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We’ve recently had fun expanding our Media Resources page. There are new links to image collections, organized by Agriculture and Natural Resources, Art, History, Science, and General Collections. There are more video links, too. Read about copyright and fair use, and then go forth… as a kid in a candy store: www.uvm.edu/ctl/mediaresources.
We just read about this networking event for early career faculty next week, on Wednesday, Feb. 20th, and wanted to pass on the word.
If your list of courses is long and overwhelming, there are solutions! You can either:
- re-sort the list so that your current course spaces show at the top, or
- hide older courses from the list (and restore them again, if desired)
To learn how, see the CTL How-to page for course list management.
(Note that after a few semesters, courses are deleted from the system so they will no longer appear on your list, anyway.)
For many instructors, the Blackboard (Bb) Assignment Tool is a helpful time saver. A few of the advantages are:
- there are no papers to haul around—they live in Bb
- feedback and grades can be distributed within Bb
- the rubric tool makes grading easier and more consistent (especially helpful for TAs)
The recency and primacy effects—long documented phenomena related to the importance of sequence on information recall—evidence that, in short, “Following a single exposure to learning, recall is better for items at the beginning (primacy) and end (recency) […] than for middle items.” 
This is relevant to teaching and learning because it’s in that middle period, when many faculty have come to the heart of their lesson, that students may be least likely to be actively learning.
In the book, Student Engagement Techniques,  Elizabeth F. Barkley poses the suggestion that lectures could be shaped around this retention curve by segmenting a class into three parts:
1) Begin the class by diving directly into teaching important content.
2) After 20 minutes or so, have students take a brief break, stand up and stretch, and then conduct the administrative business, i.e., attendance, collection of homework, distribution of graded homework, etc.
3) Finally, transition back into important content for the last part of class. Consider incorporating a “JiTT” activity (Just in Time Teaching Techniques, October 10, 2012) and close the class with a recap of the most important points.
- Primacy Versus Recency in a Quantitative Model: Activity Is the Critical Distinction Anthony J. Greene, Colin Prepscius, and William B. Levy
- A CTL favorite book: Student Engagement Techniques (p.103)
In short, one of the principles of Universal Design for Learning is that if you offer students multiple options for exploring content and expressing what they’ve learned, their experience is richer and more meaningful—and this gives their learning “sticking power.”
Google Earth is a free, easy to learn tool and absorbingly fun! It’s an exciting option for immersive learning because students can delve into a topic and show their knowledge (and comprehension and analysis) through writing and/or other means while simultaneously building geospatial and technical fluency.
What can students do in Google Earth? They can explore a 3D model of the earth, turn numerous data layers on and off, and zoom in close—in many places to an on-the-street, photographic, 360° view of a place. Most importantly, they can create their own map views in which they placemark physical locations and into each placemark they can:
- add their own written work
- include excerpts from texts
- embed imagery, video, and audio from a website
- include links to sources
If desired, the placemarks can be gathered into an animated tour. Finally, they can save their maps and upload them to Blackboard for assessment or to share with the class.
The project possibilities are nearly limitless, but here are just a few ideas:
- In English or foreign language classes, students can explore a literary work, an author’s life or journey, or create a place-based, illustrated, poetry anthology. Example assignments might be to map 10 places from John Steinbeck’s Travels with Charley, or trace Virginia Woolf’s Mrs. Dalloway’s walk through London, include analysis or reflection of text excerpts and historical photos in each placemark. Include web-sourced audio files where possible, such as the sound of a passing train or Big Ben chiming in London.
- In history classes, students can map events or parts of events, such as wars, diasporas, revolutions, or a single person’s lifetime. An example would be to map one Civil War regiment’s movements and battles. Embed both historic and contemporary photos of the battlegrounds and include excerpts of accounts from properly cited sources.
- In fine art classes, students can search for compelling views of the planet on which to base works of art. They can capture and print their chosen sources from Google Earth and then submit these with the finished project. Examples might be to create a study of abandoned cities or densely populated areas, or the dynamism of a river, e.g., meanders or alluvial fans, or environmental contrasts or perils.
Interested in learning more?
Attend the CTL workshop on September 25th co-taught by Walter Poleman (RSENR) and Inés Berrizbeitia (CTL).
Contact email@example.com for questions about how the CTL may be able to help you develop an assignment, teach Google Earth to your students, and work with you to develop a rubric for assessing the assignment.
For a variety of resources and a link to download Google Earth, see this page in the CTL Website’s “Teaching Resources” area.
Tip #1: Learn names. Jonathan Leonard (CDAE) makes the effort to learn every student’s name, even in classes with over 150 students! What’s his strategy? On the class roster page he displays the students’ photos and, while studying each face, he speaks their names aloud. Over and over. And over. Occasionally he shifts the page arrangement—by changing the row settings to, for instance, three across instead of five—and he keeps testing himself. He admits that it takes several practice sessions, but he claims the effort is well worth it. Students are astonished when he greets them by first name! A large class it may be, but an indistinct mass of anonymous faces it is not. Individuals are being recognized and this, he says, changes the whole game.
