2009 Teaching & Learning Symposium Presentations
The Information Society—Using New (and Old) Media to Learn about New (and Old) Media
This session will discuss the course design, instructional technologies, and classroom experiences from a new hybrid online/offline introductory undergraduate course, LIS 201: The Information Society. We encourage candid and critical discussion about the boundaries between in-person and online instruction, the appropriate use of digital technology for writing and speaking training and collaboration, and the perils and promise of teaching about technology using that technology.
Understanding the Impact of Complex Attention Challenges on Learning
Attention is a complex and multifacted function of the mind. It is needed to effectively navigate educational pursuits and is highly implicated in planning, organizing, focusing, recalling and prioritizing. Significant attention difficulties can greatly impede learning. Participants in this session will learn about the management system of the brain, examine specific classroom-based strategies for helping the overall engagement, focus and attention of learners.
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Rubrics as a Tool to Assess Learning in Students’ Written Reflections
Students are often asked to write reflective pieces or journal entries in courses. How can these narratives be used to evaluate learning? In this session, Teaching Philosophy Statements will be provided as an example of students’ written reflections, and will be used to show movement from a teacher-centered to a learner-centered classroom. Participants will discuss the use of written reflections in general, and will co-create a rubric to be used in their classrooms to assess student learning.
Best Practices in Facilitating Group Work: Research Theory and Practical Examples
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In this session, panel presenters will share best practices in facilitating group work with a combination of formal research and practical examples from our campus. The panel will be guided by research and theory on selecting the appropriate assignment, managing group formation and dynamics, facilitating group process and creating fair assessments. Participants will come away from the session with ideas and strategies that can be implemented to make group projects more productive and enjoyable.
Learning Circle: Go Big Read: Kicking Off the University of Wisconsin-Madison’s Common Book Program
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Keynote: Focus on Learning: What the Learning Sciences Can Contribute to the Conversation about Teaching and Learning
Moving Toward Student-Centered Learning with Collaborative Technologies
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You’ve heard the buzz words: knowledge construction collaborative group work, Web 2.0. But what does this look like in a real university course? How do instructors move towards student-centered learning with collaborative technologies? Presenters will share examples of courses that successfully use collaborative technologies to benefit student learning.
Development of Critical Thinking and Sensitivity Through the Value Discussion Approach in the Classroom: Learning to Use the Hea
The Value Discussion Approach (VDA) is a dilemma discussion-based approach that synthesizes elements from critical pedagogy, feminist pedagogy and value education. Drawing from research on using VDA for gender sensitization in India and with undergraduates at UW–Madison, participants will learn how VDA offers valuable opportunities for developing critical thinking and sensitivity to different perspectives and facilitating cognitive as well as affective educational objectives.
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Using Performance Criteria to Assess Student Outcomes
An effective assessment method of student outcomes as part of an accredited curriculum depends on having measurable performance criteria in place. Performance criteria provide clear expectations for students and direction to faculty in developing course objectives and instructional strategies to support student learning.
Getting Them Engaged: Activating Learning in the Classroom
In this session, we will explore the concept of active learning in our classrooms. Rather than focus on academic or scholarly definitions, we will think pragmatically about the idea of first creating an engaged classroom as a way to activate learning. Participants will be challenged to consider what does an engaged learner look or act like? Are our lectures as active as we think they are? How can we transform them from passive to active? Participants will generate one or two things to try in their own classrooms.
