Zimbra Web Mail

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Games and Learning

I received an email newsletter from Merlot and in reading it, one link lead to another, to another link, and so on... I arrived at a website with a very intriguing presentation made with Prezi. It was about games and learning--video type games and learning. It is worth taking a look, although it takes a few minutes to get through it--especially if you click on all the links and watch the embedded videos. But of course that is what made it so intriguing.

Playing to Learn? on Prezi

What do you think? I think learning should have more fun in it. How can we do that without making the content seem trivial? How can it be done with authentic activities--so it doesn't seem contrived?

I have questions. Do you have any answers or comments?

Check this out

Check out this Slideshare presentation about the Top 100 Tools for Learning 2009.
 http://www.slideshare.net/janehart/top-100-tools-for-learning-2009-2509241
How many have you tried? Have you implemented any in your teaching? Share your stories by sending me an email.

Look at this website, Sixty Symbols - Physics and Astronomy Videos
http://www.sixtysymbols.com/#
Pretty awesome!

Visit The 2009 ELI Fall Focus Session Learning Commons

Engaging Your Students Using a Student Response System

I attended a one-day conference last week about using clicker technology in the classroom. It was very engaging and the day went by too quickly.

Derek Bruff, Assistant Director, Vanderbilt Center for Teaching, was one of the main speakers. He has done a lot with using clickers in the classroom and has written a book on the subject. He has a great list of resources at the following website:
http://www.vanderbilt.edu/cft/resources/teaching_resources/technology/crs_biblio.htm#communications


There are a few faculty that are using clickers now, and more are interested in implementing this technology into their teaching. There are pedagogical reasons for using them. Faculty and students both benefit from their consistent use--especially if you are teaching a large, lecture type course with complicated concepts.

Changes to Faculty Professional Development Schedule

There are changes to the following sessions in the 2009 Faculty Professional Development calendar:

Session 8, Using Scholar in Your Bb Course, that was originally scheduled for Friday, September 11 from 8:30-9:30, is being postponed. It will be rescheduled at a later date.

Session 10, Blogs and Wikis, that was originally scheduled for Friday, September 18 from 8:30-9:30 is postponed until a later date.

I apologize for any inconvenience this causes.

You can view a slideshow about Scholar in the blog post prior to this one.

Using Blackboard Scholar

Check out this SlideShare Presentation:

Using Blackboard Scholar

View more documents from Corinne Weisgerber.

Course Preparation for Potential H1N1

It is recommended that each faculty member develop and communicate a course continuity plan in case you become too ill to teach for several classes and/or in case a number of students become ill and miss several class sessions.

Your course continuity plan should include the following:

Preparation

Use Blackboard as your main course communication tool. Blackboard is a vehicle that will allow for private communication with students on how to handle assignments and exams. Students should be made aware of those mechanisms at the beginning of the term.

Suggestions:

1. Sign up for Fall workshops to learn how to use Blackboard. Workshop dates/times and descriptions can be found at http://www.drake.edu/it/instructional/professionaldevelopment.php and at http://factechseries.blogspot.com
   
   You can also take advantage of our how-to guides and other resources at
   http://www.drake.edu/it/instructional/blackboardfaculty.php
   or call Peggy Steinbronn, x4510 to set up an individual consultation time.
   
   
2. Create a short assignment (online syllabus quiz, download an online document, send an email to the instructor) for the first week of class that will ensure your students know how and where to access your online course materials.
   
   
3. Create alternative assignments that can be completed outside of class and submitted electronically.
   
   
4. Include in your syllabus expectations for minimal absences, requirements for completing all course and fieldwork, and instructions for completing a course in the event of extended student illness. Let students know what your plans are for keeping up with their class should they become ill for an extended period of time. Tell them how you will issue updates about changes in your class plans or update them on assignments—Blackboard announcement features, email updates can be used but your students need to know where to look for new information.
   
   
5. In your syllabus and grading policy, outline how you will handle late assignments or missed exams. You might want to consider how to fairly assess late work from students who become ill and keep them informed so they know what to expect.
   

Instructor Illness

1. If you feel flu symptoms, stay at home and notify your chair/dean and chair's assistant that you are ill and must miss class. Flu symptoms include an illness of sudden onset with a high fever (generally over 100.4 degrees F), sore throat and a cough. People with flu often may have a headache, runny nose, fatigue, body aches, and sometimes diarrhea and vomiting.
   
   
2. Notify your students electronically that class is cancelled, and instruct them to complete alternative assignments.

Suggestions:

1. Emails to students can be sent through already established courses in Blackboard.
   
   
2. Think through the goal of your class - what is it you really want students to be able to do at the end of each class session? Be able to solve a certain kind of problem? Critically analyze an event or theory?
   
   Brainstorm the various ways that students can achieve these goals through homework or out-of-class assignments. For example, ask students to pose a thought-provoking question to the class in an online discussion and to respond to at least two other students' questions; have students submit one-page analysis of the weeks' readings, have students solve a problem using the resources you've provided, etc.
   
   
3. Consider collaborating with a colleague in your department to review each other's course assignments, continuity plans, and to assist each other in the event of instructor illness.
   
   
4. Follow CDC recommendations and take good care of yourself to avoid serious flu complications.
   
   
5. Please be in contact with your chair/dean regarding your health and your plans to return to class.
   
   
6. If you are up to interacting with students, hold virtual office hours with Blackboard’s Collaboration tool to answer student questions about course content, and/or assignments.
   

Student Illness

Remind students of CDC guidelines regarding the normal course of the flu and expectations for absences. Explain to students that they may complete the assignments electronically to make up for class absences. They will be responsible for completing all missed assignments, but they may need additional time.

Suggestions:

1. Students can submit assignments electronically through the Digital Dropbox or the Assignment feature. If you would like assistance using Blackboard to create electronic assignments, please contact Peggy Steinbronn, x4510.
   
   
2. Consider recording and posting your class sessions using Lecture Capture technology. Students who miss class can watch and listen to the recording and respond to a few questions from you to make up their absences. With a good microphone this technology can capture class discussions in a small class. For information about using Lecture capture technology, contact Peggy Steinbronn, Instructional Technology, x 4510 or James McNab, DTC, x2842.
   
   
3. Should a student be absent for a prolonged period, refer him or her to information regarding the following: course withdrawals/incompletes, medical stop-outs, tuition refund policy/appeal, and academic exceptions.
   

Faculty preparedness is essential to managing the pandemic should H1N1 hit Drake’s campus. We appreciate your support in addressing this critical public health issue.

Remember, you can always contact me, (x4510) for assistance with sending information to your students should your own illness prevent you from communicating directly with them.