(By the way, Jonathan isn’t the only one to stress the value of learning names. Every year when the CTL holds a panel discussion with the latest winners of the Kroepsch-Maurice Excellence in Teaching Award, at least one of the panelists mentions that this practice is vital to their teaching style.)
Tip #2: Get students talking. Sheila Boland-Chira (English) recommends the turn and talk method in any class, but particularly on the first day when anxiety may be running a little high. She asks an evocative question related to the course topic and invites students to turn to their neighbors and talk about it. After a few minutes, she invites volunteers to share their thoughts with the whole group. Not only does the lively buzz change the atmosphere in the room, doing this on the first day lets students know that the class is participatory and that they are going to be challenged to think.
Tip #3 Make personal connections. Char Merhtens (Geology) asks students to come to her office and meet with her individually during the first week or two of the semester, just to say hi and chat for a few minutes. However, because there are 200+ students in one of her classes, visiting with everyone isn’t practicable, so she invites only the first-years and seniors, the two groups she feels would most benefit from this (although, for completely different reasons). Char says that this simple social gesture has paid off in countless ways and many students go out of their way to thank her.
Tip #4: It’s standard practice to review the syllabus on the first day of class, but a few faculty offered tips to make this ritual more meaningful:
- Before the first class meets, contemplate your schedule again and identify the overarching themes. When you review the syllabus on the first day, share this 10,000-foot view with your students and talk about how the key themes are woven throughout the schedule. This overview provides not only a conceptual map of the course, but a rationale for the work you are going to be asking them to do.
- Make the syllabus review more engaging by including interesting visual elements, e.g., drawings, concept maps, or a humorous cartoon. Consider playing music.
- Use Blackboard’s test tool to create a short quiz about the syllabus with multiple-choice type questions (so Blackboard will do the grading for you) and make it a mandatory assignment by the second day of class. Doing this gets them to delve deeper into the syllabus and you can review the stats in Blackboard before the next class, so you can touch upon any murky areas.
Tip #5: Finally, convey enthusiasm! J. Dickinson (Anthropology) offered what might be the most important tip for the first class and every class: that it’s crucial to communicate your excitement about what you teach. Even if you’re not teaching your dream course, you should be able to muster enthusiasm for it. Foundational or introductory-level courses are exciting when you consider the potential for learning and that you just may spark an interest that has a formative effect on someone’s life. Genuine enthusiasm can be infectious.
Disability Awareness Month: ACCESS Office Open House
Friday, October 28, 2:00-4:00 pm
A-170 Living Learning Center
ACCESS will host an open house (drop-in) for faculty and staff. The director, specialists and other ACCESS support staff will be available to have sit down, individualized meetings or informal chats about our topics such as services, instructional implementation and accommodations, the Americans with Disabilities Act and Higher Education, and working with students with disabilities. Light refreshments will be available.—
For more information call 656-7753
My conference event this year found me in Minneapolis, Minnesota, the “City of Lakes”, for the MERLOT International Conference (Multimedia Educational Resource for Learning and Online Teaching). Serving as a multimedia developer for the Center for Teaching & Learning I felt right at home amongst my peers. On the menu this year at MERLOT was WEB 2.0 technologies, collaborative online tools (blogs, wikis), digital archives and the hot-topic of the year, online 3D communities as educational spaces.
The conference, which began August 7th and ran through August 10th was attended by faculty and instructional design staff from across the US and North America, as well as many international attendees. Having only attended a few conferences in my life and MERLOT being the biggest and the first professional conference I left the Green Mountain State to attend, I was almost shocked by how friendly the other attendees were, I was delighted to discover that my greatest learning tools were not as much the materials being taught at the conference, but the attendees and presenters I interacted with. The conversations that occurred after and between sessions were often just as informative as the actual instructional sessions.
However there were several sessions that I attended that I found of particular interest, one such session, Understanding Web 2.0 Technologies: Using Wikis, Blogs & Podcasting which was presented by Cris Guenter (California State University, Chico) stuck with me through the entire conference. The workshop focused on introducing various types of WEB 2.0 collaborative tools to the audience and giving everyone an opportunity to try for them. In my personal situation most of the tools Dr. Guenter introduced to were ones we are currently running workshops on at UVM, the value of the session for me came from learning how Dr. Guenter chose to instruct her audience. Her particular emphasis on “mash-ups” was exceptional, essentially tools on the web that incorporate data from more than one location into a single integrated tool; an example would be del.icio.us, a social bookmaking tool, combining social networking with bookmaking links.
In addition to hosting the conference, the MERLOT organization itself is an excellent repository for educational resources. I would suggest checking out their site to see what materials are available for use!
Many of the lectures from MERLOT 2007 have also been posted to the website so that those that didn’t have an opportunity to attend a lecture can still benefit from them. I would be more than happy to discuss MERLOT and their academic offerings, feel free to email me firstname.lastname@example.org or visit me during my Doctor is In Shift in BHL 303, every Tuesday from 12:30 – 3:00.
Center for Teaching and Learning