Inverted Classroom Tools and Best Practices
My favorite part of the session was the speaker – he was engaging and managed to “invert” some of the session to show how the process could work.
I can see this working much better for humanities classes than sciences. As another attendee pointed out, much of introductory hard-science courses is not up for discussion. Maybe it could be used for a laboratory section of a class that involves a project – students bring in their problems and pose them to the class for feedback and discussion.
This session also addressed how important instructor presence is in online and hybrid classes. This goes back to things like Jing, where instructors can give video introductions or feedback, even if they never see their students face-to-face.
OER for You and Me: Integrating Open Educational Resources Into Higher Education
Much of this talk was a refresher from our MELO3D OER/CC workshops. The speakers confirmed many of the issues we have encountered and are working to overcome, particularly the need for “wrappers.”
I haven’t used Diigo (a social bookmarking website), but I have heard other graduate students discuss similar services for storing articles they use for research. The presenter used Diigo for faculty to share their new-found OERs, since they find that perhaps the best way to find quality OERs is by word-of-mouth from instructors with similar goals.
There are also many sites dedicated to music being shared under Creative Commons licenses. This could be useful for instructors that assign projects resulting in video presentations to introduce students in any field to Creative Commons and licensing issues.
Badge-Empowered Learning: Case Studies in Microcredentialing
- ltgreenroom.org for podcasts
- learningtimes.com, badgestock.com both from Jonathan Finkelstein
How are badges useful?
- Grant special access
- Grant special privileges
- Inspire good feelings
- Inspire loyalty to an organization
- Encourage goal-setting
- Encourage competition
Issues with badges in education
- Who decides that you have earned the badge?
- Is the badge on its own motivation enough?
- Where will the badge be displayed?
What students need (self determination theory):
- autonomy – they are choosing to learn rather than being forced
- mastery of desired skill
- relatedness to other learners
Emily will probably share more about using badges – my idea for using badges in an intro Statistics course is standardizing the “participation” and “prelab” portions in a way the students might feel more motivated to do the work.