TEACHxperts Archive

VR/AR Experiences in Education: Immersive Computing on Campus

Ariel Rogers & Rebecca Poulson | Northwestern University
October 31, 2018

Description:

360 videos from CNN can take students to Siberia in the middle of winter, while social Virtual Reality (VR) applications can allow language learners to attend meetups with native speakers. Immersive computing platforms like Virtual and Augmented Reality (AR) offer opportunities for students to engage with complex information in new and different ways. When done well, VR and AR experiences are active, limit distractions, and place the viewer at the center of the story.

Ariel Rogers, assistant professor in RTVF, will discuss how she integrated AR and VR into her class. By partnering with Rebecca Poulson in the Knight Lab, Rogers’s students were able to experience a range of AR and VR technologies. You’ll learn about the specific technologies available at Northwestern and what resources exist to integrate AR/VR into your teaching practice. Benefit from the lessons Rogers and Poulson learned and consider how you might integrate AR/VR technologies into your course, regardless of subject matter.

About the Speakers:

Ariel Rogers is an assistant professor in the Department of Radio/Television/Film. Her research and teaching address the history and theory of cinema and related media, with a focus on movie technologies, new media, and spectatorship. She is the author of Cinematic Appeals: The Experience of New Movie Technologies (Columbia University Press, 2013) and On the Screen: Displaying the Moving Image, 1926-1942 (Columbia University Press, forthcoming), and she has published articles on topics such as widescreen cinema, digital cinema, and screens in venues including Cinema Journal, Film History, and montage AV.

 

Rebecca Poulson leads AR/VR projects at Knight Lab. In addition to being a software developer and playwright, Rebecca is an Oculus Launchpad Fellow and Mozilla Tech Speaker. She has taught WebVR workshops on three continents. Since 2016, the Knight Lab has been helping students explore these technologies through a combination of classroom projects, student employment opportunities and lightweight student engagement sessions.

 


 

Learning in an Era of "Wicked" Challenges: Co-Creating a New Educational Paradigm

Yevgeniya V. Zastavker | Northeastern University & Olin College of Engineering | TEACHx Keynote
May 23, 2018

Description:

We are living in an era of ever-evolving complex challenges. These are the open-ended, ill-defined problems with societal, economic, cultural, and political implications, which cannot be simply solved using a technical-rational approach based on theory and best empirical evidence. As Alvin Toffler suggests, to solve these kinds of problems, we need to be able to “learn, unlearn, and relearn.”

What does an environment of learning, unlearning, and relearning look like? How do we engage the social, emotional, cognitive, physical, and spiritual ways of knowing in supporting student development? How do we embrace conversations about #MeToo movements and national school walkouts in all of our classrooms? How do we not allow the unspoken politics of “professionalism” to silence us as our students engage in profoundly important conversations?

Join Dr. Yevgeniya V. Zastavker as she shares her journey of learning, unlearning, and relearning, and ultimately imagines a new, collaborative, and engaging educational paradigm that supports and witnesses authentic and critical learning.

About the Speaker:

Yevgeniya V. Zastavker is the Director of the Research Institute for Experiential Learning Science at Northeastern University & Associate Professor of Physics at Olin College of Engineering

 


 

Citizen Science: Engaging your Students and the Public in your Research

Laura Trouille | Adler Planetarium
April 25, 2018

Description:

Citizen science – engaging the public in research – is transforming the way we do research and has proved a creative and potent response to the ever increasing sizes of our scientific datasets. In the past few years, there has been an explosion in the number of valid citizen science projects launched; over 500 projects are listed at CitizenScience.gov alone. In parallel, a growing number of universities are recognizing citizen science as a powerful tool for engaging students in real research and exploring data collection, manipulation, analysis, and interpretation.

