Showing papers by "Jace Hargis published in 2011"

Using Flip Camcorders for Active Classroom Metacognitive Reflection

Abstract: A Center for Teaching and Learning provided Flip camcorders to a group of 10 new faculty members, who were asked to use this teaching tool in their classroom instruction. The classes included mathematics, political science, computer engineering, psychology, business, music and dance. The qualitative results indicate that all faculty members and many students enjoyed the experience. Faculty identified innovative methods to integrate the camera into their classroom teaching, which resulted in more engagement and positive student outcomes. Several faculty members developed methods, procedures, assessment rubrics and guidelines for using the Flip in assignments. The major finding may be the breadth of generalizability for the use of this tool across disciplines for increasing student engagement. The primary goal of this research is to provide data on one of many emerging technology tools to help faculty exploring potential devices for continued improvement and understanding of how we learn.

Low-Threshold Active Teaching Methods for Mathematic Instruction

Abstract: In this article, we present a large list of low-threshold active teaching methods categorized so the instructor can efficiently access and target the deployment of conceptually based lessons. The categories include teaching strategies for lecture on large and small class sizes; student action individually, in pairs, and groups; games; interaction through homework; student questions; role play; student presentations; and brainstorming. Along with a label for each method, we provide a brief summary of meaning, how to implement, and, for many, possible ways to implement in a mathematics course. Many of the methods are an adaptation of the active teaching methods available in books [1–3].

Marketing to and Developing Faculty Members to Create High Quality, Highly Interactive Online Courses

Abstract: In this paper, the author shares a detailed process for soliciting and securing exemplar faculty members, who are ready to redesign and offer their course in a high quality online environment. The goal is to help faculty create highly engaging online learning opportunities as good as or better than their current face to face classes. Interested faculty members submitted a competitive proposal, and were selected to interact in a highly dynamic three day short course. The course introduced and applied learning theories as a mechanism to help faculty develop their materials, so that learners could attend, process, retain and use meaningful conceptually-based material. The outcome of the program was targeted, high quality online courses; word of mouth support and requests for short courses from our law and dental schools.

Using google+ for instruction

Abstract: Introduced in July, 2011 in a beta test of invited users only, the new social media service Google+ (or G+) quickly spread by word of mouth, and Google leader Larry Page (2011) blogged that within sixteen days it had 10 million users. By August, it had 25 million users (Cashmore, 2011). Even with slower growth ahead (still with no marketing budget), the service looks likely to crest 100 million users perhaps as early as ten months, a feat that took Facebook three years. Other social networks, most notably Facebook and Twitter, have been used increasingly as instructional tools, since they are platforms with which students are already familiar (Maloney, 2007; McLoughlin & Lee, 2007). Selwyn (2009) found that students often eschew official channels for communication in favor of less formal community-based formats such as Facebook, implying a growing need for instructional communication tools that will be used willingly by students. The question is whether Google+ can be used like Twitter or Facebook to augment instruction, or even, perhaps, to improve upon those predecessors for academic purposes.

NOTE FOR EDITOR: Using Google+ For Instructionusing Google+ For Instruction

Abstract: Introduced in July, 2011 in a beta test of invited users only, the new social media service Google+ (or G+) quickly spread by word of mouth, and Google leader Larry Page (2011) blogged that within sixteen days it had 10 million users. By August, it had 25 million users (Cashmore, 2011). Even with slower growth ahead (still with no marketing budget), the service looks likely to crest 100 million users perhaps as early as ten months, a feat that took Facebook three years. Other social networks, most notably Facebook and Twitter, have been used increasingly as instructional tools, since they are platforms with which students are already familiar (Maloney, 2007; McLoughlin & Lee, 2007). Selwyn (2009) found that students often eschew official channels for communication in favor of less formal community-based formats such as Facebook, implying a growing need for instructional communication tools that will be used willingly by students. The question is whether Google+ can be used like Twitter or Facebook to augment instruction, or even, perhaps, to improve upon those predecessors for academic purposes.

Graphing Student Interactions in a Learning Management System

Abstract: The tracking tools merely report the number of posts, but it is possible that students are replying only to the instructor‘s prompt and not to each other. Also, engagement alone does not necessitate or guarantee learning. Although the importance of engagement has been elevated, as many U.S. universities are using the National Student Survey of Engagement (NSSE) to gain a perception of student engagement, this is only part of the picture. The type, richness and interconnected engagement, within an authentic context, ―in response to what students have learned‖ are critical (Bowen, 2005).