OCT video

As you watch, keep in mind the reflection prompt and take note of relevant information for your written response. Enjoy the videos!

  1. Applying disciplinary concepts and critically analyzing current events using a blog (Scott Moore)

 

  1. Practicing critical thinking skills using Google Docs (Orie Shafer)

 

  1. Interactive lecture notes, clickers in lectures and labs, pre-lab lessons, and screen captures with Jing (Brenda Gunderson)

Professor Gunderson engages students in her STATS350 course with a variety of techniques in and out of the classroom. She describes her use of technology to support student engagement in a series of short videos. Watch all five clips - the total time is under 12 minutes. 

 

 

 

 

  1. Engaging students in large classes with interactive lectures (Deborah Ball)

 

 

What's next? 

Please post your reflection at this link.

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photo of professor Melissa GrossFollow this link to a short video describing this teaching strategy.

Students of Melissa Gross,  School of Kinesiology, use 3D animation and motion capture technologies to study the biomechanics of human movement in a studio course. Students’ group projects are presented as narrated movies and include animations to illustrate their research findings (e.g., differences between a healthy knee and a reconstructed knee climbing stairs). Read more »

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The Provost's Seminar on May 11, 2005 focused on new technologies, the collaborations they engender (among students and between faculty and students), and how they can promote or deepen student learning. Professor Randy Bass of Georgetown University gave the keynote address. Professor Bass is an Assistant Provost at Georgetown and Executive Director of their Center for New Designs in Learning and Scholarship (CNDLS), a teaching and technology center that supports faculty work in new learning and research environments. He is also an associate professor of English, and a member of the American Studies Committee at Georgetown.

The technology used for capturing and displaying the lecture (and synchronizing the slides to the talk) was developed by Professor Homer Neal (U-M Physics Department) and his research group. Examples of other recorded lectures can be found on the Web Lecture Archive Project (WLAP) homepage.

Dr. Randy Bass's Keynote Address: Making Learning Visible:Technology and Teaching for Understanding

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Part 1 of 3

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Scroll down to view a short video describing this teaching strategy.

Professor Orie ShaferOrie Shafer, LSA-Molecular, Cellular, and Developmental Biology, wants students in his 400-level cellular neuroscience course to: (1) appreciate the incremental progression of research that leads to major break-throughs; (2) develop the skills and confidence to identify the next logical research question, given the state of the field; and (3) design the experiments to systematically test that question. In the past, Shafer had students work in small, instructor-formed groups to develop these skills. Small group discussions leveraged differences in students' backgrounds and experience and fostered deeper engagement and practice.  However, these discussions were often dominated by particular students and it was difficult for Shafer to monitor and provide feedback on discussions. Read more »

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Scott Moore in a lecture hallFollow this link for a short video describing this teaching strategy.
Folow this link for examples of student work.

Scott Moore,  School of Business, teaches Business Thought & Action where sophomores are challenged to apply the analytical tools they learn in class to business news articles via a class blog. Students’ blog posts include, but are not limited to, analyses of corporate mergers, new business models and practices, and new markets for products and services.

Students are required to post once per month and to read and reflect substantively (comment) on the writings of other students at least twice per month, helping the entire class learn about current events in business while practicing the application of key concepts and skills. Moore comments on students’ posts, reinforcing desired behaviors, and he also provides guidance on how to write provocative posts that invite comments and responses. Read more »

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