In this interactive session, we will engage in a discussion around different models for incorporating citizen science into your courses. I will highlight examples for how individual faculty as well as institutions more broadly are approaching this, both for hands-on, location based citizen science (particularly ecology/environmental science/biology) as well as online citizen science (applicable across the disciplines). For the latter, I will draw on examples from Zooniverse in particular. Zooniverse is the world’s largest platform for online citizen science, engaging more than 1.6 million people around the world in tasks including tagging animals in wildlife images, discovering planets, transcribing artist's notebooks, and tracking resistance to antibiotics. The platform currently supports over 80 active projects, in collaboration with hundreds of researchers across the disciplines, and has led to over 150 peer-reviewed articles. Zooniverse has been used in hundreds of classrooms around the world.

About the Speaker:

Dr. Laura Trouille is co-PI for Zooniverse and Senior Director of Citizen Science at the Adler Planetarium where she leads the Zooniverse web development and Teen Programs teams. She is also a Research Associate at Northwestern University (NU). While earning her Ph.D. in astrophysics, she also earned the Center for the Integration of Research, Teaching and Learning’s Delta certificate for STEM education research. As an NU CIERA Postdoctoral Fellow, she continued her supermassive black hole research as well as co-led the Computational Thinking in STEM project, bringing computational thinking and modeling curricular materials to high school science and math teachers.

 


 

Making Community in the Classroom

Lisa Cravens-Brown | The Ohio State University
March 15, 2018

Description:

So many things go into creating a successful learning experience for the students and instructional experience for the teacher. Often, we pay attention to setting learning outcomes, what textbook and materials we’ll use and how many tests we will give. Equally important is the environment you create in the classroom. This can be seen as an interaction between the instructor’s use of the physical characteristics of the room and the behaviors the instructor does to foster a sense of connection among the participants.

In this talk, I will discuss some research on classroom community and sense of belonging in the classroom, some social psychology concepts that support the importance of creating community in the classroom, and provide some practical tips for ways to create community in the classroom.

About the Speaker:

Associate Vice Chair for Instruction, Department of Psychology, The Ohio State University

Dr. Cravens-Brown is a triple alumna of The Ohio State University, and earned her Ph.D. in clinical child psychology in 2002. She started teaching at OSU as a graduate student and was hooked from the start. She was a 2014 recipient of the Provost’s Award for Distinguished Teaching by a Lecturer, and is the only non-tenure-stream faculty member to win the OSU psychology department’s distinguished teaching award. She also was named by the Princeton Review as one of the Top 300 Professors in the U.S. She currently serves as the Associate Vice Chair for Instruction in the Department of Psychology at The Ohio State University, primarily working with faculty, associated faculty, and graduate students on effective teaching strategies and classroom excellence. She teaches several large undergraduate courses per year, coordinates two department-wide courses, and is a faculty honors advisor. She is the current chair of the Executive Council for the Academy of Teaching at Ohio State, serves as a mentor to 2nd year students, as well as a mentor to new faculty members from other departments, and she gives about 30 residence hall talks each year. She is the proud parent of an OSU freshman and a high school freshman.

 


 

Games and Gamification in the Classroom 

Sande Chen
February 16, 2018

Description:

Can games or even game elements increase motivation, solidify learning objectives, and encourage overall engagement? Come to this session to learn about all the methodologies that have arisen around the field of educational games and discover which ones have proven results in learning outcomes. Using examples, we will delve into different issues such as the need for assessment or data, participatory culture, and community learning, or "meta-gaming." Finally, we will look at classrooms that have embraced gaming or gamification, whether in digital or analog form, and discuss the challenges that lay ahead.

About the Speaker:

Sande Chen is the co-author of Serious Games: Games That Educate, Train, and Inform. As a serious games consultant, she helps companies harness the power of video games for non-entertainment purposes. Her career as a writer, producer, and game designer has spanned over 10 years in the game industry. Her game credits include 1999 Independent Games Festival winner Terminus, MMO Hall of Fame inductee Wizard101, and the 2007 PC RPG of the Year, The Witcher, for which she was nominated for a Writers Guild of America Award in Videogame Writing. She has spoken at conferences around the globe, including the Game Developers Conference, Game Education Summit, SXSW Interactive, Serious Play Conference, and the Serious Games Summit D.C. Her 5 research reports on educational games written on behalf of the Cooney Center can be found on the website, http://www.gamesandlearning.org/.

