In my world, there is a difference between work submitted on time and that which is submitted late. I tend to assign a lot of work in my classes, and I expect all of it to be submitted on time. Every time. In addition to my philosophical and professional reasons a student should submit work on time, I consider excuses – any excuse, really – to be lame.
In a previous post, I wrote about creating a simple e-learning module with Google Forms. Then I discussed sending students an immediate response when they completed that module, which is very helpful for record-keeping and for worried students who believe their responses are floating somewhere in cyberspace. To continue this line of thinking, what happens if students are required to demonstrate a certain level of competency in order to get credit for the learning module? Is there a way to automatically grade student responses and give them different feedback depending on whether or not they pass? Well of course there is! Keep reading …
I have spent most of this week at the annual SITE (Society for Information Technology and Teacher Education) conference in Savannah, GA. This is my first time to visit this city, and based one what I have seen so far, it’s very nice. I was involved in two presentations, and the details for each are below:
If you have been a college instructor for any length of time, you have most certainly gotten this question from students: “Why did you take points off for _____?” This question is based on their assumption that they start at 100 rather than zero, which is where I believe they start before an assignment has been graded. If they fail to turn in an assignment, they are given the current point value, which is zero. I do not, in fact, take away all of their points as a fiery demonstration of my absolute authority in the classroom.
I have been a huge fan of Google Forms for quite a few years. I have used it for everything from collecting survey data, to getting feedback on a course, to polling students during a class. For me, it has become a necessity in the way I teach my classes. A couple of years ago, I began giving my students short, specific assessments over the assigned readings each week. Students would read an assigned article or chapter, complete some questions pertaining to the reading through a Google Form, and I would give their response a score.
This weekend I had the opportunity to co-present in a couple of sessions at the Texas Council for the Social Studies (TCSS) annual conference in Fort Worth, Texas. I was in two different sessions, one on Friday and one on Saturday. Details and resources from each session are below.
Growing in your craft: Accessing social studies support & resources for K-12 teachers
This session was organized by Dan Krutka at Texas Woman’s University, and also included Michelle Bauml from TCU and Katie Payne from UT Austin. We discussed resources and organizations in which social studies teachers can use to get ideas for their teaching. We shared some resources, then we opened up the discussion for others in attendance to share the resources they use for their teaching. The latter part of the session was excellent, and I could barely keep up as I scrambled to take notes. You can view our slides and group document below. The document is open for anyone to contribute, so please feel free to add resources you find helpful (if in fact you teach social studies).
I recently contributed to a panel for the K12 Online Conference 2015 about the changing role of technology in teacher preparation. The project was led by Wes Fryer, and other panelists included Cyndi Danner-Kuhn and Dean Mantz. The K12 Online Conference is completely free, completely online, and completely full of excellent presentations about innovative practices in classrooms across the country. This is my second time to be involved in a presentation, and it is a great experience.
This weekend I presented on gamification at the 2015 Teaching Professor Technology Conference in New Orleans. This is my second Magna conference, and it was fantastic. I met some wonderful people and learned some excellent strategies for using tech in my teaching. Below are my presentation materials.
One of the main responsibilities I have in my profession is to keep inquiry, knowledge, and skills moving forward. My particular slice of inquiry, knowledge, and skills that I am committed to moving forward is the use of technology in higher ed teaching and learning. One channel for doing this academic and professional development conferences. I had the opportunity to speak at one such conference this week in Boston. The conference is Campus Technology Summer Conference 2015. I gave a talk about using technology effectively in large lecture classes where students bring their own devices (bring your own device, or BYOD). Here are the slides to my presentation, and here is a recording of the presentation (slide capture only). Overall, it was a good conference, and I made some great contacts. I look forward to returning to CT Summer Conference in the future.
I think a lot about gamification. Not because I consider myself an expert, or even particularly good at it. I am obsessed with this concept because I think it actually works. This morning as I drove to work, I was thinking about why a person would want to spend time and energy learning about, developing, implementing, and improving gamification techniques in the classroom. After some thought, and skimming a few blog posts later in the day, I think I know what attracts me to gamification: