Steve Ball,
U. of Missouri
Cengage Learning
JCP Summit |
The Digital Partnership: Using Technology to Elevate Student Learning in Large Lecture Courses
The “Digital Age” Student requires more than a PowerPoint and a 50 minute lecture to stay engaged. Using external and internal resources, a complete digital course experience can be built to engage the 21th Century student, fulfill course requirements, assess student understanding, and ultimately improve your teaching. This program will highlight how one Introductory Level Course uses technology in conjunction with traditional techniques to reach students in a large lecture setting. |
Susan Yoder-Kreger
& Martha Caeiro,
UMSL
JCP 92 |
Designing Interactive Online Courses: A Foreign Language Model
After the redesign of a proficiency-based introductory-level language curriculum, the opportunities provided by various interactive online tools led the faculty in the Spanish program to develop hybrid and online courses. We will present a model of a Spanish online course, demonstrate how we align course goals and expectations with those of face-to-face language courses, show sample interactive tasks and assessments that can be adapted to other disciplines, and discuss challenges and lessons learned. |
Shawn Nordell,
SLU
JCP 202 |
Learning How to Learn
Students are expected to be proactive and self-regulate their learning. This involves organizing and executing a learning plan, selecting appropriate learning strategies, and self-monitoring and self-assessment of their academic progress. Different learning objectives can require different learning strategies, however students often use a one size fits all learning strategy. How can we help students learn how to learn? Effective strategies for efficiently incorporating studying strategies into the classroom will be presented based on recent research. |
Linda Hubble,
Dennis White, &
Lisa Stepanovic,
STLCC
JCP 204 |
Online Learning – Try It! You Might Like It!
Enrolling in online courses and programs can potentially expand post-secondary learning opportunities, but how can students experience whether online learning might be a good fit for them? St. Louis Community College recently designed and piloted a new student success course, Smart Start, which includes an LMS (Blackboard) orientation module and an online learning week to provide students with a low-stakes opportunity to “be an online student.” The presenters will provide an overview of the learning experience, demonstrate components of the activities and share feedback from students and instructors collected from the previous academic year. |
Rick Bonsall,
McKendree U.
JCP 402 |
Really? Have You Flipped?
The flipped classroom, is it a fad or innovation? It is technology driven, but what about it is fact or fiction? What are the pros and cons? Do you know the do's and don'ts? You and I will expose the truth about the flipped classroom! Come share in this robust and possibly cantankerous debate. |
Krista Hyde &
Janet Roberts,
Maryville U.
JCP 403 |
Concept Maps: Using Bubbl.us to Assess Student Understanding in Introductory Courses
Concept mapping is a powerful tool to gauge and assess students’ knowledge of subject matter. Free online technologies allow students and instructors to make professional and clear concept maps. Using concept mapping when teaching an introductory course enhances student learning and is an excellent opportunity to engage all learning styles. |
Qiang Dotzel,
UMSL
JCP 404 |
Contemporary Mathematics: Modern Math Makeover
The main reason for the redesign of Contemporary Mathematics is to discover new and effective learning tools on campus and online that will further engage students learning. These tools can transform the presentation of topics that we present in Contemporary Mathematics. For example, I discovered an App on iPad that can make the calculation of mortgage payments and related matters precise and highly inviting to students. |
Bryn Lutes &
Mitchell Kundel,
Washington U.
JCP 92 |
Improving Analytical and Discussion Skills with Group Work and Blackboard
We will share our successes with adapting a discussion-based peer-leader training course to an active-learning classroom, discussing innovations that led to increased student participation and improved analytical skills. We will also discuss how we used the Blackboard discussion board to increase the quality of student participation and to facilitate peer interaction during in-class discussions for a class of 40 students. This session will include discussion with session participants of specific strategies for combining technology, group work, and discussion to increase student participation and foster improved learning. |
Jennifer Miller &
Laura Wolff,
SIUE
JCP 93 |
Case Studies in Assessing and Improving Online and Hybrid Courses
When a course is over, the real work begins. What changes are necessary to better achieve learning goals? While this session will use one experience as a case study, participants will make recommendations for improvement that can be applied to their own courses or training programs. |
Peggy Cohen with a Faculty Panel
UMSL
JCP 202 |
Redefining Vigor in the Online Course: A Panel Discussion
Experienced faculty share their experiences designing online courses that challenge students, maintain academic rigor, and support student learning in meaningful ways. Panelists illustrate and discuss the challenges and lessons learned in maintaining rigor without compromising quality. |
Rob Hallis,
UCMO
JCP 204 |
Flipped Library Instruction
Library instruction frequently digresses to a fast-talking sales pitch for using library materials instead of googling wikipedia entries. Flipped instruction involves putting lecture materials and some exercises online, and using face time to interactively work with students on their individual research needs. This session briefly evaluates tools that can be used to move lecture offline, techniques for arranging online material, and technology that can promote students interaction. |
Tami Eggleston,
McKendree U.
