TeachingMy Goals in 20032004

1
Teaching-My Goals in 2003-2004

• To enhance student learning (via their
  professors, via technology, via inspiration)
• To energize and elevate teaching (make it more
  scholarly)
• To optimize use of current resources

2
Nipissing Universitys Office of Instructional
Development and Technology Mediated Learning
3
Nipissing Universitys Office of Instructional
Development and Technology Mediated Learning
4
Nipissing Universitys Office of Instructional
Development and Technology Mediated Learning
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Nipissing Universitys Office of Instructional
Development and Technology Mediated Learning
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Twelve Reasons to Come and Teach at Nipissing
Now

• Orientation Sessions in July and August
• Effective teaching practices
• Inner qualities that improve professorial
  credibility
• Universal Instructional Design principles that
  increase learning
• Self assessment website for professors.

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Twelve Reasons to Come and Teach at Nipissing
Now

• Conceptual framework for educational use of
  computers
• Effective technology practices (based on
  effective teaching practices)
• Individual professional support in teaching
• Individual professional support in preparing for
  conference presentations.

8
Twelve Reasons to Come and Teach at Nipissing
Now

• Opportunity to attend professional development
  sessions on teaching throughout the year
• Support with turnitin.com program
• Support with CLOE.
• www.merlot.org

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Why Teach at Nipissing over the next Decade?

• Training program for new professors (10 sessions
  throughout the year) -NUFA approved
• Teaching Centre that focuses on Instructional
  Technology and Course Development
• Faculty Lab with 12 computers loaded with
  appropriate application programs
• Teaching program for Teaching Assistants

10
Why Teach at Nipissing over the next Decade?

• Web site with planning principles, implementation
  techniques, and evaluation strategies (October,
  2004)
• Handbook on Teaching at Nipissing University
  (April, 2005)

11

• Go to slide 16

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Welcome to the Orientation Session on Teaching
Instructional Support

• Jack Jones
• Director of Instructional Development and
  Technology Mediated Learning

Instructional Enhancement
13
Todays Agenda

• Handout (yellow) on my Responsibilities
• Goals of Education
• Maxims for Teaching
• Effective teaching practices
• Effective Teaching Booklet
• Handout on Planning to Teach(57 pages)
• Self Evaluation Web Site

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• Effective professors are like AVISThey try
  harder.

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Budget
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• Effective professors at Nipissing are like
  BUDGETWell help you find your way.

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Lexus
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• Effective professors at Nipissing are like
  LEXUSThey possess the relentless pursuit of
  perfection.

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Nissan
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• Effective professors at Nipissing are like
  NISSAN They SHIFT_adventure.

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Subaru
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• Effective professors at Nipissing are like
  SUBARU They are driven by whats inside.

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Ford
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• Effective professors at Nipissing are like
  FORDThey are built for life in North Bay.

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• Effective professors at Nipissing are like
  FORDThey are built for life in Sault Ste. Marie.

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• Effective professors at Nipissing are like
  FORDThey are built for life in Hamilton.

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• Effective professors at Nipissing are like
  FORDThey are built for life in Canada.

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• Go to slide 41

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Todays Agenda

• Handout (yellow) on my Responsibilities
• Goals of Education
• Maxims for Teaching
• Effective teaching practices
• Effective Teaching Booklet
• Handout on Planning to Teach(57 pages)
• Self Evaluation Web Site

41
What are the effective teaching practices that
produce learning?
42
Effective Teaching Practices

• Which of these do you already do well?

43
One effective teaching practice that produces
engaged learners is
Student Faculty Contact
44
Effective Practices that Nurture Student Faculty
Contact

• Encourage students to drop by your office just to
  visit
• Use email to communicate with your students
• Take students to professional meetings or other
  events in your field
• Help students network with other faculty -Let
  them know of options, research, etc. of other
  faculty

45
One effective teaching practice that produces
engaged learners is
Cooperation Among Students
46
Effective Practices that Nurture Cooperation
among Students

• Ask students to tell each other about their
  interests and backgrounds
• Encourage students to prepare together for
  classes or exams
• Encourage students to join at least one campus
  organization
• Encourage students to answer each other's
  questions instead of the instructor

47
One effective teaching practice that produces
engaged learners is
Active Learning
48
Effective Practices that Nurture Active Learning

• Ask students to present their work to the class
• Encourage students to suggest new readings,
  research projects, field trips, or other
  activities
• Involve students meaningfully in research
  activities

49
One effective teaching practice that produces
engaged learners is
Prompt Feedback
50
Effective Practices that Nurture Prompt Feedback

