative approaches or processes to light. Are there any materials given for further exploration? The workshop portion of this session used a worksheet with prompts:
What information was the most beneficial? The ides of asking "what technology" would best be used to meet learning objectives and increase student engagement, though not new, was refreshing to see put in the forefront of reimagining a course. What information would be beneficial for your team? Discussion learning goals in relation to Bloom's Taxonomy is a easy, clear and revealing activity to see what the faculty's overall goal and expectations is of the course. Certainly, early courses can focus on the the lower levels of the taxonomy, but advanced classes should aspire to focus on higher level skills (applying, analyzing, evaluating, creating) Play It: A Game-Based Peer-Review Model For Quality Online Courses Motivate faculty to design quality online learning and teaching through the use of games, project based learning, and a validated quality course assessment rubric. ![]()
Did the session fulfill your reason for attending? Yes. Yes. Yes! Did the speakers effectively address the topic and provide new insights? Discussion of the Quality Assurance and Chico State Rubric and the Quality Online Learning and Teaching (QOLT) was the focus of the presentation. Core Values included: Quality Assurance, Social Support, Confidence, Recognition. Was the presentation dynamic and engaging? Started off with games. Game 1: QOLT Playing Cards: 58 sub-objectives aligned by number, color and symbols and Core 24--a nice ice-breaker using cards to prompt conversation and introductions. The use of an hourglass timer effectively kept the speakers and presentation moving. Game 2: Say Yes to Interaction: Set ground rules and identify challenges. Awesome experience allowing lots of reflection on how much your courses are meeting standards. Game 3: Play it issue. A speed dating-type of activity giving 2 minutes to discuss a topic. Also another fantastic way of discussing topics and finding insights. Are there any materials given for further exploration? The QOLT cards and introduction to ideas surrounding the Chico State Rubric were brought forth and discussions were initiated. Resources: fo to Merlot>type QOLT CSU What information was the most beneficial? The issues regarding faculty buy-in, online-conversion process and faculty mentorship was revealed as universal issues in higher education. Breaking down the "Rubic" objectives and challenging one's self to reflect and assess your course is a fantastic idea. One objective a day--with the objective of encompassing all the standards. What information would be beneficial for your team? Develop Online Ambassador to share teaching experience (Peer Mentorship)
An idea: List (on a page in the portal) courses that have met "QOLT" or whatever Standards requirements.
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Author: Kimo OadesDesigner + Instructional, Concept, Information, Print, Interactive, Curriculum, User Experience, Graphic + Teacher. CategoriesArchives |