Archive for the ‘Best Practice’ Category
New Poster Theme: Frugality in Teaching and Learning
Posted by: Nancy Kiplinger in Best Practice, Instructional Design, Teaching on August 13th, 2009
How does the concept of frugality apply to teaching and learning?
For me, it is about being economical while being effective–that is:
- using sound instructional practices that have been empirically proven to produce learning,
- focusing on the knowledge and skills learners need to do their jobs and protecting learners from cognitive overload, and
- producing instruction and instructional materials that are engaging.
Likely there’s not much in the previous sentence that instructors would disagree with, yet many continue to rely on unproven concepts (or misconcepts) when designing instruction. For example, many instructors waste time and effort because they believe they must consider and design for multiple learning styles. Others try to fit the notion of a learning pyramid (learners remember 10% of what they hear, 30% of what they see, 50% of what they do, etc., etc.) with the way they develop and deliver instruction. Still others adhere to the belief that we learn best from formal instruction.
Persuasive arguments are made against these and other learning myths in Parts 1 and 2 of an article by Wallace Hannum of this university entitled Training Myths: False Beliefs That Limit the Efficiency and Effectiveness of Training Solutions. Part 1 has been available for several months in the TLS literature racks in the 3rd-floor break room or next to the mailboxes on the 4th floor. Part 2 was published in July, and you can find copies of it and Part 1 in the literature racks. While you’re there, please notice the latest TLS poster on the theme of frugality and let us know what you think.
I encourage you to read both short parts of this article and then weigh in with your thoughts. Or, drop by for a friendly debate or a conversation about really works since mythical concepts don’t.
Understanding SOG Webinars
Posted by: Joel Galbraith in Best Practice, Distance Learning, Tools, Try it! on May 5th, 2009
We’ve written a couple posts now on webinars at SOG (here and here), but today’s event wins the prize. For those unable to attend today’s webinar, you missed out! I hope you will take the time to watch the archive. It is well-worth a lunch time viewing…but not as good as the live event!
The goals of the webinar were to:
- give all attendees a first-hand look at what SOG webinars look–and act–like
- demonstrate a range of activities available in an SOG webinar (hint: you can do more than PowerPoint)
- Help you see ways a webinar might be useful to your courses, conferences and programs.
While viewing the archive, you’ll hear from numerous SOG colleagues: Donna Warner, Jen Lobenhofer, Joel Galbraith, Nancy Kiplinger, Shadi Eskaf, Cindy Lee. You’ll also hear and read responses to a number of questions from your peers.
The webinar covers: using PowerPoints, playing videos, using multiple presenters, using remote presenters, conducting audience polls (ala TurningPoint and clickers), online group discussions, question moderating, shared web browsing, annotation, session breaks, and much more 
Webinar archive link: http://breeze.unc.edu/p25529382/
Thank you to all those that helped with *and* participated in the event. What did YOU think of it? Did you gain any new insights? What challenges/benefits do you foresee? Please share your comments with us below!
-TLS team
So, you wanna do something with media, huh?
Posted by: Joel Galbraith in Best Practice, Instructional Design on April 18th, 2009
So, you wanna do something with media, huh? The following 9 questions are worth asking yourself before you undertake any media project for your course-whether you do it yourself, or work with a TLS team member
- What is the need, problem or gap for which use of the new media might enhance learning?
- Would the application of new media help assess prior knowledge and build on existing skills?
- Would the application of new media enhance clients’ organization of information-given that organization helps determine remembering?
- Would the application of new media actively engage clients in purposeful practice that promotes deeper learning or automaticity (where desired). This, so that your clients focus on underlying principles, models and processes, not superficial features of problems?
- Would the application of new media help provide frequent, timely and constructive feedback or guidance?
- Would the application of new media adjust to individual client differences with increasingly diverse backgrounds and abilities?
- Would the application of new media increase cost or help create efficiencies in your course?
- How would the application of new media promote a learning-centered instructional approach?
- How would the application of new media address motivational or attitudinal aspects of learning?
Does this mean you shouldn’t come see us just to touch up your PowerPoint presentation? No, gussying up your PowerPoint likely addresses question 9, in that a more professional looking presentation affects how clients view your work and the the SOG overall.
I really could use 10 questions to round out the list. I deleted one of my list, but don’t yet have a good replacement. Any suggestions? Please post your comments/suggestions.
