2015 Presentation Slides & Notes
Digital badges are becoming serious commodities in the world of college credentials. More and more schools are offering digital badges as micro-credentials to allow students to show potential employers what they have learned. However, are those employers understanding what they are seeing and what those digital badges mean? What can we as educators do to facilitate that understanding? The workshop discussion will be about digital badges: what they are, how they can be curated and used in and outside the education realm, and how to create badges with Blackboard’s Achievements tool.
Storytelling is an ancient yet modern instructional strategy with pragmatic applications in evidence-based courses, such as the health sciences. Finding (and delivering) stories is step one. Incorporate community-building introductions, group-building activities, scaffold learning, challenge assumptions (with urban myths), and checking learning progress with formative assessments are a few possibilities for using stories and storytelling techniques. Our brains remember stories faster than learning a list of facts. Stories offer an enduring alternative learning strategy to students beyond rote memorization, flash cards and mnemonic devices. Instructors and course designers can use narrative storytelling techniques to create interactive learning that adds authenticity and new perspectives to your subject matter content.
Want to engage your students and improve their writing and communication skills? Consider using the writing tools in Blackboard; Discussion Boards, Journals, Wikis, and Blogs. This session will discuss the tools and how they can be used in any course. There will be discussion on how to create effective questions and best practices.
Faculty begin each semester with expectations that each student will invest sufficient time with the course material, complete course activities on time, master the course objectives, and exhibit high standards of academic integrity. During the semester, issues arise in each of these areas. The most heartbreaking is an act of academic dishonesty. This workshop focuses on using Blackboard and course design features to promote academic integrity. The material presented in this workshop also helps with the other expectations. There are benefits for faculty, students, and administrators.
As educators, we know the value of collaborative learning exercises and social interaction. But how do we adapt these collaborative approaches for an online or blended learning environment? The session will focus on how to adapt familiar (and not so familiar) collaborative learning techniques for a blended or online format using the Blackboard LMS. Collaborative learning ideas will include: -Think-Pair-Share -Affinity Grouping -Jigsaw -Word Webs -Microblogging/Backchanneling -Twitter
Universal design means your Blackboard course is accessible by all people, to the greatest extent possible, without the need for adaptation or specialized design. Creating accessible Blackboard courses is not a recommendation, it’s a must. This presentation will introduce the seven principles of universal design with practical applications for your Blackboard course
Lecture delivery is commonplace in academia; however, given the format and time constraints of providing instruction, traditional lecture classes may fall short on student engagement, learning and retention of the subject matter. The standard “lecture-centered” instructional model may overlook the diversity of student learning and inadvertently discourage students from asking questions (Arfstrom et al., 2013). With advancement in technology, modifications to the traditional classroom structure can invite new opportunities to reach a variety of student learners. One such technique of modified teaching is the flipped (or inverted) classroom; a new pedagogical method that uses video/internet lecturing as outside classwork and active, group-based problem solving activities in the classroom (Bishop and Verleger, 2013). The flipclass method eliminates the use of the standard lecture by the professor and note-taking by the students and instead promotes student engagement and accountability. The session will focus on how the flipclass method has been applied in three separate animal science courses over a period of two years including student engagement, assessment compared to traditional lecture courses and student feedback of the application of video lecturing.
In this session we will present the results of our experience with designing and delivering the six week online readiness course along with the logistics of marketing the course to our target audience and managing the unique enrollment requirements.
Beyond the prospects of enrolling new student populations through competency-based education programs, colleges and universities are increasingly pursuing this exciting delivery model for a variety of reasons important to students such as employability, affordability, accountability, and accessibility. Moreover, because CBE requires rethinking assumptions that underlie practices, institutions find it is a meaningful way to introduce change in the academy. In this session, Dr. Karen Yoshino, principal strategist at Blackboard, will provide an overview of key institutional considerations, opportunities and challenges on the road to competency-based education.