Teaching with Technology Symposium

9:40-10:30
The Little Studio that Could
Willard 108
Jerimy Sherin
jerimy.sherin@okstate.edu
Spears School of Business
You don't have to spend a lot of money to build a high-quality recording studio. The Online Learning Office at Spears School of Business has an in-house studio where faculty can record anything from full-length lectures to short updates to promotional videos. Equipped with custom lighting, high-quality audio and video, and a green screen, the studio is incredibly flexible and able to suit multiple purposes inside of one small room. The editing all takes place on an iMac running Final Cut Pro software, and turnaround time is a matter of hours, not days or weeks. In this session Jerimy Sherin, the Video Production Manager, will talk about how he created the studio using inexpensive off-the-shelf components, the hardware and software he uses for editing, and show examples of various videos that have been created for Spears School and its students.


9:40-10:30
Bringing Concepts to Life with 3D Printing
Willard 004
Christopher Fennell
christopher.fennell@okstate.edu
Chemistry
With the recent explosion in 3D printing, and costs for 3D printers and software plummeting, there has never been a better time to get started with using this technology in an educational capacity. This session will allow participants to see and interact with a 3D printer and see how easy it is to create models or download plans that can be used in various types of educational settings. Dr. Fennell uses 3D printing to help students visualize molecular bonds and other properties of microscopic building blocks that make up the world around us, as well as helping students explore 3D concepts in all three dimensions rather than on the printed pages of a 2D textbook or computer screen. Whether it's creating rapid prototypes of student designs, designing functional models of difficult-to-understand concepts, or developing practical tools for use in the classroom and beyond, 3D printing is set to bring about massive changes in how instructors design courses and seek to engage students.


9:40-10:30
Clicking for Success
Willard 104
Donald French
Lance Forshee
Michael Moore
donald.french@okstate.edu
michael.e.moore@okstate.edu
lance.forshee@okstate.edu
Biology
Personal response systems, commonly referred to as “clickers,” allow faculty to assess students’ content knowledge and reasoning skills rapidly during class even in class sizes in the hundreds. More importantly, if used properly, they serve as tools that promote learning through engagement, peer-interaction, self-assessment, and recall practice. In this session, we will describe and demonstrate strategies for using clickers effectively in large classes based on ongoing research, science-education literature, and over a decade of use in BIOL 1114 Introductory Biology.


10:40-11:30
Getting Creative with the Learning Management System
Willard 108
Brad Bays
b.bays@okstate.edu
Geography
While many instructors use BrightSpace to post grades, course documents, links to learning materials, and to receive papers and hold online discussions, BrightSpace contains many other features that can save instructors time, help them avoid headaches, and improve their students’ overall learning experiences. This session is intended for beginning or intermediate BrightSpace users who teach in any setting—traditional lecture, flipped, hybrid, or completely online—who want to get more out of this learning management system. The presentation shares some simple, helpful hints, discovered through experience and tinkering, which will be useful to the average BrightSpace user. Tips include: putting some existing, but underrated, tools within BrightSpace to work; ideas to increase the relevance and robustness of learning modules by integrating other web resources into a course’s architecture; methods to improve assessments and to keep them more secure; and ideas to harness BrightSpace’s capability as an in-class feedback tool, especially now that BrightSpace has a new, mobile-friendly platform.


10:40-11:30
Lecture Capture: Reasoning, Use in an Introductory Face to Face Course, and Student Perception
Willard 004
Bruce Dunn
bruce.dunn@okstate.edu
Horticulture
Use of lecture capture technology has increased in the last decade to enhance the student learning environment, yet is still not used in the majority of courses at most institutions. Lecture capture is used to describe any type of system, where the content of a lecture is recorded for dissemination to students at a later date. The purpose of this presentation is to allow participants to discuss perceived benefits and disadvantages of incorporating record lectures and cross reference with the literature, show how recorded lectures have been utilized in HORT 1013 (Principles of Horticulture) for over a decade, and gain insight to student opinion of recorded lectures based on a course survey administered over two semester to nearly 100 students. Results from the survey showed that the majority of students viewed some recorded lectures (55%), while 40% indicated that they did not view any recorded lectures. Only 5% of students indicated that they preferred to view recorded lectures instead of attending class.


10:40-11:30
TeachLive: Using Simulations in the Classroom
Willard 326
Kathy Thomas
Shanedra Nowell
kathy.thomas@okstate.edu
shanedra.nowell@okstate.edu
Education
The use of mixed-reality simulations has become a common training method in several fields, but the technology is just now emerging in the field of education as a method of teacher preparation. For three years in the College of Education, we have utilized a program from Mursion, Inc. called TeachLivE which uses a blend of artificial intelligence and live actors to simulate a middle school classroom. Mursion also offers adult avatars in multiple environments that make the simulations ideal for health or business related courses, and we have used the adult avatar for parent/teacher conference simulations with our candidates. The system allows our candidates to practice classroom management in a low-risk, feedback-rich environment prior to encountering real students and real parents in their internships.

