C.1 Rethinking Student Engagement
Clarke Mackey and Dorit Naaman, Film and Media
Learn how Film 110 was redesigned from the ground up as a blended course. We will focus on two areas: multimedia design and participatory tutorials. For a preview, check out our introduction video at: http://www.film.queensu.ca/110/Film110Intro.mov
C.2 LinguaeLive.ca: Free eTandem Web Tool for Peer-to-Peer Language Exchange. Learning In and Beyond the Classroom Framework
Mayu Takasaki, Languages, Literatures, and Cultures
In this day and age, it is vital to adapt available technologies to pedagogy. LinguaeLive.ca is a free web platform to take advantage of Voice-Over IP technology in eTandem language learning. It is founded by Professor Jennifer Hosek in the Dept. of Languages, Literatures, and Cultures, granted by SHHRC and recently supported by a CTL Teaching Enhancement Grant. The website allows language teachers to meet colleagues teaching complementary languages across the globe and connect their students to practice each other's languages in peer-to-peer language exchanges. We believe that our students, no matter what field they work in, will require cultural competence and open-mindedness for their future success. Learning from peers is an authentic, practical, effective, and fun way to improve their language and cultural skills and make connections abroad. We would like to show this excellent example of the use of technology by sharing 1) LinguaeLive.ca as a tool, 2) current use and effect, 3) future use and its potential, 4) challenges, and 5) efforts in technical and organizational side.
C.3 Making Videos of Lectures Available: What is Lost and What is Gained
Alan Ableson, Mathematics and Statistics
In MATH 121 (Calculus, 1,100 students), we created video recordings of our regular lecture material, and made those available to students in addition to having our regular lectures. The content in both the videos and the in-person lectures was essentially the same. I will present some of the findings about the effects on classroom attendance, use of the online materials, and final assessments of students learning in the course.
C.4 Using Moodle as Clickers in Large Classes
Scott Whetstone. ITServices
An unofficial project to use Moodle as clickers in a classroom of over 300 students was devised by Anne Godlewska (GPHY 101) and Scott Whetstone to try to address the astronomical cost of clickers for students and Anne's frustration with integrating the results into Moodle. Find out how this experiment worked as Scott shares their experiences and plans for the future.
C.5 Web-based Audience Response System for Quality Feedback
Brian Frank, Applied Science and Engineering
This presentation will describe the pilot of a commercial web-based audience-response system to enhance feedback between course instructor and students in a first year engineering course. Students were simultaneously using a clicker-based system in other courses, so perceptions about the two systems are reported. The web-based system allows open-text response to questions, allows student to initiate questions to the instructor, and allows students to flag when they are confused using either a smartphone or laptop. Students generally felt that the system is more engaging, and that being able to respond to questions in open-text form, and see other students’ responses, is useful. Wireless network problems and the need to bring laptops to class were disadvantages.
C.6 Teaching with Twitter as 'One-stop-shop': Student Engagement, Peer Learning and Generic Skills
Jill Scott, Languages, Literatures, and Cultures
Drawing on recent research in educational technology (Kassens 2012, Harris, 2012, Junco et al 2011), this paper investigates the potential of MicroBlogging as an effective instrument for enhancing student learning in post-secondary education. Specifically, Prof. Scott will argue that, far from being a frivolous medium for celebrity gossip, Twitter is a robust tool that can be leveraged as the main writing platform for humanities courses. What I call ‘MicroWriting’ involves teaching students the principles of quality academic writing in a 140-character format, under the motto, ‘clear, concise and convincing’. By using methods such as ‘Prof RT’, whereby the instructor re-tweets successful utterances to the whole group, and ‘tweets of the week’, whereby tweets are analysed for their content and form, Twitter can constitute a valid and valuable aid to fundamental academic skills acquisition in large-format courses.