• Give frequent quizzes and homework assignments to
  help student monitor their progress
• Give students written comments on their strengths
  and weaknesses on exams and papers
• Self evaluations

51
One effective teaching practice that produces
engaged learners is
Time on Task
52
Effective Practices that Nurture Time on Task

• Expect your students to complete their
  assignments promptly
• When oral reports or class presentations are
  called for, encourage students to rehearse in
  advance
• Start and end class on time

53
One effective teaching practice that produces
engaged learners is
High Expectations
54
Effective Practices that Communicate High
Expectations

• Tell your students you expect them to work hard
  in your classes
• Emphasize the importance of holding high
  standards for present and future academic
  achievement
• Help students set challenging goals for their own
  learning

55
One effective teaching practice that produces
engaged learners is
Respect of Diverse Talents and Ways of Learning
56

• Go to slide 63

57
Effective Practices that Respect Diverse Talents
and Different Ways of Learning

• Be aware of the different strategies to address
  different learning styles
• Remember that people process information at
  different rates of speed
• Wholeheartedly support learning accommodations-
  visual, hearing aids etc
• Contract learning helps students define their own
  objectives, determine the learning activities,

58

Effective Practices that Respect Diverse Talents
and Different Ways of Learning

• Encourage students to speak up when they don't
  understand
• Discourage snide remarks, sarcasm, kidding and
  other class behaviors that may embarrass students
  
• Provide extra materials or exercises for students
  who lack essential background knowledge or skills
  

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Effective Practices that Respect Diverse Talents
and Different Ways of Learning

• Make explicit provisions for students who wish to
  carry out independent studies within your course
  as separate courses
• Develop mastery learning contracts or computer
  assisted learning alternatives for your courses
• Use different assessment methods- written, oral,
  projects, etc

60
Effective Practices that Respect Diverse Talents
and Different Ways of Learning

• Try to find out about your students' learning
  styles, interests, or backgrounds at the
  beginning of each course
• Allow students to suggest different assignments
  for evaluating the content
• Use mind mapping for visual presentations

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Good practice encourages student faculty
contact (Dec 2003)

• Frequent student-faculty contact in and out of
  classes is the most important factor in student
  motivation and involvement.
• Knowing a few faculty members well enhances
  students' intellectual commitment and encourages
  them to think about their own values and future
  plans

62
Three Qualities to Help You Succeed

• For over nineteen years I have studied the
  Inner Quality research related to successful
  people in the workplace.
• During that time I have shared fourteen
  personal and professional qualities that actually
  make a positive difference in the workplace.
• Today, I have synthesized them into three
  qualities.

63

• So lets now look at those three inner qualities
  that are so special

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Competence
Trustworthiness
All three are learnable behaviours!
Passion
65
Competence

• possess a broad base of knowledge
• value planning
• explain complex material clearly
• practice effective organizational skills
• answer peoples questions succinctly
• refer to others to get ideas or answers
• do what others expect of you.

66
Trustworthiness

• follow through on your promise
• give immediate feedback
• offer a rationale explanation for your actions
• practice gender, racial equality
• treat everyone equally
• never embarrass people
• demonstrate flexibility
• evaluate fairly.

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Passion

• share your love for learning
• respect the views of others
• listen intently
• search for the unique qualities in each learner
• believe that you will make a difference.

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Competence
Trustworthiness
All three are learnable behaviours!
Passion
69
UID

• What are the UID principles that increase
  learning?... Go to slide 70
• What are the tips for implementing UID teaching
  principles?Go to slide 77

70
Universal Instructional Design Principles
1

• Determine the essential components of
  the course.
• Identify the knowledge and skills students must
  attain to successfully complete the course.

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Universal Instructional Design Principles
2

• Provide clear expectations and feedback.
  Be sure expectations and feedback convey the
  essential components of the course.

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Universal Instructional Design Principles
3

• Explore ways to incorporate natural
  supports for learning. Some disability related
  accommodations benefit all students.
• Explore ways to infuse these natural supports in
  courses.

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Universal Instructional Design Principles
4

• Provide multimodal
  instructional methods. Adult students learn in a
  variety of ways. Seek opportunities to use all
  seven of James and Galbraiths learning styles or
  any other paradigm that makes sense to you.
• http//www2.ncsu.edu/unity/lockers/users/f/felder
  /public/ILSdir/styles.htm

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Universal Instructional Design Principles
5

• Provide a variety of ways
  for demonstrating knowledge. Create alternative
  ways for students to demonstrate knowledge and
  skills.

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Universal Instructional Design Principles
6

• Use technology to enhance learning
  opportunities.

