The Journey to Digital: Incorporating Technology to Strengthen Critical Minds

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Dr. Dale Prentiss, Special Lecturer, Oakland University, Rochester, Michigan Have you gone digital? 74% of surveyed college students feel that they would fare better if their instructors would use more technology. Whether you are a technology novice or a digital pro, we welcome you to a webinar inspired by a recent case study at Oakland University. Dr. Dale Prentiss will share his journey to digital, his mission to help students strengthen their critical thinking skills, and how personalizing his course resulted in better student engagement. Join Dale as he discusses the highs and lows of moving from a non-digital to a fully-digital experience and offers tips on how to make the transition in your own course in this first webinar of The Journey to Digital Professional Development Series.

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The Journey to Digital
Professional
Development
Series
September 24, 2015
Incorporating Technology to Strengthen
Critical Minds

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Questions and Comments
#JourneytoDigital

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Follow the conversation on Twitter
#JourneytoDigital

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Today’s Presenter
Dr. Dale Prentiss
Oakland University
Rochester, Michigan
#JourneytoDigital

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• The art and science of student assessment: Step 1 – Low Tech
Before Going Digital
#JourneytoDigital

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• The art and science of student assessment: Step 2 - LMS-based tests and MindTap
Introducing Digital
#JourneytoDigital

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Discover and Reveal: A simple and compelling customization
#JourneytoDigital

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Outcomes and Student Feedback
#JourneytoDigital

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• The art and science of student assessment: Step 3 – all digital, all the time!
Going Further with Digital
#JourneytoDigital

13 #JourneytoDigital
Outcomes
and
Student
Feedback

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Student Feedback
• 83% of students believed that using MindTap improved their grade in the
course
• 82% of students believed that using MindTap helped them better
understand the course material
• 75% of students believed that using MindTap made them more engaged
in the course
• 81% of students would recommend MindTap to other students taking the
course
#JourneytoDigital

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Share what you learned today!
#JourneytoDigital

The Journey to Digital: Incorporating Technology to Strengthen Critical Minds

Facilitated by: Professor Greg Gellene, Texas Tech University, Lubbock, Texas 10/21/2015 How do you get the most out of your students? Do you wish for them to participate more? Complete their homework? Improve their outcomes? Listen as Greg Gellene reveals his 5 tips for designing a course to better engage college students. Greg will share his experience building a digitally-infused course that increased class attendance and drove homework completion rates to over 80%. Attend this second webinar in our Journey to Digital Professional Development Series to hear from Greg, ask advice for implementing such methods in your own course, and discover why Greg’s students say technology helped to keep them well-engaged in his course.

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This document discusses how to track and demonstrate a student's progress in online English lessons. It recommends using online tools like onlinecharttool.com and learnboost.com to track homework, skills, tests, and projects. The document also provides examples of feedback teachers can give students, such as praising strengths and noting areas to improve. Finally, it suggests maintaining a student portfolio with work samples, recordings, and feedback to showcase progress over time.

Math Mindset Comes First: Closing the Achievement Gap

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Students who are behind in math may suffer from “failure fatigue.” Symptoms may include feeling of nausea when math class approaches, “answer getting,” and feelings of frustration with no cure. To relieve the symptoms, we must first treat the cause – a fixed mindset where students believe that they are bad at math and will never get it. In this EdWeb webinar, Leland Kriegh explored the reasons why we need to focus on building a math mindset within each student before we focus on specific skills. He also shared five resources to help you develop your students’ math mindset and how you can foster this in the math classroom and outside-the-classroom programs. This webinar will benefit all K-12 math educators, especially those teaching in K-8; and administrators, including principals, assistant principals, superintendents, district administrators, and curriculum directors.

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Thera Pearce presented a webinar on tracking progress for Tier 2 students in Response to Intervention (RTI). She discussed that RTI is a framework used within a Multi-Tiered System of Supports (MTSS) to provide data-driven problem solving and increasingly intensive supports. She reviewed the problem solving model used in RTI and tools for progress monitoring student performance such as curriculum-based measures, formative assessments, and online progress tracking systems. DreamBox Learning was highlighted as an example of a digital math program that can provide individualized instruction and progress monitoring for students receiving Tier 2 interventions.