 


 

Developing Empathy Through Multimedia Storytelling

Mai-Ling Hopgood | Northwestern University
January 24, 2018

Description:

In spring 2017, Mei-Ling Hopgood led a cross-cultural, multilingual storytelling project focused on international students. A team of domestic and international students from the Medill School of Journalism traveled in the U.S. and Beijing to study context, interview subjects and produce multimedia stories on the experiences of Chinese students in the Midwest. In this TEACHxperts session, Hopgood will explore and reflect on the power of multimedia interviewing and storytelling to help promote understanding towards a segment of the community that is often ignored.

She found that American journalism students listened to the interviews of Chinese students with rapt attention, and a little ashamed that they never thought about how their international classmates might experience college. The interviews revealed that their classmates might feel isolated—and are not just isolating themselves. International students might share stories of racism and isolation they've experienced on social media but never report the incidents. They might struggle with small talk and connecting with fellow students and professors, even while they are perceived to be high achievers.

About the Speaker:

Mei-Ling Hopgood is an associate professor in the Medill School of Journalism, Media, Integrated Marketing Communications at Northwestern University. She is a freelance journalist and writer who has written for various publications, ranging from the National Geographic Traveler and Marie Claire to the Miami Herald and the Boston Globe. The recipient of international and national journalism awards and as a reporter with the Detroit Free Press, the St. Louis Post-Dispatch and in the Cox Newspapers Washington bureau. She has written two books, Lucky Girl and How Eskimos Keep Their Babies Warm.

 


 

Learning Sticks When Students Work Together: Fundamentals of Active and Collaborative Learning

Bennett Goldberg | Northwestern University
October 13, 2017

Description:

Why are you doing all the thinking for your students? As faculty, we so often teach by demonstrating our (expert) analysis and interpretation of the content. While such modeling is important, it should be integrating into instruction that promotes active and collaborative learning too, so students can learn for themselves. We will explore the research on active and collaborative learning and examine the new findings on the impact of classroom space on faculty instruction and student learning.

This interactive session will provide input opportunities for your thoughts and experiences, and together, we will develop a framework that will help us advance learner-centered instruction. We’ll focus on the interaction of faculty instruction, student prior experience, and the classroom space itself, thereby allowing us to highlight activities that are easy to apply in your context and encourage students to think and learn for themselves./p>

About the Speaker:

Bennett Goldberg

Bennett Goldberg joined Northwestern University in August 2016 as the new Director of the Searle Center for Advancing Learning and Teaching, Assistant Provost for Learning and Teaching, and Professor of Physics and Astronomy. Goldberg is a Fellow of the American Physical Society and a United Methodist Teacher/Scholar of the Year, has been awarded a Sloan Foundation Fellowship, and is a recipient of the Presidential Young Investigators Award.

 


 

Make It Stick: A Tool-Kit for Teachers to Improve Student Learning and Retention

Mark McDaniel | Northwestern University
October 13, 2017

Description:

From this talk you will learn 4 (at least!) tangible techniques that you can apply to your classes to improve student learning.

For many students their typical study activities such as rereading text and lecture notes seem to heavily engage repetitive recycling of target information. One implication for education from basic memory research is that typical student study activities just mentioned may not be overly effective for learning and retention. Memory research would favor instead activities that promote elaborative processing. Several concrete techniques to stimulate elaborative learning will be illustrated.

Another well-supported memory principle is that of spacing review, instead of cramming, to increase long-term retention. I present research from middle school to medical school classrooms that reinforces this principle for authentic educational contexts. Similarly, I present research with authentic materials showing that practice on concepts and problems that are close in similarity should be mixed rather than blocked. Unfortunately, in many educational contexts practice is blocked by concept or problem, leading to poor transfer. Finally, I present a number of experimental demonstrations of test-enhanced learning in college classrooms showing that quizzing results in subsequent improvement on exam performances relative to target content that is not quizzed or that is presented for restudy.

About the Speaker:

Mark McDaniel

Mark A. McDaniel is an author of Make It Stick: The Science of Successful Learning and the principal investigator in the Memory and Complex Learning Laboratory at Washington University in St. Louis. He has two main research interests: prospective memory and education. Prospective memory refers to remembering to perform intended actions in the future such as remembering to take your medication or to turn off your cell phone before you enter a lecture. Another line of research in this lab is applying cognition to education.

 


 

Developing a Mastery Learning Curriculum

William C. McGaghie, David Salzman, Jeffrey H. Barsuk | Northwestern University
October 13, 2017

Description:

Traditional assessments can frequently be based off of subjective evaluations but integrating features from the mastery learning approach allows a more thorough evaluation of the students' knowledge/practice of the material. Using a model that assess goals, strategies and evaluations helps in developing a curriculum. Mastery learning builds upon traditional approaches to curriculum development; however, several key differences exist such as advancement to next unit based on measured achievement, and continued practice until mastery standard is achieved.

During this workshop, four educators from the Feinberg School of Medicine will explain the process of mastery learning and how it has been applied in medical education at Northwestern. The theoretical construct will be supported by a specific example of medical procedure training using a mastery learning approach. Participants will work in small groups to create a curriculum using the mastery learning model.

About the Speakers:

William C. McGaghie
Dr. McGaghie's research and scholarship address medical and health professions education, esp. skill acquisition and maintenance, outcome measurement, simulation technology, faculty development, and team science.

David Salzman
Dr. Salzman's primary interests center around the use of simulation as a method of instruction. He is interested in curriculum development, assessment of students, and the development of novel teaching strategies.

Jeffrey H. Barsuk
Dr. Barsuk currently serves as Associate Program Director in the Internal Medicine residency program and the Director of Simulation and Patient Safety at Feinberg School of Medicine.

 


 

Social Media as a Tool for Inclusive Teaching

Marcia Chatelain | Georgetown University | TEACHx Keynote
May 19, 2017

Marcia Chatelain
Description:

Social media are often blamed for distracting our students and shortening attention spans, but educators should take a second look. In her presentation on using social media to extend the boundaries of the classroom, Georgetown University historian Marcia Chatelain will discuss how she has been able to tackle difficult dialogue in her classes with the help of digital platforms. Chatelain will also talk about #FergusonSyllabus, the Twitter campaign she launched in August 2014 to organize academics to respond to the crisis in Ferguson, Missouri.

 


 

What Should We Do with (Canvas) Data?

Jared Stein | Instructure | TEACHx Keynote
May 19, 2017

Jared Stein
Description:

The more Canvas is adopted and used for meaningful teaching and learning, the more data is aggregated. But big questions are yet unanswered: At what point does that data become the gold mine that futurists have suggested? Are we any closer to turning data into analytics that can realistically improve teaching and learning? What role do students play in analytics, beyond generating data? What do we want data to do for education, and where should it stop? This session digs in to these questions by reflecting on recent developments in learning analytics and examples of exploratory learning analytics (by both Instructure’s Research team and Northwestern University) that are informing how we at Instructure plan for the future.

 


 

Students as Producers: Active Learning Instruction for Innovative Assignments

Derek Bruff | Vanderbilt University
April 25, 2017

Descritpion:

Join us for an exploration of the idea of "students as producers". Bruff will help us think about creating assignments that:

  • ask students to work on problems that haven't been fully solved or questions that haven't been fully answered.
  • are shared with authentic audiences (audiences other than the instructor), either fellow students or external audiences, motivating students to produce work worth sharing.
  • give students greater autonomy, because cognitive science tells us that students are more motivated when they feel they have some autonomy over their work.
  • give students greater autonomy, because cognitive science tells us that students are more motivated when they feel they have some autonomy over their work.

