Instructional Technology

 

Presentation slides serve many purposes in the classroom. They can provide an organizing platform for a lecture, a study guide for students after class, and a place for students to take notes during class.  This session, informed by research on how students learn, will describe techniques for designing presentation slides to avoid the “Death by PowerPoint” phenomenon and provide resources for finding images and creating visuals that can help keep students engaged and improve student learning.

Event Information
Dates: 
Tue, 02/19/2013 - 2:00pm - 4:00pm
Location (Room): 
Forum Hall (Palmer Commons 4th Floor)
Presenter(s): 
Rachel Niemer
Eligible for Certificate: 
Eligible for Graduate Teacher Certificate - Requirement B2, Instructional Technology
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In this space, we occasionally highlight items from around the Web that offer interesting perspectives on college teaching and higher education. Here are some short, thought-provoking pieces about learning and technology that have recently caught the eye of CRLT staff:

  • An article from Campus Technology about two professors at Albion College who have developed mobile apps for learning in a liberal arts context. These tools, one for a chemistry course and one for a literature course, provide intriguing examples of interactive course materials that allow students to practice and get feedback on their learning. 
  • A blog by Teaching Professor author Maryellen Weimer about recent studies assessing the effects of "multitasking" on student learning. She compiles data showing that students who engage in text messaging, social networking, and internet searching during classes learn less and perform more poorly, concrete evidence for what many teachers know from experience.

CRLT has also published an Occasional Paper on a related topic, discussing best practices for using laptops as an effective tool to promote student learning. You can link to the pdf here.

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Online collaboration tools, such as Google Apps, are revolutionizing workplace productivity and teamwork. These technologies also provide tremendous opportunities to enhance teaching, learning, and course management. Because keeping up with the evolution of new instructional technologies can be challenging, CRLT has posted some new resources focused on U-M teachers who are successfully integrating these tools into their courses: 

  • CRLT's webpage on online collaboration tools features short videos, descriptions, and examples of U-M instructors teaching effectively with these technologies.
  • Similarly, CRLT's Occasional Paper No. 31 (pdf), describes how various online collaboration tools can address common teaching challenges across course types and disciplines. Additionally, it provides recommendations on how to implement these instructional technologies easily, effectively, and efficiently.

And here are several other resources we provide to support your effective use of instructional technologies:  Read more »

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CRLT Occasional Papers logoCRLT's latest Occasional Paper, "Teaching in the Cloud: Leveraging Online Collaboration Tools to Enhance Student Engagement," has just been released. A collaborative effort by CRLT Assistant Director Chad Hershock and U-M Political Science and Philosophy Professor Mika LaVaque-Manty, the paper describes how a wide range of instructors at Michigan use online collaboration tools to enhance student engagement and course management. 

Here's how the authors explain the research behind this new publication: Read more »

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The following is an excerpt from Chapter 17, written by CRLT's Erping Zhu and Matt Kaplan, of McKeachie's Teaching Tips, 14E.  From McKeachie/Svinicki. © 2014 Wadsworth, a part of Cengage Learning, Inc. Reproduced by permission. www.cengage.com/permissions
 

The phrase “teaching with technology” may conjure up a variety of different images depending on our own experiences as instructors, students, or even conference attendees. For some it might mean using PowerPoint or student classroom response systems in lectures; others may think of podcasting lectures; and still others may think of specific disciplinary applications, such as designing Web-based interactive learning modules and simulations to teach skills and concepts. While it is natural to think of the tool itself as a starting point, the use of instructional technology is more likely to be effective and appropriate (i.e., facilitate student learning and increase your own productivity) if it is integrated into a careful planning process that takes into account the various factors involved in teaching and learning.
 
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