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:
My reasons for wanting to use gamification strategies in my large Intro to Education course were obvious: student accountability, timely and continuous feedback, and better motivation to do otherwise rudimentary activities. I learned pretty quickly that implementing gamification strategies was more difficult than I initially thought. First, I had to figure out the instructional design aspects of gamification. How many points are different experiences worth? What do I count and what do I leave out? Second, I had to figure out how to keep track of all of this and communicate it back to the students. As I have written about before, I used Google Sheets to do this.
I have been thinking about gamification a lot lately. I teach a really big class full of energetic undergraduates, and I want to make the class better. It is already pretty darn good, but there is always room for improvement. One way to do this is to add game elements to some of the more mundane aspects of the course.
It’s that time of year again, when I spend a lot of time reflecting on the semester and academic year. I have already posted once about this, and I have at least two more ideas incubating in my mind. The idea that came to me today as I graded final exams, calculated final averages, and entered final grades into “the system” is that universities – or perhaps my university – put a lot of emphasis on finals. This led me to consider whether or not there TOO much emphasis on final exams. As it is now, we set aside an entire week, shuffle the schedule, and give each professor 2.5 hours to administer the exam. Yet, I have not given a comprehensive final since my 2nd year of teaching higher education. Is this really worthy of its own week?
I have been teaching for nearly 20 years, and I have seen just about everything. Throughout the many life changes I have experienced in that time, teaching, oddly enough, has been one of the constants in my life. Early in my career I would stay late at school and come home to an empty apartment. Soon enough, I was finding ways to have lunch with my wife over our short lunch breaks. Then I was rushing home after teaching so I could spend time with my babies. Now I have to be creative in order to balance my teaching with things like baseball, gymnastics, theater classes, church, committees, writing, and staying connected to family. During all this time, students have come and gone from my classes, hopefully taking something with them that will help in their life journey.
Today I attended a presentation sponsored by Apple about the changing role of mobile technologies in higher education, particularly colleges of education. This is of particular importance to my college right now because we are beginning to talk a lot about how and why to use different types of technology in our courses. Many faculty have been using technology for many years in their courses, but we are starting to see a shift in the role of technology in terms of how students access and use information. The presentation today, given by John Landis, Ph.D., was very much in line with the conversations I have been having with some of my colleagues over the past few months.
Last week, I attended a workshop hosted by our teaching excellence center called Teaching Naked. This is a catchy title for both Jose Antonio Bowen’s book and workshops, but I find it a little ironic considering the content from his presentation. When I think of “teaching naked,” I think of eliminating all adornments and superfluous elements from the class. I had a professor at UVa, Dr. John Sanderson, who taught this way. For an entire semester, he taught our Tests and Measures class without the use of PowerPoint, a LMS, or any other instructional tools. He showed a couple of short video clips on the VHS player, and he would occasionally bring some handouts. Most of his diagrams were written on the board when we arrived, and the majority of the class was discussion and lecture. It was an engaging class and quite helpful in my development as a researcher. I had already taken Stats I when I took Dr. Sanderson’s class, and he did a nice job of filling in the gaps of what I had missed the first time. He truly taught naked.
Last week I had the opportunity to speak about educational technology to a group of 26 principals from around the state. When I say a “group of principals,” what I really mean is “some of the very best principals” in the state. All of the superintendents in the state were contacted and asked to recommend their highest performing principals for the TCU Educational Leadership Lyceum 2013, and these principals were among those recommended and accepted. To say I was intimidated would be a huge understatement. I have taught classes to large groups of people virtually everyday for nearly 10 years, so it would stand to reason that I was up for this task. The truth is, I analyzed, planned, re-analyzed, over-planned, and perseverated over this presentation for weeks.
For several years, I have asked students to fill out a Student Information Survey at the beginning of the semester. I adapted the same survey from semester to semester, but it essentially consisted of the same questions. Sometimes it was worth a grade, other times not. Sometimes I made the fields required, sometimes not. Since I have typically taught tech-integration courses for the past several years, most of my questions were technical in nature. I wanted to know such things as their current tech setup (type of computer/OS, access to other devices, etc.), experience with current tech trends (social, mobile, Cloud, gaming, etc.), the intensity of their love/hate relationship with tech, and how their teachers in the past have used it. I also asked a a couple of questions about how they learned best and about any teaching experience they had. Overall, this Student Information Survey was not very exciting, but it helped me establish a baseline for what I was dealing with.
I opened my Twitter account in late 2007, about a year after the company started. I wrote my first tweet in early January 2008. I must have gotten inspired and posted another one 3 months later, after the twins were born. Then silence. In that time, the company and its brand grew like crazy. Celebrities were battling to see who could get the most followers. Athletes were displaying their intelligence for all the world to behold. People were losing their jobs over ill-advised tweets. One reporter even used it to tattle on the President for saying, “jackass.” And all this time, I refused to use it. It wasn’t just refusal, but a complete loss for any real reason to use it other than feeding my ego and trying to look hip. I will just come out and say it, “I hated Twitter,” and I refused to use it.