A portion of this session will on classroom activities that build the skills students need in order to complete the kinds of innovative assignments that come with the “Students as Producers” approach

About the Speaker:

Derek Bruff

Derek Bruff is the Director of the Vanderbilt University Center for Teaching and a senior lecturer in the Vanderbilt Department of Mathematics at Vanderbilt University.

 


 

Why Learning Analytics? How exploration of data has driven reform in foundational classes

Tim McKay | University of Michigan
April 6, 2017

Descritpion:

In an age of learning management systems, online gradebooks and homework, discussion forums, and clickers, the progress of a college course generates a rich, deep stream of data. Learning analytics aims to put this information to use; first to learn more about how teaching and learning happens, and then to improve it. Timothy McKay will share insights with us from the ECoach project at the University of Michigan.

McKay’s team looked at learning analytics then extensively interviewed students who were doing better and worse than predicted, to learn more about student success. The team then shared their findings with students, but how did they do that in an efficient manner?

The ECoach project was developed to give students tailored communication in a way that they would listen. Public health professionals have found great success using similar tools. Come here more about how Michigan is motivating students to learn more effectively.

About the Speaker:

Tim McKay

Timothy McKay is Arthur F. Thurnau Professor of Physics, Astronomy, and Education in the College of Literature, Science, and the Arts at the University of Michigan.

He has helped to develop a personlized learning tool that is used at the University of Michigan and is being rolled out at other campuses across the country. He works with the Digital Innovation Greenhouse, an innovation space for exploring the personalization of education, and launching the NSF funded REBUILD project. REBUILD is an interdisciplinary collaboration, fostering the creation of intergenerational research teams including undergrads, grad students, postdocs, and faculty who will apply a scientific, evidence-based approach to teaching and learning in physics, chemistry, astronomy, biology and math.

 


 

Elements of Success: A Learning Analytics Intervention in Introductory Chemistry

Sam Van Horne | University of Iowa
March 7, 2017

Descritpion:

Elements of Success is a learning analytics intervention that the University of Iowa developed to help learners make decisions about their learning activities in large enrollment STEM courses. Currently, the system has been adopted by faculty in the Departments of Chemistry and Biology at the University of Iowa.

In this presentation, Van Horne will discuss how Information Technology Services developed the data visualizations, how they collaborated with the faculty to develop and refine their interventions, and their assessment of the effect of this intervention on student learning outcomes.

About the Speaker:

Sam Van Horne

Samuel Van Horne is the Assessment Director at the University of Iowa. He has written about assessment in active learning classrooms, large lecture transformation, and learning analytics.

 


 

Active Learning Strategies

Ray Schroeder | UPCEA Center for Online Leadership
February 7, 2017

Descritpion:

Have you been curious about active learning strategies? Would you like to reflect on how to move some materials outside class time to free up face-to-face time for more critical thinking, deeper learning, collaborative projects, and a more thorough immersion in the discipline?

Ray Schroeder will speak about active learning strategies. You'll learn about his research and also have an opportunity to apply these ideas to your teaching.

About the Speaker:

Ray Schroeder

Ray Schroeder is Professor Emeritus, Associate Vice Chancellor for Online Learning at the University of Illinois Springfield and Director of the Center for Online Leadership at the University Professional and Continuing Education Association (UPCEA).

Each year, Schroeder publishes and presents nationally in online and technology-enhanced learning. Perhaps he is best known for his social media that includes daily tweets, Facebook, LinkedIn, and five daily blogs on various aspects of news, research, and trends in technology-enhanced learning in higher education.

His recognition includes the Sloan Consortium's highest Individual award - the A. Frank Mayadas Online Leadership Award; the 2011 University of Illinois Distinguished Service Award. He is an inaugural Sloan Consortium Fellow, and was the 2012 Innovation Fellow for Digital Learning by the UPCEA. More recently, he received the 2014 Illinois Council of Continuing Higher Education Past President's Award for Service, the 2016 United States Distance Learning Association Hall of Fame Award, and the University of Wisconsin Mildred B. and Charles A. Wedemeyer Excellence in Distance Education Award 2016.