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Universal Instructional Design Principles
7

• Encourage faculty-student contact.
  Invite students to use email and "special" office
  hours to ask questions and solicit feedback.

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Tips for Implementation of UID with thanks to
Stephen Covey for the organizer

• Be proactive
• Begin with the end in mind
• Put first things first
• Think Win-Win
• Seek First to Understand
• Synergize
• Sharpen the Saw
• Now go to slide 93 for the next component

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Tips for Implementation of UID with thanks to
Stephen Covey for the organizer.

• Be proactive
• Begin with the end in mind
• Put first things first
• Think win-win
• Seek first to understand
• Synergize
• Sharpen the saw

79
Be Proactive

• i. Learn about yourself.
• ii. Learn about your students.
• iii.Learn about your curriculum (intended
  outcomes).
• iv.Learn to partner with others.
• v. Learn about Iow, moderate and high demand
  accommodations.

80
Tips for Implementation of UID with thanks to
Stephen Covey for the organizer.

• Be proactive
• Begin with the end in mind
• Put first things first
• Think win-win
• Seek first to understand
• Synergize
• Sharpen the saw

81
Begin with the end in mind.

• i. Create a positive interactive learning
  environment (PILE).
• ii. Create options and choices for learners.
• iii. Design course content, delivery,resources
  and evaluation strategies consistent with UID
  principles.
• iv. Providing a variety of ways for learners to
  understand, associate and apply knowledge.
• v. Communicate high expectations for student
  performance.

82
Tips for Implementation of UID with thanks to
Stephen Covey for the organizer.

• Be proactive
• Begin with the end in mind
• Put first things first
• Think win-win
• Seek first to understand
• Synergize
• Sharpen the saw

83
Put first things first.

• i. Feedback matters - give students frequent and
  rapid feedback on performance.
• ii. Technology matters - make sure that you
  incorporate technology into instruction.
• iii. Planning matters - if you don't know where
  you're going, chances of getting lost are high.
• iv. Evaluation matters use a variety of
  evaluation techniques.
• v. Choice matters - universal in UID terms means
  flexibility in all aspects of design, delivery
  and evaluation.

84
Tips for Implementation of UID with thanks to
Stephen Covey for the organizer.

• Be proactive
• Begin with the end in mind
• Put first things first
• Think win-win
• Seek first to understand
• Synergize
• Sharpen the saw

85
Think Win-Win

• i. Design delivery so that you enjoy delivering
  the curriculum if you enjoy it, chances are
  that your students will also enjoy it.
• ii. Edutainment is not everyone's strength, but
  is in everyone's capability and responsibility to
  develop to some extent.
• iii. Respect is mutual - give it and you will
  receive it.
• iv. Provide content that is useful to students -
  if they cannot apply learning they will not learn.

86
Tips for Implementation of UID with thanks to
Stephen Covey for the organizer.

• Be proactive
• Begin with the end in mind
• Put first things first
• Think win-win
• Seek first to understand
• Synergize
• Sharpen the saw

87
Seek First to Understand

• i. Understand UID and ADL principles thoroughly.
• ii.Understand and appreciate the knowledge and
  experience that learners bring to your course.
• iii.Understand the range of resources that are
  available to students and yourself.
• iv.Understand the technology requirements of
  applying these UID principles.

88
Tips for Implementation of UID with thanks to
Stephen Covey for the organizer.

• Be proactive
• Begin with the end in mind
• Put first things first
• Think win-win
• Seek first to understand
• Synergize
• Sharpen the saw

89
Synergize

• i. Design learning activities that allow
  student-student interaction as a support to
  learning and understanding.
• ii. Provide opportunities for student
  self-assessment and peer assessment as integral
  components of evaluation
• iii. Encourage student study groups to nurture,
  enhance and refine learning.
• iv. Be clear about instruction responsibility,
  learner responsibility and shared responsibility.
• v. Emphasize and provide opportunities for
  instructor-student contact outside regular
  classroom hours

90
Tips for Implementation of UID with thanks to
Stephen Covey for the organizer.

• Be proactive
• Begin with the end in mind
• Put first things first
• Think win-win
• Seek first to understand
• Synergize
• Sharpen the saw

91
Sharpen the Saw

• i. Develop skills in using the technology
  required to support the UID approach - and then
  use them!
• ii. Develop skills in designing alternate forms
  of evaluation and then apply them.
• iii.Develop skills in cooperative learning - and
  apply them.
• iv.Develop skills in self-assessment - and use
  them (and have others assess you and provide
  feedback)
• v. Demonstrate an openness to new learning and
  share your experiences in learning with your
  students.

