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Workshop recordings

Teaching Online in LAS Spring 2014

Friday, May 2, 2014

Facilitators: Steve Altaner and Heath Robinson (due to technical difficulties, Heath's portion of the presentation is unavailable)

Description: Steve presents on his experiences transforming a face-to-face course to a online course and some of the ins and outs of doing so.

Teaching Online in LAS Fall 2014

Friday, September 5, 2014

Facilitators: Eric Snodgrass, Jason Mock, and Colleen Cook

Description: When teaching an online course for the first time, many instructors feel both excited and nervous. The excitement about teaching a course in a new format is sometimes overshadowed by the complexity of developing and delivering an online course. Worries about time commitment, technical requirements, and content breadth usually top the list of concerns. However, experienced online instructors know that sound content and pedagogy still take center stage in an online course. The facilitators provide an overview of the most popular instructional strategies used in online education, particularly as they apply to LAS courses. They also discuss the many resources available to LAS faculty members and instructional staff to successfully teach a course online.

Flipping Out: The Ins and Outs of Flipping Your Classroom

Friday, October 3, 2014

Facilitator: Jose J. Vasquez

Description: This workshop addresses the pedagogical strategies involved in flipping the classroom. In a flipped classroom, students review classroom material prior to coming to class. This allows more class time for active learning activities such as group discussion, problem solving, and experiments. The flipped classroom model takes much of the traditional lecture material outside of the classroom (becoming the "homework," usually including short video lectures), while activities done outside of class, such as problem solving and team-based learning, are moved into the classroom. Jose discusses his experiences flipping his ECON 102 classroom, the benefits of doing so and advice on what to avoid.

Cinematic Sociology: Cumulative and Collaborative Wiki Work for an Introductory Course

Friday, October 2, 2015

Facilitator: Dan Steward

Description: In this hands-on workshop, Dan Steward walks participants through an assignment that he uses in his online Introduction to Sociology course. The course is completely online using Moodle and is usually offered on an eight-week schedule. This particular assignment invites students to teach/illustrate various sociological themes using a feature film of their own choosing. Students work individually (or optionally in small groups) on pages in a class-wide "Cinematic Sociology Wiki," and provide each other with peer-feedback on their pages. The work is organized so that a new milestone is reached each unit (week) of the course. Most of the work is done using the Open University (OU) Wiki tool in Moodle, though some other tools are used as well.

The Future of Blackboard? An Open Invitation to Discuss Replacement Options

Friday, December 4, 2015

Facilitators: Solomon Roberts-Lieb and the LMS TaskForce [Presentation Slides]

Description: In Spring 2015, the Campus IT Governance Committee for Teaching and Learning began investigating the learning management systems on campus. These systems (Blackboard/Compass 2g, Moodle, LON-CAPA, and others) provide course management tools to facilitate teaching with technology. In the Fall of 2015, the Learning Management TaskForce was charged by the Provost's office to continue this investigation, gather feedback from the campus, and make recommendations on the future state for LMSes on campus. In this workshop, Sol Roberts-Lieb and members of the LMS TaskForce lead a discussion and answer questions about the process of choosing the next campus learning management system or systems.

Can Students Grade Themselves? A Case Study Using Online Peer Assessment in Large Enrollment Courses

Friday, February 12, 2016

Facilitator: Jose J. Vazquez

Description: Peer assessment, when students asses the work of their peers, gives instructors of large enrollment courses the opportunity to use assessment instruments beyond multiple choice. Many learning management systems include tools to automate this process, allowing instructors to use peer assessment with relatively low investment costs. In this workshop, Jose discusses the way he uses automated peer assessment in two of his large enrollment courses: an online course offered though Learn@Illinois and his Coursera MOOC.

Teaching Online in LAS Forum - Fall 2016

Friday, October 14, 2016

Facilitators: Jose Vazquez, Kostas Yfantis, Joanne Manaster, Steve Altaner, Eric Snodgrass and Jason Mock

Desription: A panel of faculty and staff members share their thought on teaching online. Surprises, tips, stories and questions are all discussed.

