Agile, Mobile, and Tactile: Student Engagement Strategies and Techniques that Work Across Online, Hybrid, and/or Flexible Class Settings
Ray Bailey, Jiani Wu, and Gina Gonzalez
This session will explore creative and engaging activities for translating your face-to-face courses to online or hybrid formats, and vice versa. Icebreakers, game-based lessons, and immersive activities will be discussed, as well as specific tech tools to facilitate the transition. Bring your ideas, successes, and challenges to share.
P. Gay Baughman, Martha Drummond, Gill Diamond, and Vida Vaughn
In the midst of a COVID-19 shutdown, the University of Louisville School of Dentistry created a new class that started as face-to-face, and moved to seminar to online to hybrid. We developed avenues for students with COVID-19 to keep up in classwork, and developed ways to communicate without HIPPA violation. “We were building the airplane, as we were flying it.”
Utilizing Pedagogical Technology to Facilitate Peer and Group Feedback in Hybrid Courses - A Case Study
Ewoud de Kok and Nhi Nguyen
Maintaining effective feedback and collaboration are key to agile teaching/learning. However, this remains challenging due to free-riding and lack of appropriate tools. This session discusses how to improve feedback and group work quality while promoting the ATLM, by implementing FeedbackFruits tools (Peer Review and Group Member Evaluation).
Michelle Gremp, Mary Jo Krile, Marie L. Manning, and Julie H. Rutland
Successful teaching at all levels requires skill in four intertwined components: collaboration, assessment, social/ emotional/behavioral practices, and instruction. This presentation describes how faculty incorporate CEC High-Leverage Practices for K-12 Special Education Teachers (McLeskey et al., 2017) into their college level courses to meet the individualized learning needs of students.
Research shows that inclusion is critical to learning. As an effort to create a more inclusive learning environment, the University of Kentucky’s College of Pharmacy encouraged faculty to be directly involved in the process through the use of faculty interviews and a curriculum mapping exercise to identify how to better support diversity and inclusion.
Principles outlined in the Agile Manifesto provide a way of dealing with, and ultimately succeeding, in the midst of uncertainties and turbulence. The Agile framework and its principles, originally created for software development, can also be applied to support and facilitate effective teaching and learning in today’s rapidly changing environment.
Yoshie Nakai and Bailey Bird
This presentation will guide the audience on translating students' critical reading skills into their careers in a workshop format. Specifically, this workshop will show how to help students link critical reading skills to specific jobs and communicate the skills to employers.
Camille Skubik-Peplaski, Steven Shisley Dr., Whitney Cook, and Jennifer Edick
Educators use agile learning procedures to require students to analyze, assess and critique theoretical perspectives. Through the use of technology like Miro Boards, students actively engaged in collaborative team work to create a visual representation of a theory increasing their proficiency as a theory driven occupational therapist.
Robin Sullivan and Cherie van Putten
SUNY’s “Exploring Emerging Technologies for Lifelong Learning and Success” (http://suny.edu/emtech) is an online learning opportunity targeted to college students, faculty, and anyone from across the globe who has an interest to learn about the effective use of freely-available emerging technologies to succeed in today’s rapidly changing environment.
Student Support in a Time of Crisis: How a Small Liberal Arts College Writing Center Developed A Course-Embedded Consulting Model for First Year Students
Scott Whiddon, Nyah Mattison, Joanna Rosenberger, and Taylor Kielman
This presentation documents how a small-liberal arts college employed course-embedded peer tutoring efforts to support first-year students in selected sections of required introductory writing courses during the ongoing pandemic; our presentation highlights how students in selected sections valued such support in a variety of ways.
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