Workshops

November

11/1/22

Hypothesis: Creating Assignments That Require Social Annotation in Blackboard

11/4/22

Bloom’s Taxonomy

11/7/22

Introduction to the Pecha Kucha Method: Create Brief Presentations with Pop and Style.

The SAMR Hammer: Using the SAMR Model to Integrate Technology into Classroom Activities

11/8/22

Creating an Inclusive Learning Environment

Hypothesis: Creating Assignments That Require Social Annotation in Blackboard

Spin that Wheel! Creative Classroom Uses for the Wheel of Names App

11/14/22

Getting Back to Backward Design

Avoiding Plagiarism with SafeAssign for Bb

Writing Great Learning Outcomes

11/16/22

Co-create with Me! Inviting Students to Collaborate and Innovate

Instructional Strategies to Promote Self-Directed Learning.  

11/17/22

Teaching and Learning: Belonging

11/18/22

Tech it Out- November, MS Forms for Scenario Based Learning, Blackboard Ally, Wonder Me.  

 

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11/1/22

3-4 p.m.

Hypothesis: Creating Assignments That Require Social Annotation in Blackboard

Instructor: Gloria Barron

Adding hypothesis as an external tool to readings in Blackboard supports student success by placing active discussion on course readings, enabling students and instructors to add comments and start conversations in the margins of digital texts. This workshop is an excellent opportunity to learn about the potential of social annotation as a learning tool and discuss creative ways to increase engagement in your courses.

Attend this session to get everything you need to begin your implementation of hypothesis assignments. Create engaging and interactive reading assignments in Blackboard or expand your knowledge with the new ability to access Blackboard files and create student groups.

Outcomes:

• Describe how to get started with hypothesis and feel comfortable creating a graded assignment.
• Create assignments that require students to read socially and make annotations or replies to other contributors.
• Gather some fun ideas for expanding the use of collaborative annotation to improve student success.

Register in Workday

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11/4/22

1-2 pm

Bloom’s Taxonomy

Instructor: Laurent Ndeze

In short, Bloom’s Taxonomy refers to a series of cognitive skills and learning objectives arranged in a hierarchical order, forming a pyramid shape. It was initially developed by Bloom, an educational psychologist, in the 1940s and later revised by David Krathwohl and Lorin Anderson in 2001. In this workshop, we will use a revised version to examine how you can apply the Taxonomy during the planning process of your course or lesson. The taxonomy provides a clear and precise framework for mapping out your course, whether introductory or other levels within the curriculum, including course revisions.

Outcomes:

• Align content according to hierarchical levels of cognitive learning
• Design effective learning objectives
• Design activities that enhance diverse ways of learning
• Construct relevant assessment questions

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11/7/22

Blackboard, Self-Paced

Introduction to the Pecha Kucha Method: Create Brief Presentations with Pop and Style.

Instructor: Michele Knight

Pecha Kucha is a method for developing brief, crisp, lively, and engaging presentations. The owners of a Japanese architectural firm developed this presentation style. The format consists of twenty PowerPoint slides, and the presenter spends twenty seconds talking about each slide. Designed properly, this creates a succinct, well-crafted presentation of 6 minutes and 40 seconds.

College professors in the US and abroad are also using this presentation to revamp how they present PowerPoints to their students. Students can also learn this technique to enliven individual and group presentations they deliver to their peers. During this workshop, participants will review a series of Pecha Kucha videos and explanatory videos that provide inspiration about using this presentation style with students. Faculty must contribute a few ideas to a Pecha Kucha idea gallery (discussion) regarding ways this method can be used with students. Faculty must also contribute a completed Pecha Kucha storyboard consisting of twenty slides and share these slides with their colleagues.

Measurable Outcomes:

• Describe the Pecha Kucha format and how it is employed in developing presentations
• Compare and contrast the Pecha Kucha format with traditional Presentation styles
• Discuss ways that Pecha Kucha can be used with students
• Review tips on developing a Pecha Kucha
• Develop part of a storyboard for a Pecha Kucha Presentation
• Post your Pecha Kucha storyboard for your peers

Register on Workday

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11/7/22

7-8 p.m.

