| Teaching and Learning Technology > Abstracts > Room 125 |
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Abstracts - Room 125
All sessions take place in Butler-Carlton Hall on the Missouri S&T campus OPENING KEYNOTE SPEAKER: Linda B. Nilson, Ph.D. - Founding Director of the Office of Teaching Effectiveness and Innovation; Clemson University~ Self-Regulated Learning: Way Beyond Study Skills Time, Date, and Location: 10:30 a.m. - Noon, Thursday, March 17, BCH 125 Why can’t most students retain what they read, hear, and even do, even though they think they know and understand the material? Why don’t they learn from their mistakes, and why do they believe that motivating them is someone else’s job? Because they haven’t learned to be self-regulated learners. No one has told students that that they should plan, monitor, control, and evaluate their learning, and they don’t know that doing so can make a huge improvement in their grades, their depth of thinking, and their motivation to learn. It is time we tell them. Many studies have found that faculty can improve their students’ exam performance, written and designed products, and problem-solving skills by incorporating into their courses just a few of the many self-regulated learning activities and assignments. Students don’t mind them, and they don’t add to the faculty’s grading burden. This keynote will acquaint you with the practice of self-regulated learning, its relationship to metacognition, its benefits to students, and ways to engage students in doing it. ~ Supporting Online Students with Proven Practices STANDARD SESSION (45-60 minutes) Presenters: Tags: online learning; student support; faculty support; just in time Audience: Higher Education Time, Date, and Location: 1:00 - 2:00 p.m., Thursday, March 17, BCH 125 Making the move to online can be unduly stressful. Online learners sometimes feel isolated from the larger campus community and support structure. Compounding this, many online learners are not adequately prepared for the shift from traditional classroom learning to the asynchronous and self-driven design of many online courses. Join us as we discuss UMSL’s new initiatives for online student support that have improved student readiness for online learning, provided better connections to online peers, and netted more time for online faculty to focus on teaching. ~ Technology Tools for Formative Assessment STANDARD SESSION (45-60 minutes) Presenter: Diane Gremp - Technology Resource Coordinator; South Central Regional Professional Development Center; Missouri S&T Tags: Audience: K-12 Time, Date, and Location: 2:20 - 3:20 p.m., Thursday, March 17, BCH 125 Learn how the assessment tools Kahoot, Formative, and Plickers work to increase student engagement and easily collect actionable data. Formative assessments, when used correctly, can help students understand where they are in their learning and guide teachers in their instructional practice. The right technology turns the data from assessments into quick, accurate feedback. ~ Tools of Engagement for Online Learning STANDARD SESSION (45-60 minutes) Presenter: Dr. Deborah Taylor - Professor of Biological Sciences; Kansas City Kansas Community College Tags: online learning; metacognition; rubrics; self-assessment; student engagement Audience: Higher Education Time, Date, and Location: 3:40 - 4:40 p.m., Thursday, March 17, BCH 125 Online faculty and course developers will be introduced to strategies and tools that can be utilized in online college courses to improve student engagement, metacognition, and academic success. Research based best practice guidelines for engagement and learning in online classes will be shared and illustrated by tools and techniques currently used in college science classes. Dr. Anthony R. Petroy - Assistant Vice Chancellor for Global Learning; Missouri S&T ~ Organizing Chaos for Learning Environments Time, Date, and Location: 8:30 - 9:30 a.m., Friday, March 18, BCH 125 Were educators to call upon the Babylonian gods and have Marduk slay the evil of Tiamat and bring order to our chaos? Learning environments have experienced exponential growth with the advancement of educational technology. In some instances classrooms have become so enhanced that both students and faculty become challenged to make sense out of what may seem to be chaos. How has the learning environment transitioned from a chalkboard, pencils and paper to the iPad or mobile device? Let’s explore this evolution and find ways to organize the great expanse of the new learning environments. |
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