Watch the videos in the links below:

  1. Joanne Manaster - Surprises in Teaching Online
  2. Steve Altaner - Sage on the Stage vs. Guide on the Side
  3. Eric Snodgrass - Cheating Online (technical difficulties)
  4. Kostas Yfantis - ATLAS Online Support
  5. Jason Mock - Designing an Online Course
  6. Expert Panel Q&A


Teaching Online - The Student Perspective

Friday, April 7th, 2017

Facilitators: Student Panel

Desription: What do students think about learning online? This workshop will bring togethor students, faculty and TAs to share their experiences in online learning envirionments. The goal will be to improve our understanding of the student experience and encourage open discussions between students.


Instructional Strategies Workshop

Friday, April 18, 2014

Facilitator: Brad Mehrtens

Description: Brad discusses his experiences teaching a large lecture course and using instructional technologies to promote active and peer learning among his students.

Implementing Team-Based Learning: Challenges and Benefits for Course Designers, Instructors, and Students

November 7, 2014

Facilitator: Lisa Travis

Description: "Team-Based Learning" is an increasingly popular method of flipping the classroom. This workshop describes how Lisa implemented Team-Based Learning in her introductory psychology course. Further, Lisa discusses the challenges and benefits of changing methods of instruction in a large, multi-section course from the point of view of the three major parties involved: course designers, instructors, and students. In addition, the workshop describes how Team-Based Learning affected student learning and satisfaction in the first year of implementation.

Engaging Students Through Active Learning: Experiences from the Small Classroom

December 5, 2014

Facilitator: Catharine Gray

Description: Catharine discusses her ideas and experiences engaging students in active learning projects and exercises in smaller classes; focusing particularly on the humanities.

Using Active Learning in Large Courses

February 6, 2015

Facilitators: Brad Mehrtens and Melissa Reedy

Description: Brad, an instructor for MCB 150 (a class of over 700 students), and Melissa, the course director, discuss their experiences, both the things that have worked, as well as things that haven't been as successful, in engaging students in active learning activities. They also cover some of the ways technology is used to enhance student participation and learning.

Teaching as Research

April 3, 2015

Facilitator: Jose J. Vazquez [Slides]

Description: Have you ever thought about testing the effects of implementing a new teaching strategy in your course or wanted to see if new learning activities were actually improving your student's learning and satisfaction? This workshop offers tips on how to accomplish this. Using examples and case studies, Jose discusses some of the issues associated with using your own class to conduct research on student learning. Additionally, Jose will discuss some of the administrative issues regarding classroom research, among them the IRB approval process.

Using Problem-Based Learning in Large Courses

May 1, 2015

Facilitator: Kathryn Clancy

Description: Instructors often want the impossible: to teach higher-level learning and engage students in large classrooms even when faced with minimal resources. Kathryn leads a discussion over this topic, sharing her experiences, as well as examples of assignments, she has used over the last few years to create a smaller classroom feel and more problem-solving opportunities in her 750 student general education science course.

Putting Bloom's Taxonomy into Practice

Friday, September 4, 2015

Facilitator: Jose J. Vazquez [Handout 1] [Handout 2]

Description: The taxonomy created by Benjamin Bloom and his collaborators in 1956 remains the benchmark for categorizing and crafting learning goals. Nevertheless, it can sometimes be difficult to put this taxonomy into practice in ways that make sense for the course you're teaching. This workshop addresses that difficulty by offering participants hands-on engagement in classifying and creating various learning goals, assignments, and assessments.

Good Practice Communicates High Expectations

Friday, November 6, 2015

Facilitator: Gretchen Adams [Presentation Slides and Sample Syllabus]

Description: Drawing on the seminal article by Chickering and Gamson titled The Seven Principles for Good Practice in Undergraduate Education, Gretchen Adams discusses principle 6: Good Practice Communicates High Expectations. Further, Gretchen draws on her experience teaching large, freshman level chemistry courses, giving examples of how she communicates high expectations to all of her students and the opportunities she provides for them to meet those expectations.

How to Improve Learning Outcomes Using Lecture Video Capture

Friday, March 11, 2016

Facilitators: David Rivier, Robert Baird, and Drew MacGregor

Description: Ever wonder if there is a simple thing you could do to improve the learning outcome for 95% of your students in a face-to-face course? If so, lecture video capture may be for you. The facilitators discuss methods of lecture video capture, hosting of videos on Illinois Media Space, and Video Analytics provided by the campus Kaltura platform. They also discuss a survey of student responses to lecture videos, how students use the videos and how instructors might use this information to improve future teaching.