The faculty in the College of Education use TeachLivE simulations in both undergraduate and graduate courses. Students receive multiple opportunities to practice classroom management with increasingly difficult levels of misbehavior from the avatars. Each avatar has a back story and personality which remains consistent over time. The candidates marvel at their knowledge of current events and pop culture and their ability to engage on points of interest---for example, the candidate’s t-shirt or a particular hair style. Candidates view the avatars via a website on a Smartboard in the COE T.E.C.H. Playground which provides space/equipment. Faculty schedule sessions in advance as long as Mursion has actors available to provide the live aspect of the mixed reality experience. While the simulation requires a certain level of suspension of belief, most candidates have little problem once they adjust to the environment.

Interviews with candidates indicate they not only recognize benefits immediately after the simulations occur, but over time, they continue to reflect and draw inferences from the experience, particularly when they intern or participate in parent/teacher conferences. We have multiple anecdotes of how the experience with the avatars impacts their thinking and planning months later as they prepare to teach a class, work with a particularly difficult student, or face a challenging conversation with a real mom or dad.

For this demonstration, we will show two short videos that highlight how the program works, and then we will guide participants through small group discussions of how it might fit in their particular classes. Discussion questions will encourage innovative thinking about ways to adapt simulations for a variety of human encounters and scenarios.


10:40-11:30
Lessons learned in CEAT’s active-learning classroom
Engineering North 450
Rob Whiteley
Josh Ramsey
Kristi Wheeler
rob.whiteley@okstate.edu
josh.ramsey@okstate.edu
kristi.wheeler@okstate.edu
This presentation will provide an in-class demonstration of the classroom technology installed in CEAT’s newest active-learning classroom (Engineering North 450). In doing so, we will discuss lessons learned, both good and bad, of potential interest to the rest of the OSU community. This active-learning classroom seats 84 and was designed so that there is no “front of the classroom.” The room is equipped with seven down-throw projection systems distributed in a 360 degree fashion around the room. Anyone, student or faculty, with a wireless device is capable of connecting to and providing content to any of the seven projection systems in the room. All of the projection screens are touch-enabled and allow direct control and modification of screen content using fingers or Epson electronic marker pens. Control can be passed between users at the different projection screens allowing students to modify notes or images provided by the instructor. The system also includes the capability to record both the audio and video from two of the projection systems for quick conversion to modules suitable for Brightspace or YouTube. All of the furnishings and technology for EN 450 were provided by chemical engineering alumni.


12:45-1:30
The Transformative Power of Technology
Willard 010
Tutaleni Asino
tutaleni.asino@okstate.edu


1:40-2:20
Using Mixed Reality Environments to Enhance Education
Human Sciences 463
Tilanka Chandrasekera
tilanka@okstate.edu
As 3D moves from niche to mainstream, it is rapidly changing a wide swath of our lives in ways we might not yet even realize. In this session you will visit the Mixed Reality Lab in the College of Human Sciences to see how instructors are using it to transform their classes and bring concepts to life in a fun and engaging way. Get hands-on demonstrations with Virtual Reality glasses to see how instructors and students use this nascent but fast-growing technology to do things like take virtual tours of buildings, create different varieties of products and see how they function in various settings, and even try on virtual clothes. This technology can be applied to many different disciplines including physics, engineering, design, art, theater, mathematics, education, and so much more.


1:40-2:20
Creating and using an on-line journal for undergraduate classes: a tool to promote and demonstrate professional writing and scholarship.
Willard 104
Donald French
Lance Forshee
Michael Moore
donald.french@okstate.edu
michael.e.moore@okstate.edu
lance.forshee@okstate.edu
Biology
As a component of a project supported by a grant to Oklahoma State University from the Howard Hughes Medical Institute through its Science Education Program, we have created on-line journals for undergraduate classes and academic uses. These journals, allow students to engage in professional practices similar to what we faculty do when we publish our research. Journals can be set-up to use single-blind, double-blind, or editor-review, can be used to disseminate research publically, privately, or by subscription, can provide students experiences as authors or peer-reviewers, allow archiving of student work that can be used and cited by future classes, and allow students to provide evidence of their scholarly abilities to others. In this session, we will demonstrate how we are using the journals, provide attendees the opportunity “test-drive” the software, and explain the options available for OSU faculty to create and manage journals themselves through http://undergradsciencejournals.okstate.edu


1:40-2:20
Incorporating AirSketch Pro and Vittle to make a Flexible Lecture
Willard 004
Beatrix Haggard
Beatrix.haggard@okstate.edu
Plant and Soil Sciences
It can be difficult at times to make a Power Point presentation more interactive or have the ability to add to the information. Having the ability to engage students more by either writing along with them or adding to a lecture in real time can help create a more interactive environment. AirSketch Pro has been a very effective application to make a Power Point into something more. In addition to normal lectures, this app has been very helpful with math problems in the classroom, and allows students to participate with solving problems from their desk while it is still projecting what they write on the projector. This can help some students overcome fears of being in front of the class. In every class that I used AirSketch Pro, students’ initial response was always amazement. I felt that they were just as excited as I was that I could write on my iPad and everything automatically showed up on the projector screen. This technology is something that I have incorporated into all of my classes and has greatly improved my ability to make lectures more interactive.

Can't find what you were looking for?   Email ITLE