The SAMR Hammer: Using the SAMR Model to Integrate Technology into Classroom Activities

Instructor: Phil Bonner

Developed by Ruben Puentedura in 2010, the SAMR Model supports instructors in designing or redesigning learning experiences with a significant infusion of technology that improves the learning experience. This addition of technology must be meaningful, however. Technology for the sake of technology rarely leads to good instruction, but technology utilized to elevate student learning often leads to enhanced outcomes. In this one-hour class, participants will explore how this powerful tool can aid instructors in building course activities for the digital generation.

Outcomes:

• identify and explain what the SAMR model is.
• identify one class activity or assignment to refit with technology.

Register in Workday

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11/8/22

3-4 pm

Creating an Inclusive Learning Environment

Instructor: Laurent Ndeze

When preparing a course or lesson, every educator hopes to maximize learning or impress the learner. The challenge is how to satisfy the broad range of expectations or needs that the learner will bring. There is abundant literature to show that most people learn best from an inclusive classroom, whether online or in-person. In this workshop, we will discuss evidence-based steps for creating an inclusive learning environment.

Outcomes:

• Promote interactivity and collaborative learning
• Apply Universal Learning Design principles
• Use multiple assessment tools and techniques

Register in Workday

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11/8/22

4-5 p.m.

Hypothesis: Creating Assignments That Require Social Annotation in Blackboard

Instructor: Gloria Barron

Adding hypothesis as an external tool to readings in Blackboard supports student success by placing active discussion on course readings, enabling students and instructors to add comments and start conversations in the margins of digital texts. This workshop is an excellent opportunity to learn about the potential of social annotation as a learning tool and discuss creative ways to increase engagement in your courses.

Attend this session to get everything you need to begin your implementation of hypothesis assignments. Create engaging and interactive reading assignments in Blackboard or expand your knowledge with the new ability to access Blackboard files and create student groups.

Outcomes:

• Describe how to get started with hypothesis and feel comfortable creating a graded assignment.
• Create assignments that require students to read socially and make annotations or replies to other contributors.
• Gather some fun ideas for expanding the use of collaborative annotation to improve student success.

Register in Workday

Back to Top

11/8/22

7-8 p.m.

Spin that Wheel! Creative Classroom Uses for the Wheel of Names App

Instructor: Angela Lanier

Wheel of Names is an easy-to-use, online application that can be used for a variety of classroom activities (live or virtual). This workshop will highlight the features of Wheel of Names and demonstrate some of its uses such as to build rapport, engage students equitably in discussions, prompt written responses, and assess student learning)

Outcomes:

• Set up a Wheel of Names file
• Plan two course activities using the Wheel of Names app

Register on Workday

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11/14/22

10-11 a.m.

Getting Back to Backward Design

Instructor: Phil Bonner

Backward design is a method of designing curricula by determining goals before selecting instructional methods and assessments. The backward curriculum design model generally entails three steps: identifying the desired learning outcomes; determining what evidence can be accepted as proof of learning; and creating activities that will facilitate the desired learning outcomes. This approach to curriculum design runs counter to more traditional methods and offers a fresh look at the tasks of unit planning, lesson planning, and course assessment. In this one-hour workshop, we will discuss how backward design as applied by faculty members can lead to increased student success.

Outcomes:

• define what backward design is and explain how it differs from other course design methods.
• explain how backward design might improve courses they are currently teaching.
• employ backward design in their future course preparations.

Register in Workday

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11/14/22

Self-paced via Blackboard

Avoiding Plagiarism with SafeAssign for Bb

Instructor: Gloria Barron

SafeAssign is a plagiarism prevention service offered by Blackboard and used primarily to detect unoriginal content in electronically submitted papers. It compares submitted assignments against a set of academic papers using a text matching algorithm capable of detecting matching material between a paper and source material from the Internet, ProQuest ABI/Inform database, Institutional Documents Archives, and a Global Reference Database. This training covers how to create an Assignment in Blackboard Learn and utilize the SafeAssign originality review tool within the Assignment to determine the level and source of plagiarized content. By the completion of this online course, you will be able to create Safe Assignments in a Blackboard course as a means to collect written work from students while at the same time checking for plagiarized content.

