Showing papers by "Jace Hargis published in 2010"

Promoting Technology-Assisted Active Learning in Computer Science Education.

Abstract: This paper describes specific active learning strategies for teaching computer science, integrating both instructional technologies and non-technology-based strategies shown to be effective in the literature. The theoretical learning components addressed include an intentional method to help students build metacognitive abilities, as well as improve on their self-efficacy, both inside their chosen discipline and connections to other interdisciplinary topics. The results indicate that students are very open and eager to embrace novel ways to become engaged in learning in the area of computer science.

YouTube and Video Quizzes

Abstract: It is fruitful to consider Bloom's Taxonomy of Educational Objectives (Bloom & Krathwohl, 1956) when employing video or any media in the classroom to maximize the intentionality of teaching and learning. The use of video for demonstration or modeling corresponds well to Blooms levels of Knowledge, Comprehension, and Application; while case studies offer a chance to demonstrate Analysis and Synthesis, and perhaps even Evaluation, when comparing a video to information from a text book or other content. YouTube videos can be employed to introduce a subject, such as framing the context, or simply to pique curiosity. Or, they may be shown after a principle has been taught, and now needs to be applied in a case study (a variation of this calls for analyzing what the video gets wrong). More probingly, instructors can use a video to problematize those principles which have until that point been presented as simplistic; often this takes the form of sparking debate and controversy. During the showing of any video content, professors long striven to avoid a "television response" by students, in which they enter a passive state characterized by a lack of intentional engagement with the material (Clark, 1983). To combat the tendency, instructors can require activities such as focus questions discussed before the video, worksheets that require answers during the video, intentional pauses to debrief action thus far or predict the next response, and variations in viewing method, such as intentionally muting all audio (or vice versa, listening to the audio but not the video). In addition, other instructional technology devices could be integrated, such as student response systems (clickers) to encourage attention, engagement and formative assessment. Post-viewing activities could include reflective writing (either on paper or via web log), or discussion of problems raised by the video - in class, outside of class, or in an online discussion board thread.

NOTE FOR EDITOR: Screencasts

Abstract: Well-known for some years to advanced technology users, Screen Capture Software (SCS) offers the promise of recording action on the computer desktop (right down to the mouse movement and mouse clicks) together with voiceover narration, all combined into a single movie file that can be shared, emailed, or uploaded. Educause (2006) defines screencasts as the “screen capture of the actions on a user’s computer screen, typically (http://net.educause.edu/ir/library/pdf/ELI7012.pdf) with accompanying audio, distributed through RSS. SCS burst forth on the scene in the mid 2000s with prominent names like TechSmith’s Camtasia ($299) and Adobe’s Captivate ($799). These full-featured programs include every editing, mixing, and re-mastering function imaginable, and are very user-friendly. The more recent years have seen much lower-cost alternatives such as SnagIt ($49), FullShot ($49), and !Quick Screen Recorder ($29), as well as a dozen others, all of which bundle fewer services in exchange for the lower price. While maintaining the user-friendly functionality, they often restrict file output to only one or two file types, and offer minimal editing tools, or sometimes none at all.

Review of outcomes from a change in faculty clinic management in a U.S. dental school.

Abstract: Dental schools use a variety of clinic management models with the goals of promoting patient care, student educa- tion, and fiscal responsibility. In 2004, the University of the Pacific Arthur A. Dugoni School of Dentistry transitioned to a more generalist model with these goals in mind. The purpose of this study was to evaluate the outcomes of this clinic model change relative to the quantity of specific procedures completed by students. The quantity of procedures completed by each student from the classes of 1995 through 2009 were compiled from our electronic clinic management system and analyzed. The post-transition group (2004-09) showed a greater number of completed oral diagnosis and treatment planning and root planing procedures per student compared to the pre-transition group (1995-2003), but fewer crowns, root canals, operative procedures, and dentures. Because the higher procedure numbers were for low-cost procedures, our transition to a generalist model did not necessarily enhance clinic income but may support student learning and enhanced patient care.

Second Life Brought to Life: A Case of Usability In-World

Abstract: The organization, from which this case is drawn, is among the top 100 liberal arts university for higher education in the United States of America. This private university provides a wide variety of programs throughout its eleven schools boasting an innovative approach to teaching and learning for over 150 years. The management structure follows a traditional academic hierarchy, which includes a board of regents, president, provost, associate/assistant provost, academic deans, department chairpersons and faculty members. The financial status is solid, even in recent times of market downturn, private institutions are typically well endowed and the enrollment has increased due to the limiting of new enrollment at state-operated higher education institutions. Enrollment at this institution is approximately 8,000 undergraduate, graduate and preprofessional students. The strategic planning in this University focuses on active pedagogy, innovation, the Scholarship of Teaching and Learning (SoTL), abstract

PREZI: A Different Way to Present

Abstract: For many years now, Microsoft PowerPoint has been so dominant in the field of presentation software that its name has become all but synonymous with the generic concept. Professors often assume students have access to PowerPoint to create their own student presentations (or, at a minimum, to display and print the instructors‘ slides for use as notes or handouts, particularly since Microsoft offers a free viewer for download for anyone who lacks the full software). Even Macintosh users can reliably be assumed to have the ability to create and view PPT files, even though native Mac applications like Keynote promise enhanced design possibilities.

Keeping Faculty [Happy]: The Critical Role of a Faculty Center in Developing and Retaining Quality, Collegial Faculty

Abstract: This paper describes an innovative approach to retaining happy and healthy faculty members in a collegial, productive teaching and learning environment. A major portion of the paper shares how the Faculty Center for Teaching and Learning plays a significant role in the faculty interview process, new faculty orientation, and subsequent mentoring of new faculty into a collegial environment that supports aligning research with instruction.

Google moderator and other clicker alternatives

Abstract: The use of Audience Response Systems, commonly called “clickers,” has grown in recent years as instructors have discovered the dual benefits of interaction and accountability when teaching large classes. Caldwell (2007) has shown that “these systems are especially valuable as a means of introducing and monitoring peer learning methods”. MacArthur and Jones (2008) have found that students generally have a positive attitude towards clickers, as well as research indicates measureable increases in learning through the use of collaborative response systems. Without clickers, enforcing accountability may still be possible through the use of online quizzes, but interaction remains difficult to implement. One of more obvious problems is the chaotic noise that results with verbal communication, but more subtle dangers lurk as well, such as reaching students who normally hesitate to volunteer, especially in large class settings. One business model using clickers generally involves students purchasing a handheld device (often in the $20-$25 range) and then also paying $20 or more to activate the device for the current semester. Students register the device on the company Web site, and the instructor synchronizes the database in order to know which students have registered devices, thus creating accountability for “quizzes” in class. During the lecture, students “vote” for multiple choice answers on screen, and real-time results are displayed (anonymously) after the polling is finished, providing instant formative feedback.