Employing Active Learning Strategies in Large Math Courses

Friday, April 1, 2016

Facilitator: Scott Ahlgren

Description: The Math department teaches calculus on a large scale. Last fall for example, calculus was taught in 20 large lectures to 4500 students. These courses have been using active learning techniques for many years; in particular each course features twice-weekly small discussion sections (158 in total), and many of these are devoted to regular use of various active learning activities. Scott, professor and associate chair of the Math department, discusses their typical approach to using active learning in such a course, and discusses their recent incorporation of the research-based principles of the UBC and CU Science Education Initiatives in three large lectures of Calculus II in the Fall 2015 semester.


Incorporating International Students: Productive Pedagogies and Practices

Friday, May 6, 2016

Facilitator: Nicole Lamers

As the numbers of international students have continued to grow in recent years, classroom dynamics have changed. International students report a certain level of distance from their peers and instructors and often feel that they are "guests" to this campus, despite their status as degree-seeking. This workshop explores some of the ramifications of these changing dynamics and begins to explore some possibilities for addressing them within the classroom environment.

Service Learning

Friday, November 4th, 2016

Facilitator: Ann Abbott

Description: Research shows that service learning helps students better understand "messy problems"--the kinds of complex, interconnected issues that challenge our communities and that lie at the heart of our disciplines. In this workshop we will start with the basics of service learning to understand what it is, why the AACU lists it as a "high-impact educational practice," and what it looks like in a variety of disciplines. Then we will turn to our local community. As we identify strengths and challenges within our cities and nearby areas, we will sketch out specific ways we can connect our courses and disciplines to community-identified needs. Service learning students are often eager yet nervous to step outside the campus to learn and serve - so are many faculty.

Ann Abbott Workshop Video


Video Games in the Classroom

Friday, February 3rd, 2017

Facilitator: Jodi Byrd

Description: It is often difficult to integrate new technologies into the classroom, especially one that isusuallyconsidered entertainment. Professor Jodi Byrd discusses the challenges and benefits of using video game technology in the classroom. Whether you have no experience, or have implemented video games in a classroom setting, join the conversation.


Closed-Ended Assessment

Friday, March 3rd, 2017

Facilitators: Christian Ray, Jose Vazquez & Mathew West

Description: As you incorporate emerging technology into your teaching strategies, have you considered how to best assess your students? Although the internet has reduced some of the administrative burden of grading, it may have also increased rates of cheating. This Teaching Academy forum is 1 of a 2 part series in which a panel of faculty will discuss their strategies for closed-form assessments and take questions from the audience. Closed-form assessments utilize multiple choice, true/false, fill-in-the-blank and similar questions to test understanding.


Open-Ended Assessment

Friday, May 5th, 2017

Facilitators: Gretchen Adams, Cassandra Rosado & Brenda Wilson

Description: Join part 2 of our faculty panel series to discuss open-ended assessment strategies (essays, discussions, projects, etc.), and thank the outgoing director, Dr. Jose Vazquez, for his work in the Teaching Academy. As we continue to incorporate computer technology into the classroom, it has made cheating on traditional closed-form assessments (multiple choice, etc.) more easy. Although there are many benefits to giving students more autonomy, there are alos many pitfalls. We will discuss questions such as:Do ope-assessments better prepare students for the workforce? How do you best implement open-assessments? What pifalls are there?


Problems (and Solutions) with Problem-Solving

March 6, 2015

Facilitator: Don DeCoste [Slides]

Description: Don discusses his experiences in teaching novel approaches to problem-solving to first-semester freshmen (particularly chemistry and chemical engineering majors in large-lecture courses). He presents some of the struggles, taking into account the histories and motivations of the students, along with successful approaches.

Good Practice Communicates High Expectations

Friday, November 6, 2015

Facilitator: Gretchen Adams [Presentation Slides and Sample Syllabus]

Description: Drawing on the seminal article by Chickering and Gamson titled The Seven Principles for Good Practice in Undergraduate Education, Gretchen Adams discusses principle 6: Good Practice Communicates High Expectations. Further, Gretchen draws on her experience teaching large, freshman level chemistry courses, giving examples of how she communicates high expectations to all of her students and the opportunities she provides for them to meet those expectations.