92
Todays Agenda

• Handout (yellow) on my Responsibilities
• Goals of Education
• Maxims for Teaching
• Characteristics of Effective Professors
• Effective Teaching Booklet
• Handout on Planning to Teach(57 pages)
• Self Evaluation Web Site

93
Self Evaluation through Reflection

• www.nipissingu.ca/pd/selfevaluation

Now go to slide 100 to view the conceptual
framework for the use of computers to enhance
learning.
94

• And now for the conceptual framework for using
  computers for teaching at the post secondary level

95
Effective Technology Practices ET1
Your IQ's
Effective Teaching Practices ET2
Time
Your IQ's
Positive Interactive Learning Environment
96

• Heres another way of visualizing what I am
  going to do this afternoon.

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Technology
Inner qualities
The Magic of Teaching
98
Educational Uses of Computers

• Some professors have difficulty knowing what to
  do with all the new computer technology and
  software programs that keep coming out
• Professors need a conceptual framework that will
  enable them to understand the educational
  significance of the many capabilities of the new
  technology..

99
Educational Uses of Computers

• Computers are here to stay.
• Increasing numbers of professors are using them.
• Institutions are investing heavily in technology.
• People are becoming dependent upon technology.

100
Educational Uses of Computers
Many

• A few professors are confused about what to do
  with technology and how to incorporate it into
  their teaching lives.
• All professors need a conceptual framework that
  will enable them to understand the educational
  significance of the many capabilities of the new
  technology.

101
Educational Uses of Computers

• This conceptual framework will allow the
  professors to evaluate the significance of the
  new technology.
• The conceptual framework will help the
  professors construct some meaning from the
  plethora of technology coming down the electronic
  highway.
• Now go to slide 115 to view the teaching
  practices that enhance technology

102
Educational Uses of Computers The Conceptual
Framework

• Enhance audio-visual presentations
• Different form of communication
• Access to new forms of information
• Pre-packaged learning programs
• Course management programs

103
1.Enhance audio-visual presentations

• Microsoft PowerPoint
• Adobe Persuasion
• Harvard Graphics
• RealPlayer

104
The Downers

• to purchase the program
• time to learn how to use the program
• time to create the presentation material that is
  desired
• There can be technical problems at presentation
  time that are extremely frustrating

will
105
2. Different form of communication

• Course specific web pages
• Electronic communication (e-mail, listserves,
  chat rooms, bulletin boards, newsgroups).

106
The Downers

• Technical problems of compatibility (attachments
  to e-mail on one platform or OS sometimes cannot
  be opened by another platform or OS.
• How much learning can be effectively conducted in
  electronic format?

107
3. Access to new forms of information

• Websites
• Web Browser
• Netscape Navigator
• Microsoft Internet Explorer
• Opera
• Internet

108
The Downers

• Information not always well organized
• Quality of information could be suspect

109
4. Pre-packaged learning programs

• CD-ROMs
• Mathtrek
• Music Ace
• Inspiration
• Kidspiration
• Storybook Weaver
• Library Master
• Websites

110
The Downers

• Production is slow and expensive to produce
  quality, pedagogically sound programs

111
5. Course management programs

• Accutrack
• eprofessor
• Gradequick
• Markbook 2002
• Micrograde
• Teachers Partner
• Web CT
• Blackboard

112
The Downers

• Cost?
• Time to learn the program?
• Time to apply the program?
• Hmmmmm

113

• Lets now look at the 7 teaching practices that
  produce learning and the technology that is
  associated with each of these teaching practices.

114
Teaching Practice 1
115
One effective teaching practice that produces
engaged learners is
Student professor Contact
116
Effective Technology Practices that Nurture
Student Professor Contact

• Virtual office hours
• E-mail between the professor and students
• Listservs
• Frequently-Asked Questions (FAQs)
• Bulletin board discussions between the professor
  and students

117
Teaching Practice 2
118
One effective teaching practice that produces
engaged learners is
Cooperation Among Students
119
Effective Practices that Nurture Cooperation
among Students

• Use e-mail to work together.
• Use chatrooms.
• Use group-based bulletin boards.
• Have students find relevant web sites that the
  instructor can use with the class.
• Have students work virtually with students from
  other classes.
• When students work collaboratively, they can
  conclude by presenting their finished product to
  the class (i.e. via a web site or a PowerPoint
  presentation).

