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	<title>Instructional Support &#187; Nancy Kiplinger</title>
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	<description>Promoting Effective Teaching &#38; Learning at the UNC School of Government</description>
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		<title>Rap Your Message!</title>
		<link>http://sogweb.sog.unc.edu/blogs/tls/?p=878</link>
		<comments>http://sogweb.sog.unc.edu/blogs/tls/?p=878#comments</comments>
		<pubDate>Wed, 18 Nov 2009 21:54:49 +0000</pubDate>
		<dc:creator>Nancy Kiplinger</dc:creator>
				<category><![CDATA[Just for Fun]]></category>
		<category><![CDATA[Try it!]]></category>
		<category><![CDATA[Add new tag]]></category>
		<category><![CDATA[fun]]></category>
		<category><![CDATA[Presentations]]></category>

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		<description><![CDATA[Two YouTube video clips show that learning complex content can be fun. Watch the videos by clicking on the links below. Can you see yourself teaching like this? The CERN Large Hadron Super-Collider Web Design Standards Possibly related posts:Google wonderwheel


Possibly related posts:<ol><li><a href='http://sogweb.sog.unc.edu/blogs/tls/?p=693' rel='bookmark' title='Permanent Link: Google wonderwheel'>Google wonderwheel</a></li>
</ol>]]></description>
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		<title>New Poster Theme: Frugality in Teaching and Learning</title>
		<link>http://sogweb.sog.unc.edu/blogs/tls/?p=753</link>
		<comments>http://sogweb.sog.unc.edu/blogs/tls/?p=753#comments</comments>
		<pubDate>Thu, 13 Aug 2009 23:01:01 +0000</pubDate>
		<dc:creator>Nancy Kiplinger</dc:creator>
				<category><![CDATA[Best Practice]]></category>
		<category><![CDATA[Instructional Design]]></category>
		<category><![CDATA[Teaching]]></category>
		<category><![CDATA[Add new tag]]></category>
		<category><![CDATA[instruction]]></category>
		<category><![CDATA[learning]]></category>
		<category><![CDATA[training]]></category>

		<guid isPermaLink="false">http://sogweb.sog.unc.edu/blogs/tls/?p=753</guid>
		<description><![CDATA[How does the concept of frugality apply to teaching and learning? For me, it is about being economical while being effective&#8211;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&#8217;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 [...]


Possibly related posts:<ol><li><a href='http://sogweb.sog.unc.edu/blogs/tls/?p=517' rel='bookmark' title='Permanent Link: Poster Theme: Teaching is More than Telling'>Poster Theme: Teaching is More than Telling</a></li>
<li><a href='http://sogweb.sog.unc.edu/blogs/tls/?p=160' rel='bookmark' title='Permanent Link: Distance Learning Preferences Poll:  To listen or Read?'>Distance Learning Preferences Poll:  To listen or Read?</a></li>
</ol>]]></description>
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		<title>Micro-lectures: A Cure for Content Bloat</title>
		<link>http://sogweb.sog.unc.edu/blogs/tls/?p=483</link>
		<comments>http://sogweb.sog.unc.edu/blogs/tls/?p=483#comments</comments>
		<pubDate>Wed, 18 Mar 2009 16:11:33 +0000</pubDate>
		<dc:creator>Nancy Kiplinger</dc:creator>
				<category><![CDATA[Presentations]]></category>
		<category><![CDATA[Try it!]]></category>
		<category><![CDATA[Distance Learning]]></category>
		<category><![CDATA[micro-lecture]]></category>
		<category><![CDATA[microlecture]]></category>
		<category><![CDATA[mini-lecture]]></category>
		<category><![CDATA[minilecture]]></category>
		<category><![CDATA[petcha kutcha]]></category>

		<guid isPermaLink="false">http://sogweb.sog.unc.edu/blogs/tls/?p=483</guid>
		<description><![CDATA[These Lectures Are Gone in 60 Seconds You&#8217;ve heard of mini-lectures. Now come micro-lectures. This article from The Chronicle of Higher Education espouses a daring idea: Cut a 60-minute lecture down to a 60-second chunk for online audiences. Think it can&#8217;t be done? Click here to read how some instructors are doing it. Go ahead, we dare you&#8230; Here are some additional examples of what other people and organizations are doing to get messages across in a short amount of time: Petcha Kutcha (pronounced pet-chach-ka; Japanese for &#8220;chatter&#8221;). The only rule:  20 slides, 20 seconds each = 6:40 minutes.  It forces one to be concise. http://www.youtube.com/watch?v=wGaCLWaZLI4&#38;feature=player_embedded http://www.youtube.com/watch?v=9NZOt6BkhUg&#38;feature=related http://meetingsnet.com/checklistshowto/more/meetings_minilectures_learning/index.html A 90-second micro lecture example: http://chronicle.com/media/video/v55/i26/microlecture/ An example of a narrated Powerpoint presentation (3.5 mins): http://www.slideshare.net/ethos3/storytelling-101 A website devoted to short how-to videos. (cluttered, and you have to wait through a movie trailer, but it illustrates that you can convey good, *focused* material in 2 minutes. http://www.5min.com/Video/How-to-Plant-Small-Seeds-99747505 UNC-CH&#8217;s YouTube home. ( This one shows videos grouped under categories by groups or topics. We might consider having our own site.)  Click on the &#8220;playlist&#8221; link to see the videos. http://www.youtube.com/user/UNCChapelHill UNC-CH School of Medicine site.  Click on the &#8220;Patient Stories&#8221; playlist.  (We could do something like [...]