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This document contains a mid-course evaluation for a business law course that was redesigned for online delivery. It includes 14 questions about the course organization, completion of assignments, time spent on quizzes and discussions, any technical issues, and how the instructor can help students improve their performance going forward. The questions are intended to gather feedback on how well the course redesign is working and identify any issues students are facing.

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The principal plays a key role in facilitating school improvement and professional learning for teachers. As an agent of change, the principal must intentionally address barriers to teacher learning, such as focusing too much on confirming existing ideas rather than challenging them. Some strategies for interrupting barriers include using protocols to structure discussion, making preconceptions explicit, and viewing mistakes as learning opportunities. The principal also ensures school goals are aligned to student needs based on data and provides resources to support teachers in achieving goals.

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This document discusses how teachers can be change agents in their schools by integrating new technologies and teaching methods. It provides tips for teachers to overcome barriers to change, such as becoming lifelong learners, experimenting with new approaches, and getting involved in curriculum decisions. The key responsibilities of change agents are to have a vision for the future of education, use technologies themselves, and continually improve practices through self-reflection and collaboration.

This document discusses the differences between online homework and online learning, specifically in the context of math education. It notes that online homework may not involve significant learning, while online learning suggests mistakes are discovered and corrected through adaptive assessment. The document then discusses issues impacting math departments, such as unprepared students, low success rates, and budget pressures to improve results. It argues that online learning uses artificial intelligence to create customized learning paths for each student, continuously remediating weak areas, while online homework does not provide the same level of individualized adaptation and assessment.

10 reasons why online tests help make perfect

fortune communications

Online tests provide students several benefits for exam preparation: 1) They identify topics students have not mastered so they can focus learning, and topics they have mastered so they need less review. 2) They provide feedback to teachers on class strengths and weaknesses to guide lesson planning. 3) They stimulate earlier and spaced learning which improves retention compared to cramming close to the exam.

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Aaron Maurer

This document discusses project-based learning (PBL) with 1100 students. It outlines key components of PBL, including focusing on learning goals and skills, using meaningful problems or questions, sustained inquiry where students ask questions and apply information, authentic real-world tasks and standards, student voice and choice, reflection on the process, and creating a public product. Examples from previous years are provided. The document also discusses how PBL can be integrated with technology and next steps for implementation. It concludes with reflection questions to move ideas into action.

Critical thinking reflection

e_finch10

For a critical thinking project, the group focused on how critical thinking is involved in the classroom under Pillar #1. They recommend hands-on projects that use outside sources rather than just note-taking to connect information. As an example, students created a WebShow, which allows live internet broadcasts and can be beneficial. Doing a WebShow on any subject encourages creativity and critical thinking, which is important for students and teachers.

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Rachel Menzies

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Technological Ecosystems for Enhancing Multiculturality

This document discusses leveraging chatbots to improve self-guided learning through conversational quizzes. A study was conducted with 23 computer science students who took multiple choice quizzes through a chatbot. The results found that students enjoyed using the chatbot for practice tests and felt it could help them engage more with the subject material. Most students would recommend using chatbots for other university subjects as well. Future work could expand the chatbot to include audio recordings and push notifications to further support learning.

Mathletics parent-presentation

rbazeley

Mathletics is an online math resource that allows students to practice math concepts taught in school through fun games and activities. It has over 4 million users worldwide and is used in over 17,000 schools. The program encourages students to practice math for 20 minutes three times a week and rewards them with points, certificates, and credits for continued progress. Teachers can assign homework on Mathletics and monitor student progress.

Surviving a group project

Xiao Qin

Academic to Project Based Learning

Ramneek Kalra

Mathletics Blog Presentation

karen3038712

Mathletics is an educational website that provides online math activities covering primary and secondary math curriculums. It is used by over 40,000 students daily in countries around the world. The website aims to engage and motivate students to learn math with an easy-to-use interface and immediate feedback. It provides tailored questions, 24/7 access from home and school, and weekly reports to parents. Schools benefit from integrated lessons, teacher support, and tracking of student progress. Research shows that Mathletics enhances achievement and enjoyment of math learning.

