Taco 🌮 thumbnail. 3-2-1 activity. Travel around the world🌎. Scratch-offs for exams. If you are interested in new teaching methods, creative ideas, fostering classroom communities, etc. professor online conference. No need to leave the comfort of your home, couch or desk. Join and access all available sessions as many times as you like until December 31, 2022. Nine carefully selected topic areas give you the opportunity to refresh, energize and energize your classes. If you want to see what you can learn, check out some of the sessions below.
How the Metaverse Improves Student Engagement and Learning: Using AR and VR in the Classroom
How can I use simple Augmented Reality (AR) and Virtual Reality (VR) tools in my course? , teaches and inspires.
What is AR? “Augmented reality is a technology that overlays a computer-generated image onto the user’s view of the real world to provide a synthetic view.”
Here are some ways you can use AR in your own courses.
Sketch AR: Use your phone to hold the image you have on your phone over a blank piece of paper for easy tracing. This is basically a great way to trace on paper with your phone/tablet.
Human anatomy atlas of the human body: Any part of the human body can be digitally placed in the classroom. Students can walk around the table and manipulate body parts with their tablet wherever they are.
What is VR? “Virtual reality is a computer-simulated 3D environment that allows users to explore and interact with their environment.”
Here are some ways you can use VR in your own courses.
virtual speech: This is a tool used to give a presentation in front of a virtual audience, providing feedback at the end of the presentation. You can choose the type of setting you’re in and the size of your audience. You can also distract them by making them yawn or heckle. It also tracks how much eye contact you make with participants, whether you need to slow down/accelerate, words per minute, volume, and more.
Google Earth VR: This simulation takes you to locations all over the world and makes you feel like you are flying over the world. You can view buildings in real time or show your students different places they’ve never been.
Picture Perfect: Enhancing Student Engagement with Graphic Design Elements
In this session, Alexandra Herron discusses how to use visually appealing content to engage learners and increase instructor presence in your online courses.
Use thumbnails. You can create thumbnails for videos/folders. Thumbnails give students a visual representation of the content of the video. For her one in Herron’s folder, she created a thumbnail like this: You’ll get there,” a week that includes a more intense workload. Her first week creates a taco-centric “Let’s taco about it…” thumbnail.
flip grid. For program orientation, Herron’s college asked faculty members to introduce themselves via Flipgrid so that new students could learn about upcoming faculty members. Many instructors had different filters (Superman, Mario, etc.) to set the tone of the class and give students the opportunity to learn on their own.
IoradIt tracks your screen clicks so you can give instructions over the web on your computer. After tracking the clicks, you can enter the clicks and students can view it as a video, print it as a PDF, or view it as a document. Basically, provide written and/or visual instructions to your students.
Cultivating a classroom culture that encourages connections
How can you develop connections with your students from day one? In this session, Tiffany Sayles provides easy-to-implement ideas for creating a classroom culture that helps create connections.
Here are the four main ways to connect with your students:
One citation a day. Sayles begins every class with a quote, giving students time to think about the quote and asking them to expand on it. It is an encouraging opportunity for students to explain what the quote means to them. After each student states his or her thoughts, Sayles says, “Thank you for your insight and your perspective.” This positive response to their view of the citation encourages other students to participate.
3-2-1. Now ask your students three interesting facts about themselves, two goals they have, and one expectation for the class. It’s the connecting piece for you and your students. Plus, students love learning about your life outside of class when you share your girlfriend’s 3-2-1.
Sayles says giving students a sense of purpose and identity is very important. she told her students “What you have to offer for classroom conversation is something unique that I haven’t heard before. So I want to ask you. I want to know what you know.” “
Feeding Their Minds: Brain-Based Learning in the Classroom
Have you ever tried Immediate Feedback Assessment Techniques (IF-AT) in your course? In this session, Sabrina Timperman explains how brain-based techniques improve learning and memory, and reduce test anxiety in students. I’ll show you how.
IF-AT is a testing system that allows students to receive instant feedback as they complete each item.
scratch off testHere you can view your answers using the scratch off sheet. If the student thinks the answer is A, scrape out the A and if there is a star under it, they are correct. This works well as a group quiz where students can discuss potential answers as a group and scratch A, B, C or D. If there is a star when you scratch the letters, you get a perfect score, but if you don’t have a star, you get a perfect score. , the group will re-discuss another answer and delete it.
memory game. In this game, based on a memory game, students receive cards that they must turn over and match. Students are divided into small groups and the two groups play against each other. Timperman’s course creates memory his cards consisting of fibrous joints, cartilaginous joints, and synovial joints.
There are four rounds, and each round the student gets less information from the cards. Students must rely on their memory after each round. The first card deck for Round 1 has joint names, photos, descriptions, and examples. Two teams take turns flipping the cards over to find a match. Once all cards are matched, the teams advance to Round 2. His second deck of cards for Round 2 contains only pictures, examples, and descriptions, but no joint names. Her third deck of cards for Round 3 has only pictures and descriptions. The deck for the 4th card in Round 4 only has pictures, so students need to remember information from previous decks, such as what joint it was and what function it had . The game builds on the student’s memory of each round and also teaches the student information about joints while playing the game.
If you’re interested in these sessions and more, register now. Teaching Professor Online Conference!
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