Possibly related posts:<ol><li><a href='http://sogweb.sog.unc.edu/blogs/tls/?p=878' rel='bookmark' title='Permanent Link: Rap Your Message!'>Rap Your Message!</a></li>
<li><a href='http://sogweb.sog.unc.edu/blogs/tls/?p=1024' rel='bookmark' title='Permanent Link: Adding Youtube Videos to PowerPoint'>Adding Youtube Videos to PowerPoint</a></li>
</ol>]]></description>
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		<title>In One Ear and Out the Other</title>
		<link>http://sogweb.sog.unc.edu/blogs/tls/?p=478</link>
		<comments>http://sogweb.sog.unc.edu/blogs/tls/?p=478#comments</comments>
		<pubDate>Wed, 18 Mar 2009 15:51:26 +0000</pubDate>
		<dc:creator>Nancy Kiplinger</dc:creator>
				<category><![CDATA[Just for Fun]]></category>
		<category><![CDATA[cognition]]></category>
		<category><![CDATA[cognitive overload]]></category>
		<category><![CDATA[memory]]></category>
		<category><![CDATA[processing]]></category>

		<guid isPermaLink="false">http://sogweb.sog.unc.edu/blogs/tls/?p=478</guid>
		<description><![CDATA[Cate Cunningham and I are both interested in how human memory works. Cate sent me an entertaining and enlightening article from The New York Times about why [most of us] have difficulty remembering jokes. The article also provides insight into processing and recall capabilities of the human brain, all of which is helpful if you are designing education and training experiences. Click here to read In One Ear and Out the Other. No related posts.


No related posts.]]></description>
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		<title>Diagnose and Remedy Presentation &#8220;Issues&#8221;</title>
		<link>http://sogweb.sog.unc.edu/blogs/tls/?p=441</link>
		<comments>http://sogweb.sog.unc.edu/blogs/tls/?p=441#comments</comments>
		<pubDate>Thu, 05 Mar 2009 22:27:15 +0000</pubDate>
		<dc:creator>Nancy Kiplinger</dc:creator>
				<category><![CDATA[Presentations]]></category>
		<category><![CDATA[instruction]]></category>
		<category><![CDATA[PowerPoint]]></category>

		<guid isPermaLink="false">http://sogweb.sog.unc.edu/blogs/tls/?p=441</guid>
		<description><![CDATA[A lot has been written about effective presentations, effective use of PowerPoint, and connecting with your audience. Still, well meaning people who know their content well, continue to dismay audiences. Here are three of my favorite resources that identify some common presentation issues and suggest remedies: The Truth is&#8230;.You Gave a Lousy Talk http://chronicle.com/jobs/news/2007/12/2007122101c.htm Death by PowerPoint http://www.slideshare.net/thecroaker/death-by-powerpoint Presentation Zen  http://www.betterppt.com/powerpoint_live/video/intelligentpres.htm Then, if you want more how-to, practical guidelines, read SOG&#8217;s Planning Your Presentation at the School of Government, a guide for outside presenters (and SOG instructional faculty, too), as well as Making PowerPoint Work for Your Audience. Possibly related posts:Using Images in Teaching (Presentation)


Possibly related posts:<ol><li><a href='http://sogweb.sog.unc.edu/blogs/tls/?p=1138' rel='bookmark' title='Permanent Link: Using Images in Teaching (Presentation)'>Using Images in Teaching (Presentation)</a></li>
</ol>]]></description>
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		<title>Case studies and role plays</title>
		<link>http://sogweb.sog.unc.edu/blogs/tls/?p=299</link>
		<comments>http://sogweb.sog.unc.edu/blogs/tls/?p=299#comments</comments>
		<pubDate>Wed, 25 Feb 2009 18:30:59 +0000</pubDate>
		<dc:creator>Nancy Kiplinger</dc:creator>
				<category><![CDATA[Presentations]]></category>
		<category><![CDATA[Uncategorized]]></category>
		<category><![CDATA[case studies]]></category>
		<category><![CDATA[How To]]></category>
		<category><![CDATA[Instructional Design]]></category>
		<category><![CDATA[learning activities]]></category>
		<category><![CDATA[role plays]]></category>

		<guid isPermaLink="false">http://sogweb.sog.unc.edu/blogs/tls/?p=299</guid>
		<description><![CDATA[Looking for help writing case studies or role plays? The best guidance I have found so far is short and helpful and comes from an article by Turning Point (not to be confused with the classroom polling software we use), a program at the University of Washington in Seattle. The article is called Collaborative Leadership:  Introduction, Overview, and Resources (Facilitator&#8217;s Guide). You can find the guidelines as follows: case studies, pages 7-9 role plays, pages 10-11 View the .pdf version of the article, or visit a TLS literature rack to pick up a copy (3rd-floor break room or next to the 4th-floor mailboxes). No related posts.


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