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	<title>Instructional Support &#187; Best Practice</title>
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	<description>Promoting Effective Teaching &#38; Learning at the UNC School of Government</description>
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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>
		<category><![CDATA[Teaching]]></category>
		<category><![CDATA[Tools]]></category>

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		<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>
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		<title>Presentation Training</title>
		<link>http://sogweb.sog.unc.edu/blogs/tls/?p=1041</link>
		<comments>http://sogweb.sog.unc.edu/blogs/tls/?p=1041#comments</comments>
		<pubDate>Tue, 03 Aug 2010 21:08:50 +0000</pubDate>
		<dc:creator>Rob Moore</dc:creator>
				<category><![CDATA[Announcements]]></category>
		<category><![CDATA[Best Practice]]></category>
		<category><![CDATA[How To]]></category>
		<category><![CDATA[Presentations]]></category>

		<guid isPermaLink="false">http://sogweb.sog.unc.edu/blogs/tls/?p=1041</guid>
		<description><![CDATA[We make a lot of presentations in our building. Most are used as part of our face-to-face classes, but increasingly, many of these end up online as well as the basis of online courses. Dale Roenigk, fearless discussion leader of our first event, has created a schedule for these sessions for the third Thursday of each month from 12-1pm.  This is not exclusively about Powerpoint. In fact, I hope there will be interest in a much broader discussion of good communication to improve teaching and learning in the school, along with the tools and strategies that can help us achieve that. In Dale&#8217;s words: You can use this as your lunch hour if you want or not. We’ll vary the topics based on interest and availability. I’ve requested Room 2321 as it is available for the next few months, but we may have to vary meeting space depending on classes. (We’ll shoot for the 2300 to 2400 block of rooms). So put these dates in your calendar if you are interested: Aug 19 Sep 16 Oct 21 Nov 18 Dec 16 All from 12 to 1pm. If you have ideas for sessions or are willing to volunteer to share something [...]


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=715' rel='bookmark' title='Permanent Link: Multi-use Computer Training Room (1300). Now Open for Business.'>Multi-use Computer Training Room (1300). Now Open for Business.</a></li>
</ol>]]></description>
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		<title>Powerpoint is a tool:  That&#8217;s my story, and I&#8217;m stickin&#8217; to it.</title>
		<link>http://sogweb.sog.unc.edu/blogs/tls/?p=948</link>
		<comments>http://sogweb.sog.unc.edu/blogs/tls/?p=948#comments</comments>
		<pubDate>Fri, 07 May 2010 19:52:44 +0000</pubDate>
		<dc:creator>Rob Moore</dc:creator>
				<category><![CDATA[Best Practice]]></category>
		<category><![CDATA[Presentations]]></category>
		<category><![CDATA[Tools]]></category>
		<category><![CDATA[PowerPoint]]></category>

		<guid isPermaLink="false">http://sogweb.sog.unc.edu/blogs/tls/?p=948</guid>
		<description><![CDATA[Mike recently made a couple very good posts on PowerPoint on his blog. [1][2][3] It’s been interesting reading his posts, the comments, and following the many of the shared links. I really like the Slate.com article that Jill M. shared and tend to subscribe to the it’s-just-a-tool philosophy.  Giving me a hammer, doesn’t make me a great builder, any more than conferring a degree on any of us make us a good teacher, or handing us a mic make us a good communicator.   All the best presentation examples that can be cited are created with the same presentation tools that created the poor examples.  I, for one, wouldn’t have likely found myself reading Ann McColl’s constitutional tales articles, but I *did* find her superb, well-rehearsed and content-heavy, presentations to be very engaging and instructive…and left me wanting more. I’ve been to some to some presentations in the school where eliminating powerpoint alone would be a mistake. Replacing/supplementing it, however, with a a well-designed handout, group activity, or TurningPoint activity would probably have helped, but I echo (and extend) advice from Richard W. that slides should support specific learning objectives and if we’re not clear on those, well, a review [...]


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<li><a href='http://sogweb.sog.unc.edu/blogs/tls/?p=924' rel='bookmark' title='Permanent Link: Live Question Tool'>Live Question Tool</a></li>
</ol>]]></description>
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		<title>Why most webinars &#8220;suck&#8221;?&#8230;and why ours don&#8217;t.</title>
		<link>http://sogweb.sog.unc.edu/blogs/tls/?p=930</link>
		<comments>http://sogweb.sog.unc.edu/blogs/tls/?p=930#comments</comments>
		<pubDate>Wed, 24 Mar 2010 21:10:20 +0000</pubDate>
		<dc:creator>Rob Moore</dc:creator>
				<category><![CDATA[Best Practice]]></category>
		<category><![CDATA[Distance Learning]]></category>
		<category><![CDATA[Uncategorized]]></category>

		<guid isPermaLink="false">http://sogweb.sog.unc.edu/blogs/tls/?p=930</guid>
		<description><![CDATA[I read a blog article on Inside Higher Ed today where the author asks why &#8220;webinars ALWAYS suck?&#8220;.   The brief article is worth the read and makes me chuckle because I know exactly what he&#8217;s talking about.  I&#8217;ve watched many over the last couple years and tend to agree with his assessment&#8230;except&#8230; that many (most?) of our SOG webinars don&#8217;t!  Our evaluation data suggest our clients are very positive about our webinars&#8230;or are being less than truthful.  What do we do that make ours different? A blog commenter and webinar producer provides 5 tips for successful webinars .  We regularly implement the practices among others not on his list that help us buck the trend. Write for the medium (webinars are not f2f presentations and need more interaction!) Know your platform and its capabilities/limitations (we do&#8211;Adobe Connect Pro) Test, test, test (we provide links for clients to test their system, we provide instructions, helpdesk support, and test our own equipment before each event&#8211;and provide backups in the event of failure.) Practice, practice, practice (we provide orientations, review slides, and conduct dry-runs/rehearsals) Running the actual event (we go well-beyond the suggestions here) Arrive early Webinar Environment Review Have a wingman (or [...]


Possibly related posts:<ol><li><a href='http://sogweb.sog.unc.edu/blogs/tls/?p=768' rel='bookmark' title='Permanent Link: Webinars at the SOG: The Numbers'>Webinars at the SOG: The Numbers</a></li>
<li><a href='http://sogweb.sog.unc.edu/blogs/tls/?p=659' rel='bookmark' title='Permanent Link: Understanding SOG Webinars'>Understanding SOG Webinars</a></li>
</ol>]]></description>
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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>
		<category><![CDATA[Teaching]]></category>
		<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>
		<wfw:commentRss>http://sogweb.sog.unc.edu/blogs/tls/?feed=rss2&#038;p=909</wfw:commentRss>
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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>Understanding SOG Webinars</title>
		<link>http://sogweb.sog.unc.edu/blogs/tls/?p=659</link>
		<comments>http://sogweb.sog.unc.edu/blogs/tls/?p=659#comments</comments>
		<pubDate>Tue, 05 May 2009 18:11:55 +0000</pubDate>
		<dc:creator>Rob Moore</dc:creator>
				<category><![CDATA[Best Practice]]></category>
		<category><![CDATA[Distance Learning]]></category>
		<category><![CDATA[Tools]]></category>
		<category><![CDATA[Try it!]]></category>
		<category><![CDATA[webinar]]></category>

		<guid isPermaLink="false">http://sogweb.sog.unc.edu/blogs/tls/?p=659</guid>
		<description><![CDATA[We&#8217;ve written a couple posts now on webinars at SOG (here and here), but today&#8217;s event wins the prize.  For those unable to attend today&#8217;s webinar, you missed out!  I hope you will take the time to watch the archive.  It is well-worth a lunch time viewing&#8230;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&#8211;and act&#8211;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&#8217;ll hear from numerous SOG colleagues: Donna Warner, Jen Lobenhofer, Joel Galbraith, Nancy Kiplinger, Shadi Eskaf, Cindy Lee.  You&#8217;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 [...]


Possibly related posts:<ol><li><a href='http://sogweb.sog.unc.edu/blogs/tls/?p=768' rel='bookmark' title='Permanent Link: Webinars at the SOG: The Numbers'>Webinars at the SOG: The Numbers</a></li>
<li><a href='http://sogweb.sog.unc.edu/blogs/tls/?p=352' rel='bookmark' title='Permanent Link: Faculty Spotlight'>Faculty Spotlight</a></li>
</ol>]]></description>
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		</item>
		<item>
		<title>So, you wanna do something with media, huh?</title>
		<link>http://sogweb.sog.unc.edu/blogs/tls/?p=563</link>
		<comments>http://sogweb.sog.unc.edu/blogs/tls/?p=563#comments</comments>
		<pubDate>Sun, 19 Apr 2009 02:35:00 +0000</pubDate>
		<dc:creator>Rob Moore</dc:creator>
				<category><![CDATA[Best Practice]]></category>
		<category><![CDATA[Instructional Design]]></category>
		<category><![CDATA[media]]></category>

		<guid isPermaLink="false">http://sogweb.sog.unc.edu/blogs/tls/?p=563</guid>
		<description><![CDATA[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 9 Questions for designing media for instruction and learning 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&#8217; 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 [...]


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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>
		<category><![CDATA[Did you Know?]]></category>
		<category><![CDATA[Distance Learning]]></category>
		<category><![CDATA[Instructional Design]]></category>
		<category><![CDATA[Teaching]]></category>
		<category><![CDATA[poster]]></category>

		<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>Writing good TurningPoint questions</title>
		<link>http://sogweb.sog.unc.edu/blogs/tls/?p=369</link>
		<comments>http://sogweb.sog.unc.edu/blogs/tls/?p=369#comments</comments>
		<pubDate>Mon, 02 Mar 2009 20:13:00 +0000</pubDate>
		<dc:creator>Rob Moore</dc:creator>
				<category><![CDATA[Best Practice]]></category>
		<category><![CDATA[Tools]]></category>
		<category><![CDATA[Uncategorized]]></category>
		<category><![CDATA[TurningPoint]]></category>

		<guid isPermaLink="false">http://sogweb.sog.unc.edu/blogs/tls/?p=369</guid>
		<description><![CDATA[John Stephens sent me a link today to a Wired Campus post on using clickers in the classroom (&#8220;clickers&#8221;=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 [...]


Possibly related posts:<ol><li><a href='http://sogweb.sog.unc.edu/blogs/tls/?p=43' rel='bookmark' title='Permanent Link: TurningPoint: Creating a Question Slide'>TurningPoint: Creating a Question Slide</a></li>
<li><a href='http://sogweb.sog.unc.edu/blogs/tls/?p=50' rel='bookmark' title='Permanent Link: TurningPoint: Why use TurningPoint?'>TurningPoint: Why use TurningPoint?</a></li>
</ol>]]></description>
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