JCP 402 |
Lost in the Technology Forest? Use the Teaching Decision Tree
It’s easy to feel overwhelmed by the plethora of websites, CMS technology tools, and apps available for
instruction. In this engaging, fast-paced, high-energy discussion, faculty begin to use a decision tree to select
the best tools and organize teaching and technology resources. |
Steve Foster,
Sr. Regional Consultant
iClicker
JCP 403 |
Clicking With Your Students: iClicker’s Approach to Engaging Students
Join the conversation to enhance the classroom experience by creating dynamic activities using the
iClicker Student Response System. See how easy it is to implement a new strategy to assess students’
understanding, capture attention and engage students effectively using iClickers. |
Donna Church,
Webster U.
JCP 404 |
Technology and Writing: Bridging the Research and Writing divide
How one conducts research often shapes retrieval, perception, and presentation. This session, we will look at how to improve student search strategies to expand resources, develop critical thinking, improve writing skills. |
| 10:20-10:40 a.m. | Mid-Morning Break: Meet with vendors while enjoying a refreshment break. | JCP Lobby |
Susan Waller &
Greg Geisler,
UMSL
JCP 92 |
Instant Assessment: How Real-time and Automated Quizzing Improve Learning
Two professors in Art History and Accounting share strategies to check student comprehension of reading assignments, online lectures, and other materials through easy and timely web-based and iPad quizzing technologies. |
Richelle Rennegarbe,
McKendree U.
JCP 93 |
Using Journals to Enhance Reflective Learning in an Online Practicum
Journal are an excellent tool for enhancing student learning in a practicum course that is delivered in an online format. Students journals allow students to self-reflecive on their practicum experience, as well as gain an insight into their role as a future nursing leader. |
Peggy Cohen with a Faculty Panel,
UMSL
JCP 202 |
Effective Teaching: Tips from Award Winning Faculty
Teaching award winners from co-sponsoring campuses offer insights and practical examples to illustrate low and high tech ways to hold students’ attention and focus on learning. |
Michael Lewis,
SLU
JCP 204 |
An Approach to Flipping the Classroom in Chemistry
A more active and adaptive learning environment was achieved via the flipped classroom approach in the course Principles of Chemistry II during the winter/spring semester of 2013 at Saint Louis University. The presentation will discuss the instructional design, including how the online technology products Tegrity and LearnSmart were employed to facilitate the flipped classroom approach. Student perceptions of the approach, and a comparison of student performance with the performance of students from the previous year when the course was taught via a traditional lecture approach, will also be presented. |
Michael Henry,
UMKC
JCP 402 |
The MOOC: Educational Fad or Long-term Solution? Workshop Handout
What are MOOCs and how could they alter the course of education in the future? We will describe MOOC development, and share research on MOOC implementation, as well as specialized features:Learning Path and Progress (xAPI / Tin Can), Social Learning and Communities, Mentor Search, Mentor Connections. What are the implications for academic institutions? How can a business model be developed to promote learning, access and collaboration with brick and mortar institutions? This will be a lively discussion of issues related to MOOCs. |
Ken Brown,
Steelcase, Inc.
JCP 403 |
Designing Active Learning Spaces
We all learn in different ways. Our research tells us that better results are yielded from an active learning environment that incorporates some of the insights that we have gained. An active classroom supports multiple modes of teaching pedagogies and learning . It allows for more student engagement and the instructor acting as more of a “guide on the side,” rather than a “sage on the stage.” This presentation will detail our research process, theories, testing methodologies, classroom and adjacent applications. |
Klaus Woelk,
MST
JCP 404 |
Assisting Teaching with GTAs, Assisting Learning with ULAs
The traditional concept of employing Graduate Teaching Assistants (GTAs) for teaching lab or recitation sections is compared with the use of Undergraduate Learning Assistants (ULAs) for collaborative and peer-led education. In course settings that focus on active learning and critical thinking, ULAs can be an important tool for developing a social, cooperative, yet challenging study environment. To create such an environment, it is important that ULAs receive an appropriate training in guiding peers rather than showing them how to arrive at a correct answer. |
Amy Collier,
Stanford U.
JCP 202 |
What's Next? Five Transformational Digital Learning Approaches You Can Use in Your Courses
Keynote Workshop: 2:15-4:05 p.m.
