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	<title>Instructional Support &#187; Teaching</title>
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	<description>Promoting Effective Teaching &#38; Learning at the UNC School of Government</description>
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		<title>Bye, Bye Blackboard</title>
		<link>http://sogweb.sog.unc.edu/blogs/tls/?p=1145</link>
		<comments>http://sogweb.sog.unc.edu/blogs/tls/?p=1145#comments</comments>
		<pubDate>Wed, 20 Oct 2010 22:09:45 +0000</pubDate>
		<dc:creator>Rob Moore</dc:creator>
				<category><![CDATA[Announcements]]></category>
		<category><![CDATA[IS Projects]]></category>
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		<category><![CDATA[Teaching]]></category>

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		<description><![CDATA[UNC recently announced that the official campus learning management system will become Sakai by fall of 2014. This change to Sakai it has the potential of being one of the largest technological shifts that the University has experienced in the last 10-12 years. Sakai is an open-source based learning management system that was developed by instructors; therefore, it has a more teacher-focused interface. While the functionality is similar between Blackboard and Sakai, the scalability and flexibility of Sakai makes it more attractive for both instructors and students.  One of the greatest advantages of this system is that we will be able to collaborate with other schools and have the opportunity to tailor the interface to better meet needs for our courses. The overall flexibility will be a welcome change to those that have felt limited or hindered by the Blackboard platform. What does this mean for the School of Government? In the fall semester of 2009, I started the ROML Sakai pilot that moved the introductory level language courses from Blackboard to Sakai. The purpose of this pilot was to find a solution that would allow for more efficient management of multi-section courses. While managing this project, I became a [...]


Possibly related posts:<ol><li><a href='http://sogweb.sog.unc.edu/blogs/tls/?p=1014' rel='bookmark' title='Permanent Link: Announcement: Blackboard and Sakai discussion'>Announcement: Blackboard and Sakai discussion</a></li>
<li><a href='http://sogweb.sog.unc.edu/blogs/tls/?p=1126' rel='bookmark' title='Permanent Link: Allow Me to Introduce Myself'>Allow Me to Introduce Myself</a></li>
</ol>]]></description>
		<wfw:commentRss>http://sogweb.sog.unc.edu/blogs/tls/?feed=rss2&#038;p=1145</wfw:commentRss>
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		<title>Using Images in Teaching (Presentation)</title>
		<link>http://sogweb.sog.unc.edu/blogs/tls/?p=1138</link>
		<comments>http://sogweb.sog.unc.edu/blogs/tls/?p=1138#comments</comments>
		<pubDate>Tue, 21 Sep 2010 14:06:01 +0000</pubDate>
		<dc:creator>Rob Moore</dc:creator>
				<category><![CDATA[Best Practice]]></category>
		<category><![CDATA[Distance Learning]]></category>
		<category><![CDATA[How To]]></category>
		<category><![CDATA[Presentations]]></category>
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		<guid isPermaLink="false">http://sogweb.sog.unc.edu/blogs/tls/?p=1138</guid>
		<description><![CDATA[This presentation was part of the PowerPoint Brownbag series organized by Dale Roenigk.  On September 16th, Will Cross and Emily King presented on best practices for using images in teaching.  The information provided were best practices and not legal advice, but more suggestions.  Will Cross shared five best practices for teaching with images: Assume it&#8217;s copyrighted Know your Exceptions Understand Fair Use Respect the Creator and your students Ask you librarian The video of the presentation is available at:  http://unc.mediasite.mcnc.org/mcnc/Viewer/?peid=7078220401e144cf842e0e00112ea9f1 Possibly related posts:Improve your Presentation Visuals&#8211;free campus workshops Poster Theme: Teaching is More than Telling


Possibly related posts:<ol><li><a href='http://sogweb.sog.unc.edu/blogs/tls/?p=909' rel='bookmark' title='Permanent Link: Improve your Presentation Visuals&#8211;free campus workshops'>Improve your Presentation Visuals&#8211;free campus workshops</a></li>
<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>
</ol>]]></description>
		<wfw:commentRss>http://sogweb.sog.unc.edu/blogs/tls/?feed=rss2&#038;p=1138</wfw:commentRss>
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		<title>The Shallows: This Is Your Brain Online</title>
		<link>http://sogweb.sog.unc.edu/blogs/tls/?p=990</link>
		<comments>http://sogweb.sog.unc.edu/blogs/tls/?p=990#comments</comments>
		<pubDate>Fri, 04 Jun 2010 21:34:00 +0000</pubDate>
		<dc:creator>Rob Moore</dc:creator>
				<category><![CDATA[Did you Know?]]></category>
		<category><![CDATA[Distance Learning]]></category>
		<category><![CDATA[Just for Fun]]></category>
		<category><![CDATA[Teaching]]></category>