Adapted by Joel Galbraith from the original: Joel M. Smith & Susan Ambrose (June 2004). The “Newest Media” and a principled approach to for integrating technology into instruction. Syllabus Magazine
Poster Theme: Teaching is More than Telling
Posted by: Joel Galbraith in Best Practice, Did you Know?, Distance Learning, Instructional Design, Teaching on April 13th, 2009
Our new poster theme emphasizes the truth that teaching is more than telling or presenting. Alone, telling and showing do not automatically result in learning. Learning is most likely to occur when 1) the information presented meets a learner’s needs, 2) when learners adapt the knowledge to their context, and 3) when learners get to practice and demonstrate their new skills or knowledge.
A good teacher always tries to see things from the learners’ point of view… Read the rest of this entry »
Writing good TurningPoint questions
Posted by: Joel Galbraith in Best Practice, Tools, Uncategorized on March 2nd, 2009
John Stephens sent me a link today to a Wired Campus post on using clickers in the classroom (”clickers”=the generic name for TurningPoint type tools) . There were a couple good points (adapted below), but the main thing it made me think of is that we really ought to develop an SOG list of good clicker questions.
We actually started a list of sorts in a recent TurningPoint brownbag session, so add your clicker (TurningPoint) use questions and ideas to that post or simply add your comment below. Three edited examples from the Wired Campus article follow:
- Ask a question, have all the students think about it and respond to it individually, and then take a look at the results. If there’s a lot of consensus around the question, then it may be time to move on to the next thing. If there’s disagreement, then this is a question that the students can probably talk about together in small groups.
- Clickers can provide the instructor with some useful information about who their students are and where they’re coming from. That can allow the instructor to know, “Oh, I’m probably going to have to play the devil’s advocate on this issue because I don’t have many students that feel this way.”
- You can ask some high-level critical-thinking questions where students are asked to look at a particular quality of a peer’s or group’s answer to a sample case or problem and say, on a scale from 1-5, how good was this? And then you have a discussion about what was good or flawed about the response. Don’t make the questions too easy!
How have you used TurningPoint clickers? Share your ideas here…or there.
-Joel G.
Faculty Spotlight
Posted by: Joel Galbraith in Best Practice, Distance Learning, Faculty Spotlight, TLS Projects on February 28th, 2009
DSS Attorney’s Conference Webinar
Faculty: Janet Mason- Program Manager: Jessica O’ Sullivan
- Event: 2009 Winter Conference for Social Services Attorneys
- Type: Webinar (Adobe Connect Pro)
- Date: February, 26, 27 (1.5 days)
- Clients: 24 online; 75? local
- Link (view sample): Day 1–Morning Session
Objective:
Make DSS attorney conference available in a satisfactory format to remote clients unable to travel to Chapel Hill .
Challenges:
- Simultaneously present to local (SOG) and remote audiences.
- Give remote participants equal ability to interact with local audience (ask questions and share comments).
- Allow remote participants to hear local audience comments and questions.
Description:
click to view sample
Janet Mason received inquiries from several clients requesting a means to attend the 2009 Winter Conference for Social Services Attorneys remotely. Travel budget restrictions would have otherwise not allowed them to attend. Janet and Jessica contacted TLS mid-December 2008 (i.e. not last minute) to start discussing what options would be available for the February event. Videoconferencing and simple video recordings were eventually ruled out for various reasons, and it was decided to attempt a live simultaneous event with the face-to-face (f2f) conference. The online event received a unique course code, and course marketing, pricing and registration was identical to the f2f event.
Expectations for live interaction were set sufficiently low for online participants in the event interaction from remote audience would not be supported. The IT division was able to devise and test a solution which would both share conference presentations, and permit remote audience participation… Read the rest of this entry »
Of Pinewood Derby Cars, Learning Design, and Wheels that Spin
Posted by: Joel Galbraith in Best Practice, Instructional Design on February 18th, 2009
Red Lightning (crafted by Drew & Joel Galbraith)
The Story:
It’s the season. If you’ve got a cub scout in the (extended) family, you may know it’s Pinewood Derby time. This is my first Derby experience. Growing up overseas, it wasn’t something I did as a kid. My son Drew and I scoured the web for ideas, and even attended a workshop together at Lowes on how to build a winning pinewood derby car to have a chance at speed or creativity awards. We’ve done all the things we read and heard about: We came up with a fun design, carved and sanded, sealed and painted, sanded and painted some more, ground down burrs, buffed axles and wheels, affixed and set weights, lubricated, and then some. I finally stuck the wheels on, excited to see how long they’d spin, and nothin’! Well, they spun, but not for much longer than they did when they came outta the box (~10 seconds for those that are counting). It was a bit of a let down.