Following her plenary on transforming the future of teaching and learning, Amy Collier will lead a call-to-action for educators and educational support staff. In this session, attendees will explore five digital learning strategies they may use to transform their own classes. Amy will offer multiple entry points for each model so that educators at various levels of experience with educational technologies may find tactics that work for them. |
Alexey Yamilov,
MST
JCP 92 |
Lessons From Three Years of Hybrid Instruction in a Technical Discipline
Just like there is no one-size-fits-all approach in a conventional instruction, the same applies to the hybrid delivery. The presentation will describe the choice of delivery technology as well as adapting the course content and assessment strategy for the conventional/online format. I will discuss the different approaches used in three different courses taught multiple times over the last three years. |
Jillian Baldwin Kim
& Jerol Enoch,
UMSL
JCP 93 |
Digital Media Production in the University ESL Classroom
This presentation highlights the use of digital media production in the university-level English as a Second Language classroom through the use of iMovie and Aurasma. Strategies for curricular integration, media production instruction, and platform-specific application will be shared through teacher testimonials and student-produced examples. |
Perry Drake,
UMSL
JCP 202 |
Is Your Usage of Social Media in the Classroom FERPA Compliant?
There are many vehicles for which we can communicate with and share thoughts and feeling and ideas with each other including Facebook, Twitter, Tumblr, Instagram, Wordpress and now Vine. In this session, you will learn how to use these various social media and digital strategies effectively in the classroom to engage and motivate your students for success. We will also address areas of caution to ensure we as instructors are as FERPA compliant as possible and what exactly that means in today’s very transparent world we live in. The session will end with time for brainstorming and sharing thoughts and concerns with each other. |
Cheryl McAllister
& Laurie Overmann,
SEMO
JCP 204 |
Redesign of Beginning and Intermediate Algebra Using ALEKS: Lessons Learned
Due to a large number of students entering Southeast Missouri State University with insufficient algebraic skills, a course redesign project was undertaken in 2009 utilizing technology, the ALEKS software product, and face-to-face tutoring to provide each student with an individualized learning experience. Data on student success, time on task, and completion rates were collected each semester to identify weaknesses in the course design. Improvements over the years include development of a basic arithmetic course, enforcement of an attendance policy, creation of modules with short lectures to provide course structure, and assessments to develop students' mathematics organizational and communication skills. Academic advisors, campus-wide tutoring services, and disability services provided learning assistance and valuable feedback in the redesign effort. In this session we will share what has worked, what didn’t work, and the current modifications we are enacting this semester to improve the courses. |
Erica Goldenberg,
Top Hat Monocle
Jennifer Siciliani &
Christina Usher,
UMSL
JCP 402
|
Throw Out Your Clicker, Put On Your Top Hat
This presentation will be an introduction to the latest in classroom response technology. By utilizing students' own cell phones, and web-enabled devices, Top Hat is making the classroom more engaging than ever. After an introduction to Top Hat and an overview of the system, we'll hear from one of our UMSL professors who used the tool in a unique manner to solicit real-time feedback from her students during lectures. |
Christine Padberg,
STLCC
JCP 65 |
Web Tools for Reading in the Digital Age
The amount of reading, studying, and learning college students are engaging in online is increasing exponentially every day, but many learning strategies that may work well for paper-based reading are ineffective in digital environments. How do we support our students in being successful 21st century readers and learners? This session will discuss differences between paper-based and online reading, and present a collection of free web tools that can enhance and support our students in their online reading tasks. |
Barbara Wilkins,
MST
JCP 92 |
Video Voodoo: Tips and Tricks for Transforming Classes
Video is often seen as an important part of course transformation. Many faculty seek ways to make fast and easy videos to capture nuggets of knowledge they wish to share with their students. In this session, we will explore formal and informal video, discuss why faculty may wish to use both types and when each is most appropriate. Best Practices with video and additional apps to enhance content will be shared. Examples used with be from classes with STEM emphasis. |
Larry Monteilh,
Fontbonne U.
JCP 93 |
Value, Benefits, Issues Imbedded in the Blended Version of Course Delivery
Viewing the process of blended learning with examples and proven processes will provide an effective strategy for your upcoming courses. |
Basiyr Rodney &
Tamara Rodney,
Webster U.
JCP 402 |
Working from Chrome: The Essential Classroom Toolbox for Google Chromebook
The digital-age classroom is defined by cloud technologies and student use of personal mobile devices. Many educational institutions are investing in cloud services such as Google Apps as well as tablets, smartphones and Chromebooks. Students are now expected to engage in 1:1 computing experiences in and outside of classes. Web applications (aka apps) have become the tools of the digital classroom. Knowing which apps to use can make the difference between seamless 1:1 integration or ineffective use of otherwise powerful technologies. In this presentation we demonstrate how Google Apps, select third party apps from the Chrome Web store and Chrome OS can enliven students in the digital-age classroom. |
2013 Conference Supporters
