USG Teaching & Learning Conference 2016

Rebecca Cooper, Amy Farah, Katharine Page, Ruth Caillouet, Tiffany Coleman, Dawn Souter

Rebecca Cooper, Amy Farah, Dawn Souter, Katharine Page, Tiffany Coleman, Ruth Caillouet This interactive session explores 13 digital tools for use in the classroom by students and teachers at any educational level. These tools can be used to review, assess, present and organize a variety of educational concepts as well as promote collaboration and student engagement through the creation of authentic products. Come see how the Teacher Education faculty at GGC have implemented these tools in order to model best practices for future teachers.

Cher Hendricks, Beth Rene' Roepnack

For students to be active, engaged learners, faculty need to create a supportive learning environment that encourages students to engage with course materials, reflect on their learning, and engage with others as they learn new concepts and skills. Whether you are teaching face-to-face, blended, or online, this interactive, hands-on session will provide a number of strategies to encourage students’ active learning with materials, with others, and with their own learning. Following best practices for engaged learning, participants will work collaboratively to develop activities that increase student engagement—beyond in-class and online discussions—that they can implement in their own courses and that are aligned to student learning outcomes. To get the most benefit from this session, participants are encouraged to bring a course syllabus or student learning outcome to share and discuss as we consider ways to help students actively engage in their learning.

Sheryne Southard

This presentation addresses an issue many online instructors encounter: how to more effectively engage the online student in the instructional material? The presenter will demonstrate strategies for developing animated PowerPoint presentations with audio to accomplish this goal. It outlines strategies for transforming material that can be perceived as mundane into engaging presentations. Free or inexpensive tools for creating animated presentations to enhance online informational and instructional materials will be reviewed. Specific examples will be included for orientation materials, instructional content and student assignments. Participants attending this session will receive instruction on how to create these materials and how to teach students to create them to produce PowerPoint presentations. The intended audience is anyone that seeks to improve student engagement in the learning process, as these resources can be applied in an online, hybrid or traditional classroom environment.

Natalie James

Online multimedia texts such as YouTube videos, TED talks, and Podcasts are not only free and engaging for students, they can also model "popular intellectualism," curiosity, cultural criticism, and information literacy. This presentation demonstrates how to effectively use online multimedia to model critical engagement in a variety of disciplines.

Abby Noble, Cassie Daniel, Hope Wheeler

This presentation explores the classroom use of Kahoot!, a free, web-based app for creating interactive quizzes. Kahoot! can enhance the learning environment by reinforcing content knowledge while encouraging student involvement and engagement. (It's also a lot of fun!) We will discuss the technical aspects of Kahoot!, including how to create one and facilitate it, as well as best practices from our experiences using it in math courses. Participants are encouraged to bring a tablet or mobile device to the presentation.

Jo Anne Harris, Gina Foster, Elizabeth Vance

In an age in which technology changes at light speeds, pedagogies have become kaleidoscopes of shifting, adapting, and sometimes colliding methods for teaching students who are multi-cultural, multi-technological, multi-generational, multi-gender . . . multi-everything. This begs the question of how to bring order to a disorderly space in which "differentiation" has become a buzzword for providing students with individualized pedagogical space to explore their individual multiplicities. In order to answer this question and provide attendees a collaborative model for engaging students, this session is led by a team of three presenters, two students and the instructor of an upper level English Literature course required for Teacher Certification. By focusing on the use of multimodality and active learning techniques we provide attendees with three different perspectives for scaffolding texts and technology using techniques that work well for any discipline.

Jessie Daniels

This presentation introduces opportunities to rethink advisement and orientation in the light of online learning. While it seems easy enough to decide to do advisement over the phone or through video chat, documenting and sharing constantly changing information has been a challenge for this new online undergraduate program. Many programs often require a face to face orientation, but is it worth the cost to you and your students? Learn what didn't work, what's working for now, and share your own ideas for advisement and orientation at a distance. This presentation is designed for those who are or plan to be involved with distance learning programs or students.

Perry Samson

On average, today's college students bring 2 digital devices to their learning environment. These devices present both an opportunity and an obstacle to learning. The opportunity is to engage the students through their devices, to use the technology to help students achieve higher academic outcomes, and to collect meaningful, actionable data on what is occurring during the "learning moment". The potential obstacle is competing with their social connections via their digital devices. This presentation will address both subjects, and demonstrate how the presenter has overcome the obstacle and embraced the opportunity.

Alicia Arribas, Reilly Lerner, Katherine Rowland

This session will present a Pinterest project done in a face-to-face Spanish Literature and Culture course at the University of Georgia. The use of Pinterest helps to promote students' engagement with collaborative learning, enhances student cultural and language proficiency, encourages student-student and student-teacher interaction and brings authentic resources into the course. The presenter will be accompanied by students who will discuss their learning experiences with this social media tool. Pinterest can be used in online, blended and face-to-face courses.