We (dad) put a lot of work into that thing, and sure, there was some joy in the journey and satisfaction in doing a project with my son…but the wheels don’t turn very smoothly. I had been downplaying the whole “winning” thing with my son, since he’s been very excited about the prospects of winning (I wonder where he gets it?). Secretly, I knew we we’re doing all the right, and seemingly important things to have a good chance of at least placing (or so I thought), but I wanted him to be pleasantly surprised if we did well…did I mention the wheels don’t spin?! It turns out that this spinning thing is critical for racing ;-), and certainly more important than the many of coats of paint and gloss we applied, or the special buffing we did, and the extra effort to employ a multiple-derby-winner’s secret weight system (last time I take his advice). All that doesn’t make much difference if you can’t reduce friction and get the wheels to spin freely around that axle–and for about 20+ seconds.
The Thinking:
I have no one to blame. I created my own course of study and as I experienced these last couple weeks, working hard is not synonymous with working smart. My learning experience lacked purposeful design… Read the rest of this entry »
There’s nothing like experience…coupled with feedback, reflection and do-overs.
Posted by: Joel Galbraith in Best Practice, How To, Presentations, Tools, Uncategorized on February 12th, 2009
I made a presentation today to the SOGroovy photo club on framing and composing principles in photography. In the process–and courtesy of my fellow SOGers–I (re)learned a couple key teaching lessons:
- Relate the material to your audience’s experiences. Angela W. was bold enough to speak out and mentioned how similar some of these design principles were to the page layout work she’s done. I’m glad she made the connection, because I missed that important teaching opportunity, to relate the material to my audience–or even to ask them to reflect and share on how it related to them.
- When showing examples, also share appropriate “non-examples” (aka poor examples) to allow your audience to see the contrast and value of following your proposed procedure. On this note, I received feedback (always nice, thanks Cindy L.) that some poor examples would have been helpful in understanding the design principles I was trying to teach.
- Take a calculated risk, and learn/try something new. We often expect our students to learn new material and procedures, but may be unwilling ourselves to learn or try something new (i.e. change our slides, class format, learning activities, lecture style, handouts etc.). Knowing I would have a very gracious and forgiving audience, I tried a unique, new presentation tool* (NOT PowerPoint). It took some getting used to, but I’m getting the hang of Prezi and am impressed. I practiced a good deal, and felt I was ready to break from my traditional presentation routine–based on feedback, the risk paid off.
Click image to launch presentation
I’m glad we’re a learning organization at the SOG–willing to speak up and share ways we can all improve. I believe all present were instructed and edified by the experience. If you’re interested in seeing the presentation (or simply the tool), view my online Prezi presentation here: Framing and Composition 101
*If you’re up to try a new approach, and have a creative glint in your eye, ask your TLS representative if Prezi is right for you.
-Joel G.
Distance Learning Preferences Poll: To listen or Read?
Posted by: Joel Galbraith in Best Practice, Distance Learning, How To, SOG, Tools on February 9th, 2009
There’s often a difference between what we prefer, and what we really do. This issue is seen in distance learning preference as well. Most people generally prefer face-to-face instruction, but we’re all capable of learning in different ways, and do so on a regular basis (informally) while listening to the radio, reading an article etc. We wouldn’t want all our learning to be classroom delivered.
In the distance learning world, instruction and knowledge is technologically mediated (delivered), and can generally take the form of temporal or time-based media (audio, video, presentations, lectures), or non-temporal media (text, images, slides only). When we’re in a hurry, or are only marginally interested, we often prefer text which is easily skimmed. There are times when we want to hear a good lecture, or casually listen while doing other things…and selectively pay attention when we get to the good (interesting) parts. Each has its merits. One is not “better” for learning than the other…at least not on those grounds)
But I’m curious, Which do you prefer? To read or to listen?, and perhaps more importantly, if your online SOG training were to be presented in this way, which do you think you’re more likely to sit down and actually “do”?! Take the Poll (omit your name if you wish)
TurningPoint: Why use TurningPoint?
Posted by: Joel Galbraith in Best Practice, Distance Learning, How To, Presentations on February 4th, 2009
Here’s a summary from SOG brownbag participants of great reasons/ways to use TurningPoint:
-Increase interaction
- increase likelihood of participation over “raise your hand” questions (Rich D.)
- Engage your audience and involve participants in your presentation. (Rich D.)
- Increase trainee attentiveness (TLS).
- empower audience with instant results “most of us chose ‘D’, why was that wrong?”