Outcomes:

• Define SafeAssign for Blackboard
• Identify reasons why students may plagiarize
• Understand how SafeAssign works
• Create a Safe Assignment in a Blackboard course
• Describe how students upload work to a SafeAssignment
• Identify the purpose for using the Direct Submit feature of SafeAssign
• Analyze and interpret Originality Reports

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11/14/22

Self-paced via Blackboard

Writing Great Learning Outcomes

Instructor: Gloria Barron

In this workshop, instructors will have the opportunity to review information about writing great student learning outcomes. Well-defined student learning outcomes will help explain what the student should take away from an instructional experience. We will also practice using good student learning outcome language.

Outcomes:

• Define student learning outcomes
• Explain the pedagogical importance of having clear, measurable, learner-centered outcomes.
• Differentiate among levels of student outcomes.
• Write clear, measurable, learner-centered outcomes that align with the course and/or program outcomes.

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11/16/22

10:30-11:30 a.m.

Co-create with Me! Inviting Students to Collaborate and Innovate

Instructor: Angela Lanier

Description: Whether hard copy or digital, the textbook has long been a primary resource for teaching and learning in higher education. Recent movements toward Open Pedagogy and Decolonizing the Curriculum challenge educators to think differently about the role of the textbook and identify alternatives that value students’ voices, experiences, and contributions to the curriculum and assessment. This workshop will define what it means to have students co-create, give examples of what that looks like in practice, and highlight the benefit for both students and others.

Outcomes:

• Explain the different ways students can co-create
• Identify the benefits of co-creating with students and strategies to address challenges
• Review an existing assignment for opportunities for student co-creation

Register on Workday

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11/16/22

3-4 p.m.

Instructional Strategies to Promote Self-Directed Learning.   

Instructor: Michele Knight

According to Malcolm Knowles, self-directed learning prepares a student with our without the assistance of others to figure out what they need to learn, formulate self-directed learning goals, identify learning resources, and evaluate the outcome of their learning. Proponents of self-directed learning believe it is successful because students choose their own learning goals. Therefore, they can direct their energies towards their specific needs, i.e., what skills need sharpening, what new information needs to be considered, and what is relevant in their specific case. In the post-pandemic instruction world, faculty are more involved in curating digital resources than ever. Thus, helping students formulate self-directed learning strategies becomes critical as they attempt to engage with these resources. During this workshop, we will discuss Instructional Strategies you can embed in your teaching to promote self-directed learning.

Objectives

• Define Self-Directed Learning and its potential benefits for classroom instruction.
• Review a Sample Learning Contract that can help guide students in self-directed learning.
• Review simple tips which can be embedded in instruction to promote self-directed learning.
• Explore ways to create activities that encourage students to engage with information in a way that supports their self-directed learning goals.

 Register in Workday

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11/17/22

1-2 pm

Teaching and Learning: Belonging

Instructor: Carolien Annink

In this workshop, participants will discuss and exchange experiences of Imposter Syndrome, as experienced as a student and as a college instructor. After sharing their personal stories, faculty participants will discuss how they can use their personal stories to support underrepresented students, and to create a more inclusive  MC classroom.

Outcomes:

• Compare and contrast their individual (Imposter Syndrome) experiences with those of their colleagues.
• Discuss how this Imposter Syndrome affected their teaching and learning.
• List at least two techniques to support students who come from traditionally excluded groups.

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11/18/22

2-2:45 p.m.

Tech it Out- November, MS Forms for Scenario Based Learning, Blackboard Ally, Wonder Me.

Instructor: Michele Knight

Tech it out is your opportunity to learn about new technology with a vibrant community of practitioners. During this 45-minute tech-it-out, participants can choose from the following brief ten-minute awareness sessions for a quick overview of a technical topic.

Microsoft forms for Scenario Based Learning: Forms can be used to easily create scenario-based learning activities (choose your own adventures) to promote student engagement.

Blackboard Ally: Built-in Blackboard tool that can help you check your materials for accessibility and point out recommended improvements.

Wonder.me: An interactive virtual space that empowers users with freedom of movement and leaves everyone energized.

For the last thirty-five minutes of tech-it-out, we will have open discussion and sharing of things that the group is already using or that look interesting in educational technology.

Outcomes:

• Develop an awareness of a technical topic.
• Participate in a “free-form” technical community of practice discussion.

Register in Workday

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