2012 Summer Institute: Increasing Student Engagement and Improving Learning with Educational Technologies and Course Re-design
May 14-18, 2012, 8:30 AM - 4:00 PM
College of Engineering
Integrated Teaching and Learning Laboratory (ITLL)
Room 1B50 (Main floor, North East corner)
Study text for the week: “A New Culture of Learning: Cultivating the Imagination for a World of Constant Change” Douglas Thomas and John Seely Brown, CreateSpace (January 4, 2011), ISBN-10: 1456458884
Monday May 14
8:30-9:00 – Institute Begins, Welcome and Introductions: Mary Ann Shea, Director, Faculty Teaching Excellence Program and Michael Lightner, Chair and Professor of Electrical, Computer and Energy Engineering.
9-10:00 Seminar: Facilitated Discussion of John Seely Brown Assignment Chapters 1, 2 & 3
10:00-11:45 Stefanie Mollborn, Professor of Sociology: Introduction to “threshold concepts.” What are the threshold concepts in your field? How are they visible (and usable) for your students? Introduction to the “instructional bottlenecks” also known as troublesome knowledge. Analyzing troublesome knowledge in your students in a particular course. What is at least one “instructional bottleneck” for your students?
11:45-1:00 – Lunch
1:00 – 2:15 Mike Lightner: WordPress and Posting
2:15 – 2:30 – Break
2:30 – 3:45 Aisha Jackson, ITS Administration, Academic Technology Consultant: Introduction Desire2Learn: Social Media Tools and capacities and functionalities, including practicing with D2L
3:45-4:00 Mike Lightner: Second postings to blogs: where do you want to focus your attention this week?
Homework Assignment: Seely Brown Chapters 6 & 7
Tuesday May 15
8:30-9:15 Institute Begins, Seminar: Facilitated Discussion of John Seely Brown Assignment Chapters 6 & 7 and recap—building on final Monday postings of plans and interest.
9:15-10:45 Mike Eisenberg, Professor of Computer Science: Role of digital tools in addressing threshold concepts and bottlenecks. Examples and practice with specific tools.
10:45-11:00 – Break
11:00-11:25 Liz Jessup, Professor of Computer Science: Desire2Learn, Using Word Clouds to surface student thinking and set the intellectual agenda for a course in collaboration with the students.
11:25-11:50 Rolf Norgaard, Professor, Program for Writing and Rhetoric: Example of using Word Clouds
11:50-12:15 Make a word cloud either in D2L or WordPress
12:15-1 :15– Lunch
1:15-3:15 Mike Eisenberg: Physicality and Cognition. Making, Fabrication, Construction and Play. This session builds on the reading material from the morning’s seminar. We will visit Mike Eisenberg’s lab and actually make something. Discussion will focus on how physicality can enable and deepen student understanding.
3:15-3:30 – Break
3:30-4:00 Michael Lightner: Posting to digital workspace
Homework Assignment: Seely Brown Chapters 4 & 5
Wednesday May 16
8:30-9:15 – Institute Begins, Seminar: Facilitated Discussion of John Seely Brown Assignment Chapters 4 & 5.
9:15 – 11:30 Michael Lightner: Online learning forums, making thinking visible and recognizing expert/quality work. Explore the use of various google tools including google groups, google docs, google+ for sharing course work and materials. Begin using google tools and explore the possibilities.
11:30-12:45 Liz Jessup:D2L Survey Functions and Assessment tools. Practice using these capabilities.
12:45-1:30 – Lunch
1:30 – 3:30 In small groups read and comment on each other’s initial posts on course plans.
Group discussion. Where are your “bottlenecks”?
3:30-4:00 End of day discussion and practice session
Homework Assignment: Seely Brown Chapters 8 & 9
Thursday May 17
8:30-9:00 – Institute Begins, Seminar: Facilitated Discussion of John Seely Brown Assignment Chapters 8 & 9.
9-10:00 The challenge of large lecture classes. In this session Profs. Beth Dusinberre (Classics) and Tom Riis (Music) present their methods for adding variety, bringing in outside experts, and placing material in a larger context when working with large lecture classes.
10:00-10:15 – Break
10:15-12:15 Dave Underwood, Manager, Academic Media Services: Making thinking visible using video and alternate modalities to explore key course concepts. The focus will be on alternate modalities as they relate to communicating non-textually, i.e., why multimodal composition can be more efficient, more compelling, and more engaging for student creators.
12:15-1:15 – Lunch
1:15-2:45 - Alison Hicks, Professor of Library Administration: social bookmarking tools for classroom and course use, e.g. Mendeley, Diigo, Zotero, and practice using these tools
3-4 Mike Eisenberg: Camtasia for video captures and putting them online.
Friday May 18
8:30-9:30 – Institute Begins, Group Seminar and discussion of gaps.
9:30 – 10:00 Camtasia practice
10:15-12:00 Small group discussions of key points of your course plans and remaining questions and concerns. This is your demonstration time. Developing materials in D2L or Course Blogs. Groups report out to assembled participants.
12:00 -1:00 – Lunch
1-2:30 Mike Eisenberg: The role of the university -- the physical setting, the place that students actually attend -- is about to undergo seismic changes due to the presence of web-based phenomena such as MITx, iTunes U, Udacity, Udemy, Instructables, and YouTube. At issue is the meaning of physically-situated higher education when challenged by a vast menu of easily accessible, high quality, low cost (or free) web-based instructional materials. This discussion will focus on a variety of themes related to this challenge. One theme involves the ways in which physical setting can be put to educational use (often by means of novel technologies): a place where students live might have features that complement, counteract, or respond to the particular affordances of web-based materials. Another theme is the way in which classroom instruction and university-level courses might evolve in response to their web-based analogues. Part of this discussion will be devoted to brainstorming about what residential university life can and should look like in the medium-term future.
In the nearer term, we will also discuss a variety of strategies for making creative use of these resources in a variety of disciplines and classroom settings. For instance, faculty might develop "educational mashups" that combine multiple sources within a single set of course materials; or they might create a YouTube channel to display course projects or demonstrations; or they might assign students to create a public Instructables document as an alternative (say) to a short paper.
We will take the highlights of our discussion and brainstorming and report to Provost Russ Moore.
2:30-3:00 – Wrap up and Evaluations. Looking ahead to 2012-13.