Classroom Formative Assessment Tools

Katie Morrow

Term 2 2013 rich tasks etc

Simon Borgert

The document discusses rich tasks, project-based learning (PBL), and problem-based learning (PrBL) in the new curriculum. It provides definitions of rich tasks, noting they should engage students through meaningful content, allow for different approaches and levels of understanding, and help students make connections. PBL is described as having students create projects to solve authentic needs, while PrBL focuses on investigating and solving real-world problems. The document suggests these approaches for the mathematics classroom and brainstorms potential rich task examples. It notes direct instruction has a place but these strategies provide inquiry-based alternatives.

Mathletics

ashley.whitehead

Mathletics is an interactive online learning program used in over 2000 schools and 10 countries to improve math skills. It uses games and interactive elements to make learning math fun and engaging for students. Some advantages of the program include allowing students to learn at their own pace and continue learning at home. However, there are also disadvantages like limited teacher interaction and feedback. The program has shown success in improving students' math skills, with some doubling their arithmetic abilities or achieving high scores on standardized tests. Getting the most out of it requires active parental involvement and encouragement of regular use.

Rich maths activities using applets - presentation notes

Stephen McConnachie

Wiki Webquests

Robin Young

This document provides an overview of WikiWebQuests and how they can be used to challenge students with inquiry-oriented lessons. It defines what a WebQuest is, including that it uses online information, promotes critical thinking, and provides a framework. It also outlines the typical pieces of a WebQuest, such as the introduction, task, process, evaluation, and conclusion. Teachers are encouraged to design their own WebQuests by modifying existing ones or using common design patterns. The document demonstrates how to post a WebQuest online using a wiki for easy editing and sharing.

Week 2

holmesgj

This document provides instructions and guidance for students on completing blogging assignments for a course. It includes directions on setting up audio tools, checking emails daily, reading other student blogs, correctly naming blog posts, and uploading assignments by certain deadlines. Students are asked to reflect on concepts like 21st century classrooms and pedagogical theories, and apply them to create their own approaches to teaching and learning. Guidance is given on assessing students' first blog posts and how to upload them for grading.

Michael Kasloff

HandheldLearning

The document discusses an mCLASS reading assessment tool used in the UK to help teachers diagnose students' literacy strengths and weaknesses, guide instruction, and monitor student progress. A pilot program was conducted in 3 schools in Wolverhampton with 9 teachers assessing 15 students in each class. Teachers found the tool provided immediate results and visual feedback, improved literacy, and yielded assessment data more efficiently than traditional methods.

ACSTAC 2017: Using Virtual Worlds: David W. Deeds

David W. Deeds

Virtual worlds like Second Life and OpenSimulator can be used for education by allowing immersive virtual learning environments. OpenSimulator is recommended for K-12 schools as it is free and allows building, programming, and virtual field trips. The presentation demonstrated how to download and install OpenSimulator on a local host for free and get started with basic navigation, building, and importing lesson plans. Attendees were encouraged to download Singularity and log into an OpenSimulator grid created for the presentation to experience it firsthand.

Time Management for College Students v2 (PDF)

Michael Gowin

Time managment for students

Dr.Puvaneswari kanagaraj

This document discusses time management techniques for students. It begins by defining time management as arranging one's time efficiently to maximize productivity. Some key principles discussed include identifying the best times for studying different subjects, taking breaks, and getting enough sleep. The benefits of effective time management are listed as being more efficient, successful, healthy and able to complete tasks on time without stress. Common obstacles like procrastination, lack of clear goals and interruptions are also outlined. Specific time management strategies and tips for students are then provided.

Time Management for Students

m nagaRAJU

This document discusses the importance of time management and strategies to improve it. It notes that effective time management allows one to accomplish more in less time and improve work-life balance. Common obstacles to good time management include lack of planning, distractions, and procrastination. The document presents strategies such as setting goals, prioritizing tasks, learning to delegate tasks, and auditing one's use of time. Interactive exercises are also included to illustrate concepts like the elasticity of time.

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