		<guid isPermaLink="false">http://sogweb.sog.unc.edu/blogs/tls/?p=990</guid>
		<description><![CDATA[A new book from Nicholas Carr makes the case that our Internet browsing, tweeting, IMing and texting is significantly changing us&#8211;the shape of our brains, how we think, our ability to concentrate and learn.  I&#8217;ve heard the discussion before and read some of the interesting research on the topic.  It seems to be true, and I see some of the symptoms he describes in my own life&#8211;i.e. wanting to immediately Google something or a term I don&#8217;t understand&#8211;right in the middle of a play, meeting, class, or even a conversation. We&#8217;ve come to associate the acquisition of wisdom with deep reading and solitary concentration, and Carr says there&#8217;s not much of that to be found online. (NPR story) I haven&#8217;t read the book yet, but tend to agree that the outcomes are not all positive for learning.  I also feel that the amount of available information online has outpaced our technical tools and cognitive strategies to effectively manage large amounts of data.  Finally, I question how bad the situation is.  Is it just evolution?  In 15 years will we just be learning and thinking a bit differently?&#8211;neither better or worse, just differently? What prompts my thought are our Amish friends [...]


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<li><a href='http://sogweb.sog.unc.edu/blogs/tls/?p=681' rel='bookmark' title='Permanent Link: Online Learning Communities: Time To Get Wet?'>Online Learning Communities: Time To Get Wet?</a></li>
</ol>]]></description>
		<wfw:commentRss>http://sogweb.sog.unc.edu/blogs/tls/?feed=rss2&#038;p=990</wfw:commentRss>
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		<title>Live Question Tool</title>
		<link>http://sogweb.sog.unc.edu/blogs/tls/?p=924</link>
		<comments>http://sogweb.sog.unc.edu/blogs/tls/?p=924#comments</comments>
		<pubDate>Wed, 10 Mar 2010 17:22:27 +0000</pubDate>
		<dc:creator>Rob Moore</dc:creator>
				<category><![CDATA[Did you Know?]]></category>
		<category><![CDATA[How To]]></category>
		<category><![CDATA[Presentations]]></category>
		<category><![CDATA[Teaching]]></category>
		<category><![CDATA[Tools]]></category>
		<category><![CDATA[Try it!]]></category>
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		<guid isPermaLink="false">http://sogweb.sog.unc.edu/blogs/tls/?p=924</guid>
		<description><![CDATA[I mentioned this nifty classroom question tool in an earlier post, but felt it needed it&#8217;s own post as it could be widely applied in our face-to-face and some online programs at the SOG. Live Question Tool is a web-based tool that lets clients at your presentation post questions for the speakers. As questions are posted, other class participants can submit comments and cast votes for the questions they hope to see answered first. It is hosted on Harvard University’s Berkman Center website, where it is freely available to anyone who wants to use it.  The presenter can address the questions during the session, wait for a Q&#38;A break, or start answering questions when clients return from lunch for example. It’s free, easy to use and can also be effectively used to level the question-submitting “playing field” for courses that mix both remote and local participants. Furthermore, it is a great (alternative?) use of laptops and other web-enabled devices in our SOG classrooms.  Eileen Y. recently pointed me to this article on classroom laptop use worth sharing that also mentions use of these tools in the live classroom. 5 Steps: Go to the Live Question Tool website. Create a new [...]


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<li><a href='http://sogweb.sog.unc.edu/blogs/tls/?p=369' rel='bookmark' title='Permanent Link: Writing good TurningPoint questions'>Writing good TurningPoint questions</a></li>
</ol>]]></description>
		<wfw:commentRss>http://sogweb.sog.unc.edu/blogs/tls/?feed=rss2&#038;p=924</wfw:commentRss>
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		<title>Improve your Presentation Visuals&#8211;free campus workshops</title>
		<link>http://sogweb.sog.unc.edu/blogs/tls/?p=909</link>
		<comments>http://sogweb.sog.unc.edu/blogs/tls/?p=909#comments</comments>
		<pubDate>Tue, 16 Feb 2010 19:03:42 +0000</pubDate>
		<dc:creator></dc:creator>
				<category><![CDATA[Best Practice]]></category>
		<category><![CDATA[Did you Know?]]></category>
		<category><![CDATA[IS Projects]]></category>
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		<category><![CDATA[Tools]]></category>

