Sound familiar?

1. Sound familiar?

2. Problems with Lecture • Lack of student interaction • Does not engage students in material • Individual, not group oriented • Difficult to maintainattention • One-dimensional

3. Getting Students to Interact: a Net Gener’s Perspective on Learning with Technology By Sarah Marzec Michigan State University Carie Windham North Carolina State University

4. Goal: To Understand the Material How? Get Students to Interact

5. Inside the Classroom • Have in-class questions on the material covered • Students know if they understand the new material • Participation Points • Clickers make this easy

6. Teaching Problems Involving Calculations • Step-by-Step is best • PowerPoint is used effectively when each step appears separately, not all at once • The old-fashioned overhead is effective, too

7. Outside the Classroom • Multimedia Supplements • Animations (for example, of cell processes) • Great because they get students to interact with and picture the material in a way that books cannot • Diagrams and Pictures • Drawing

8. More Outside the Classroom • Immediate Feedback Questions • Several tries • Know immediately if doing the problem right or wrong • Classmates can help each other • Suggest that students print the questions out

9. Online vs. Face to Face Teaching • Students are not likely to print out all of the online course material and so are likely to spend less time studying for online courses • Hearing concepts explained aloud helps understanding

10. More About Online Texts • Underlining, highlighting, and marking pages is easier with paper textbooks • If the online text offers these capabilities, you have to make sure students know about them • You should also offer students suggestions on how to use them

11. One Last Note • It is extremely important to explain to students how you expect them to use technology • Just as you are new to using technology to teach, students are new to using it for learning • Online lecture notes, for example

12. Discussion in class • Make discussion as active as possible • Select class “discussion leaders” • Post questions before class in syllabus or over Web CT • Do not plan to discuss “right or wrong” answers; plan to debate

13. Moving discussion online • Set up class discussion boards • Easy to construct in Web CT • Choose questions that require argument, not just recitation • Make expectations clear • Choose “pro,” “con,” and assessment groups • Be an active player

14. Moving discussion online, cont. • Initiate class chat rooms for discussion • Set a specific time and place • Begin by setting ground rules for class • Offer participation or extra credit points • Make a connection b/w class activities and online discussion

15. Virtual laboratories • Move ‘hands on’ exploration to the Web • Use of interactive games • Problem solving exercises • Simulations • Cost effective

16. Supplemental lectures • Don’t make “Power Pointless” • Enhance class lectures or presentations with the use of audio or video files • Show graphic simulations, use music clips, or opt for audio files • Breaks up the monotony and snaps students back to attention

17. Integrate team activity • Move beyond simple group projects or “busy work” • Peer editing • Semester-long group activities • Use of “trivia-style” question and response technique

18. Bring in the ‘real world’ • Increase relevancy by addressing current, local, or global problems through material • Students want to see a “bigger picture” • Relate concepts to problems in the news or ideas in their lives • Use examples from workplace or news • Make a connection between the material and their lives