2014 – 15 Lunch and Learn Series

The Lunch and Learn program is a series of presentations and lectures put on by the Center for Teaching & Learning.  Over the course of the 2014-2015 academic year there were ten different presentations given. Below are links to the recordings of each session.

Cranium Cafe

This application allows faculty and staff a new and efficient way to provide virtual student services to their students. You can initiate instant online face-to-face communication with a student from a Canvas course or directly from any web page with the Cafe API integration. Students now have a way to meet with faculty, staff, and other students in a safe and comfortable environment that is FERPA approved.

September 11, 2014
30 minutes
Link to the presentation

 

Prezi

Prezi is a free cloud-based presentation software and storytelling tool for presenting ideas on a virtual canvas. It allows you to create and present presentations with motion and organic structure, and keeps your audience engaged. Prezi allows you to add layers of meaning to static presentation with multimedia, spatial relationships, and movement. This presentation compares PowerPoint and Prezi, demonstrates how Prezi could be used in the classroom, and provides examples of how faculty at DSU are using Prezi. The following links provide additional information: Demonstrating design principles, Showing temporal perspective and spatial context, Example of a Prezi Presentation developed by DSU faculty member Matt Morin, Example of a Prezi Presentation developed by students in a class taught by Matt Morin.

September 25, 2014
1 hour and 15 minutes
Link to the presentation

 

Student Response Systems (SRS)

SRS’s can help faculty achieve greater student engagement, particularly when inherent classroom dynamics can present significant challenges. For example, students in large classes may feel uncomfortable expressing their opinions, leaving faculty little feedback, until a quiz or test, on how “tuned in” the students really are. Even in smaller discussion courses that are typically highly interactive, some students may feel shy to ask questions or express their opinion, leaving critical feedback unvoiced. This presentation demonstrates several free SRS’s such as Polls for Canvas, Poll Everywhere, and Google Forms.The following links are for the three applications that will be demonstrated: Polls for Canvas, Poll Everywhere, Google Forms.

October 9, 2014
49 minutes
Link to the presentation

 

Screen Casting

This presentation will demonstrate several free screencasting software applications, such as Jing, QuickTime, Screencast-o-matic, etc. In addition, we will demonstrate a software application called Camtasia.  A screencast is a digital video and audio recording of what occurs on a presenter’s computer screen, and it can be used to create sophisticated, information-rich, multimedia presentations. Screencasting is an effective teaching tool for enhancing learning and engaging learners in face-to-face, online, and hybrid courses. The following links are for some of the screencasting applications being demonstrated: Jing, Screencast-o-matic, Camtasia. The following links are for additional resources: Screencasting to Engage Learning and The Innovative Use of Screencasts in Higher Education.

October 23, 2014
46 minutes
Link to the presentation

 

Flipped Classroom

Before attending this session, participants were asked to review the following resources on flipped classrooms: Flipping the Classroom – Simply Speaking, Things You Should Know About Flipped Classrooms, and Flipping the Classroom. This session used the following definition; A flipped classroom is usually defined as a pedagogical model in which the typical lecture and homework elements of a course are reversed. Short teacher created video lectures, interactive lessons, and/or other course instructional materials are viewed by students at home before the class session, while in-class time is devoted to experiential exercises, collaborative projects, demonstrations, discussions, etc. Class time becomes the place to work through problems, advance concepts, and engage in collaborative learning.

November 13, 2014
53 minutes
Link to the presentation

 

How Your Students are Using Google Docs and Ways You Can Incorporate These Tools into Your Courses

Learn how your students are using Google Docs and was you can incorporate these tools into your courses. The following links provide additional information: Teaching in the Cloud: How Google Docs Are Revolutionizing the Classroom, Teaching with Google Docs,Technology-based Adaptation of Think-pair-share Utilizing Google, 50 Little-known Ways Google Docs can Help in Education.

Feb. 12 & 13, 2015
52 minutes
Link to the presentation

 

Innovative Ways Canvas is Being Used in Courses at DSU

This session demonstrated innovative ways Canvas can be used in a course beyond using it to post your syllabus and PowerPoint presentations. Several features will be demonstrated, such as Canvas Commons, Speedgrader, automated tasks, graphic analytics, etc. The following links provide additional resources: Canvas Features, Canvas Webinars (click on the webinar titles “OLC: Canvas, an LMS and Beyond” – #7 on the list), Introducing Canvas: Collaboration During Class.

Feb. 26 & 27, 2015
56 minutes
Link to the presentation

 

Using CATS (Classroom Assessment Techniques) in Your Courses

CATs are generally simple, non-graded, anonymous, in-class activities designed to give you and your students useful feedback on the teaching-learning process as it is happening. Their purpose is to provide the instructor feedback on whether or not students understand course material so that adjustment can be made before the end of the term. Frequent use of CATs also can assure students that the instructor takes genuine, active interest in their learning process throughout the course, before the summative assessment is given at the end of the term. The following links provide additional resources: Classroom Assessment Techniques (George Washington University),Classroom Assessment Techniques (Vanderbilt University), An Introduction to Classroom Assessment Techniques (Penn State).

March 5 & 6, 2014
55 minutes
Link to the presentation

 

Innovative Ways of Incorporating Experiential Learning in Courses at DSU

“Broadly, experiential learning is any learning that supports students in applying their knowledge and conceptual understanding to real-world problems or situations where the instructor directs and facilitates learning. The classroom, laboratory, or studio can serve as a setting for experiential learning through embedded activities such as case and problem-based studies, guided inquiry, simulations, experiments, or art projects. However, when students are given opportunities to learn in authentic situations on campus or in the community like those provided in internships, field placements, clinical experiences, research and service-learning projects, the learning becomes significantly more powerful” (http://tinyurl.com/mxqz6sz). The following links provide additional resources: Experiential Learning (Northern Illinois University), Experiential Learning – An Effective Learning Method (CommLab India)

March 26 & 27, 2015
52 minutes
Link to the presentation

 

Using ADDIE to Design Your Courses

The ADDIE method is an acronym that stands for analysis, design, development, implementation, and evaluation. It is a helpful tool to help in the systematic process of designing courses. It does not suggest or follow specific learning theories. Though the approach appears linear (Phase 1: Analyze, Phase 2: Design, etc.) and many people use the method in a sequential, step-by-step progression, it does not have to be followed rigidly or in a linear approach, especially if you already have course materials developed. Following a method like ADDIE can greatly assist instructors in preparing and delivering meaningful and effective courses. The following links provide additional resources: Course Design: A Systematic Approach (Northern Illinois University), ADDIE Model, ADDIE Model Instructional Design.

April 23 & 24, 2015
52 minutes
Link to the presentation