		<guid isPermaLink="false">http://sogweb.sog.unc.edu/blogs/tls/?p=909</guid>
		<description><![CDATA[The UNC Center for Faculty Excellence (CFE) announced a new series of workshops on visual literacy.   The series of sessions will expose you to a wide variety of image and media collections, and media tools available at UNC.  It also covers the pedagogical, legal and technical issues that surround the use of copyrighted materials in your courses&#8211;both for your traditional face-to-face courses, as well as your online webinars and elearning modules. Take a look at the workshop descriptions below, and if you see something looks interesting, sign up! To register, go to http://cfe.unc.edu/events.html &#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212;&#8212; Using Visual Media February 25 &#124; Thursday 12:30 P.M. &#8211; 1:30 P.M., House Undergraduate Library, Room 205 Winifred Metz, Media Librarian &#38; Heather Gendron, Art Librarian will provide an introduction to using visual media effectively in teaching. They will also present visual media collections and tools available at UNC. ***** Copyright Issues of Using Visual Media March 18 &#124; Thursday 12:30 P.M. &#8211; 1:30 P.M., House Undergraduate Library, Room 205 Digital Copyright Specialist William Cross will provide an introduction to the legal issues involved in using images and visual media in the classroom. He will discuss copyright law and compliance as well as fair use, statutory [...]


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>
<li><a href='http://sogweb.sog.unc.edu/blogs/tls/?p=1041' rel='bookmark' title='Permanent Link: Presentation Training'>Presentation Training</a></li>
</ol>]]></description>
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		<title>What? &#8220;Large US Dept. of Ed study finds online courses more effective than F2f courses?&#8221;</title>
		<link>http://sogweb.sog.unc.edu/blogs/tls/?p=762</link>
		<comments>http://sogweb.sog.unc.edu/blogs/tls/?p=762#comments</comments>
		<pubDate>Fri, 28 Aug 2009 14:45:04 +0000</pubDate>
		<dc:creator>Rob Moore</dc:creator>
				<category><![CDATA[Distance Learning]]></category>
		<category><![CDATA[Teaching]]></category>

		<guid isPermaLink="false">http://sogweb.sog.unc.edu/blogs/tls/?p=762</guid>
		<description><![CDATA[Intruguing title, but what isn&#8217;t the headline telling us, and what are some of  the relevant  details? The 93 page report examined the comparative research on online versus traditional classroom teaching from 1996 to 2008. Some of it was in K-12 settings, but most of the comparative studies were done in colleges and adult continuing-education programs of various kinds, from medical training to the military. Over the 12-year span, the report found 99 studies in which there were quantitative comparisons of online and classroom performance for the same courses. The analysis for the Department of Education found that, on average, students doing some or all of the course online would rank in the 59th percentile in tested performance, compared with the average classroom student scoring in the 50th percentile. That is a modest but statistically meaningful difference. “The study’s major significance lies in demonstrating that online learning today is not just better than nothing — it actually tends to be better than conventional instruction,” said Barbara Means, the study’s lead author and an educational psychologist at SRI International. Full report&#8230; http://www.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf Findings of interest: • Elements such as video or online quizzes do not appear to influence the amount that students [...]


Possibly related posts:<ol><li><a href='http://sogweb.sog.unc.edu/blogs/tls/?p=990' rel='bookmark' title='Permanent Link: The Shallows: This Is Your Brain Online'>The Shallows: This Is Your Brain Online</a></li>
<li><a href='http://sogweb.sog.unc.edu/blogs/tls/?p=609' rel='bookmark' title='Permanent Link: Faculty Spotlight: IDE Online Presentations'>Faculty Spotlight: IDE Online Presentations</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>Multi-use Computer Training Room (1300). Now Open for Business.</title>
		<link>http://sogweb.sog.unc.edu/blogs/tls/?p=715</link>
		<comments>http://sogweb.sog.unc.edu/blogs/tls/?p=715#comments</comments>
		<pubDate>Fri, 31 Jul 2009 03:59:33 +0000</pubDate>
		<dc:creator>Rob Moore</dc:creator>
				<category><![CDATA[Announcements]]></category>
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		<guid isPermaLink="false">http://sogweb.sog.unc.edu/blogs/tls/?p=715</guid>
		<description><![CDATA[A couple weeks ago, construction was completed on the new multi-use, computer classroom in 1300, funded by the Knapp Foundation.  The 20-computer, 30-seat room is now ready and can be scheduled in CollegeNet.  The room has already accommodated multiple successful inaugural training sessions.  It has been thrilling to see people in the room anxiously engaged in learning new skills where just months ago the space served as a large, concrete storage closet&#8211;packed with the building&#8217;s odd and ends and surplus furniture&#8211;but no longer! ITD hosted two Outlook training sessions which were well-attended, and useful to those in attendance.  If you missed those, links to the edited archives will be available shortly.  In addition Dale Roenigk has also conducted a couple Microsoft Excel trainings in the room. I&#8217;m attaching excerpts of James Balfour&#8217;s original detailed room description below: The room is equipped with a fixed podium, computer, VCR/DVD player, document camera, and a connection for a laptop. A wall panel allows easy control of which device is sent to the projector. The room also has dimmable fluorescent lights controlled with a wall panel near the podium. Three round tables are also available at the rear of the room. The classroom supports software training for 20 students (i.e. Excel, [...]