120
Teaching Practice 3

• You have the idea.lets move on slide 142 for
  the summary

121
One effective teaching practice that produces
engaged learners is
Active Learning
122
Effective Practices that Nurture Active Learning

• Links to other web sites
• Web site assignments
• Interactive lessons on the web
• CD-ROM lessons
• Simulations
• Research on the Internet

123
Teaching Practice 4
124
One effective teaching practice that produces
engaged learners is
Prompt Feedback
125
Effective Technology Practices that Nurture
Prompt Feedback

• Virtual office hours
• FAQs
• Prompt response to e-mail
• Collaborative writing activities
• Objective test results, with remediation, can
  be returned immediately.
• Assignment results can be returned faster
  because students don't have to wait until the
  class meeting to see the results.

126
Teaching Practice 5
127
One effective teaching practice that produces
engaged learners is
Time on Task
128
Effective Technology Practices that Nurture Time
on Task

• Provide links to information on the web so
  students won't spend too much time searching for
  it.
• Provide links to information on the web that
  students otherwise could not find in a library.
• Build a reward system of points for each student
  bulletin board post and reply.

129
Effective Technology Practices that Nurture Time
on Task

• Post model assignments on the web. This way,
  students will be able to see what an excellent
  (or average, or poorly constructed, etc.) paper
  or other assignment looks like prior to them
  beginning.

130
Effective Technology Practices that Nurture Time
on Task

• Post an outline of a class on the web, and you
  can have students prepare by reading it prior to
  coming to class. You can even have students print
  this out (at home), then bring it to class. With
  MS PowerPoint, it is easy to create a outline of
  your lecture by inputting your key points.

131
Effective Technology Practices that Nurture Time
on Task

• Have students attend a virtual field trip instead
  of planning, organizing, and getting students to
  attend a real one.
• Use computer-based simulations of topics that
  might be difficult or time-consuming to set up in
  class. For instance, have students dissect a
  virtual frog instead of a real one.

132

• Enrich classroom discussions by requiring
  students to e-mail you a brief response to an
  assigned reading prior to coming to class.
• Then, while in class, you can use those responses
  to start a discussion. Bev, your views on the
  reading were very enlightening. Please share them
  with the class."
• When Bev is finished, you can say, "Lamontange,
  your views were just the opposite. Would you
  elaborate?" Now, you have an instant debate, and
  you can draw in the views of others in the class.
  

133

• Prior to class, ensure the readiness of students
  by having them take an online quiz.
• For example, students can read a specific chapter
  in the textbook, then take the accompanying
  online quiz.
• This not only provides a check for understanding
  to the students, but in the next class meeting,
  the instructor can use the results to
  de-emphasize a topic the students seem to
  understand and emphasize a topic they don't seem
  to understand.

134
Teaching Practice 6
135
One effective teaching practice that produces
engaged learners is
High Expectations
136
Effective Technology Practices that Communicate
High Expectations

• Allow students a choice of submitting an
  assignment in text or as a web page. Web pages
  can include graphics and other multimedia
  elements.

137
Effective Technology Practices that Communicate
High Expectations

• Create accessible web pages so all students,
  including those with disabilities, can access
  them.
• Instead of having students just read a set of
  class notes, make it interactive so they can make
  choices and learn more about given topics. These
  types of assignments allow students to work at
  their own pace.

138
Teaching Practice 7
139
One effective teaching practice that produces
engaged learners is
Respect Diverse Talents and Ways of Learning
140
Effective Practices that Respect Diverse Talents
and Different Ways of Learning

• When possible, provide students with a choice of
  how to access online material.
• For example, provide a transcript for a video
  clip
• Post a handful of URLs on the same topic, with
  one URL being mainly text, another being mostly
  visual, and another containing lots of audio.
  

141
Effective Practices that Respect Diverse Talents
and Different Ways of Learning

• Use e-mail to make yourself more accessible to
  students.
• Use bulletin boards to expand classroom
  discussions past class time.

142
You are what you eat.
143
You are what you teach.
144

• Heres a formula to have a long, happy, healthy
  relationship with your students and your computer.

145



The Magic of Teaching
A Formula for Producing Learning
I. Q.
(
)
E. T.1
E. T.2
T
PILE
L



Your Inner Qualities
146
At Nipissing we provide instruction
We do more than that.
At Nipissing we provide effective instruction
We do more than that.
At Nipissing we provide effective instruction
that promotes learning
We do more than that.
At Nipissing we provide effective instruction
that produces learning.
147
Effective Teaching Practices
Inner Qualities
UID Principles
Conceptual Framework for use of Computers
Effective Technology Practices
Self Assessment Web Site
Individual Professional Support-Conferences
Individual Professional Support-Teaching
PD Sessions Small Groups
Turnitin.com
CLOE
148
Thanks for your attention and participation