Possibly related posts:<ol><li><a href='http://sogweb.sog.unc.edu/blogs/tls/?p=1041' rel='bookmark' title='Permanent Link: Presentation Training'>Presentation Training</a></li>
<li><a href='http://sogweb.sog.unc.edu/blogs/tls/?p=965' rel='bookmark' title='Permanent Link: How to Converse with a Computer? It&#8217;s about Conversation'>How to Converse with a Computer? It&#8217;s about Conversation</a></li>
</ol>]]></description>
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		<title>Poster Theme: Teaching is More than Telling</title>
		<link>http://sogweb.sog.unc.edu/blogs/tls/?p=517</link>
		<comments>http://sogweb.sog.unc.edu/blogs/tls/?p=517#comments</comments>
		<pubDate>Mon, 13 Apr 2009 05:00:16 +0000</pubDate>
		<dc:creator>Rob Moore</dc:creator>
				<category><![CDATA[Best Practice]]></category>
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		<category><![CDATA[Distance Learning]]></category>
		<category><![CDATA[Instructional Design]]></category>
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		<guid isPermaLink="false">http://sogweb.sog.unc.edu/blogs/tls/?p=517</guid>
		<description><![CDATA[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&#8217;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&#8217; point of view&#8230;  He or she may picture one of their students (a real client) as they prepare presentation materials and activities, but doing this can be challenging. Too often, the only time we really reflect about teaching is when we encounter poor examples such as an ambiguous question, a confusing example, or text on a slide that is too small to read, etc. This is why&#8211;in an effort to become more learner-centered&#8211;I often undertake a task that puts me back in a (formal) learner&#8217;s shoes.  I might force myself to take an online class or webinar (just like my students), or simply be more reflective when attending a presentation.  During such a webinar or presentation I might ask myself: What am I doing as an [...]


Possibly related posts:<ol><li><a href='http://sogweb.sog.unc.edu/blogs/tls/?p=753' rel='bookmark' title='Permanent Link: New Poster Theme: Frugality in Teaching and Learning'>New Poster Theme: Frugality in Teaching and Learning</a></li>
<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>Identifying Audience Needs</title>
		<link>http://sogweb.sog.unc.edu/blogs/tls/?p=525</link>
		<comments>http://sogweb.sog.unc.edu/blogs/tls/?p=525#comments</comments>
		<pubDate>Tue, 07 Apr 2009 22:51:10 +0000</pubDate>
		<dc:creator>Rob Moore</dc:creator>
				<category><![CDATA[Instructional Design]]></category>
		<category><![CDATA[Presentations]]></category>
		<category><![CDATA[Teaching]]></category>
		<category><![CDATA[learning]]></category>
		<category><![CDATA[TurningPoint]]></category>

		<guid isPermaLink="false">http://sogweb.sog.unc.edu/blogs/tls/?p=525</guid>
		<description><![CDATA[Dona Lewandowski recently created a powerful introduction to her course that really anchors and gives a human face to the technical information she was attempting to communicate to her Magistrates.  Dona considered her clients, identified a &#8220;missing link&#8221; in her course, and came up with this solution.  Her solution is simply brilliant, easy to make and will be remembered! (SOG intranet password required) As teachers we are 1/2 of the learning equation, the client too must be an active participant for learning to happen.  But it is incumbent on us to put our self in our client&#8217;s shoes, learn their needs, and do what we can to eliminate obstacles to learning.  If you were in their shoes listening to you, would your information and activities be useful?  Would it be busywork, or engaging and relevant?  If you were them, is there something else you wish you&#8217;d be getting from your course? Let&#8217;s assume for a moment that as a high-performing organization&#8211;intent on helping public officials and citizens understand and improve state and local government&#8211;that what we teach is critical information for their jobs. Have you made clear why the information you are sharing is critical and helpful to them? Before [...]


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<li><a href='http://sogweb.sog.unc.edu/blogs/tls/?p=203' rel='bookmark' title='Permanent Link: Of Pinewood Derby Cars, Learning Design, and Wheels that Spin'>Of Pinewood Derby Cars, Learning Design, and Wheels that Spin</a></li>
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