New ways of teaching DockSideProject Cambodia: 30. + 31.10. 2018 - - PowerPoint PPT Presentation

New ways of teaching

DockSideProject Cambodia: 30. + 31.10. 2018

Your teacher

• parus@sam.sdu.dk
• Dep. Of Soc., Env. And Business economics, Esbjerg

15 years in 3 municipalities Project management Internal consultant 2012  SDU

2012- 2015 Research Assistent Project Management and the Consultant Role – 10 ECTS – masters degree course Lecturer-training programme completed 2016 – Permanent position + Project Planning 2016 – Permanent position Paedagogy

• Education committee
• Paedagogic SEBE group

My University

https://www.youtube.com/watch ?v=bxxtQaVbc90&feature=yout u.be

Your teacher

• Judith Parus

15 years in 3 municipalities/local government Project management Internal consultant 2012  SDU

Danish inspiration:

D-A-D: Everything Glows: https://www.youtube.com/watch?v=vPfC- aX1luE&list=RDbuSOg9Lm_0g&index=14 Volbeat: For evigt: https://www.youtube.com/watch?v=vPfC- aX1luE&list=RDbuSOg9Lm_0g&index=14 Kellermensch: Army Ants: https://www.youtube.com/watch?v=Z8pi7wPtm0g MØ: Final song: https://www.youtube.com/watch?v=WUcXQ--yGWQ In Danish: Minds of 99: Ung Kniv: https://www.youtube.com/watch?v=kAHmT6nrz7E&start_radio=1&list=RDkAHmT6nrz7E&t=59

Structure of the 2 days

Time

• 30. October 2018
• 31. October 2018

9-12 Principles for activating learning, pros and cons Definition on blended learning Changes in course and exam-form, role of the teacher and student

• Exam form
• MCQtests

Digital tools e.g. Poll everywhere Padlet 12-13 Lunch Lunch 13-16 Flipped classroom – the making of small movies within theory and making room for discussions and exercises in the classroom Collaborative learning

• Peer feedback
• Think-pair-share
• Workshops

Reflect on your practice

Expectations

• My: Dialogue – discussion – participation – interaction
• Trust - confidentiality

Yours

Principles of active teaching

To hear and I forget To do And I remember To see and I remember

At the university level

• SDU Centre for active teaching and learning:

https://www.sdu.dk/en/om_sdu/institutter_centre/c_unipaedagogik

• E-learning fund each year for specific project
• Yearly conference on active teaching with a book of abstracts

At Faculty level

• Head of studies
• Studyboard with 5 academic staff members (holds chair) 3 student representatives

holds co-chair)

• Approve coursedescriptions
• An Education committee
• See education example:

https://www.sdu.dk/en/uddannelse/bachelor/erhvervsoekonomibscode/uddannelsens _opbygning

• With further link to course descriptions – e.g. Entreneurship and business

Course description – traditionel

• Mathematics and Statistics

IT is used as an integral part of the teaching, based on both the “Analysis Tool Pack” add-in in the Excel spreadsheet. Subsidiary the add-in Megastat can be used. The students acquire knowledge of the subject area through independent literature studies supported by lecture sessions (2 hours pr. Week) aiming to provide an

• verview of the area and links between different parts of the subject. The lectures

are also used to enhance the textbook explanations of particularly difficult topics. The students develop skills in applying the scientific methods used in the field by working with assignments in the subject. This process is facilitated by exercise sessions (1 hour pr. Week) enabling students to debate issues when solving assigned problems and get feedback on their own work.

Course Descriptions – Current

• Entrepreneurship:
• The course consists of a combination of lectures, cases, exercises, assignments, workshops,

student projects, dialogue, discussions and questions.

• Digital tools such as e.g. peer grade, Poll-everywhere etc. are used for enhancing interaction and

feedback to and among the students.

• Central parts of the curriculum will be dealt and discussed in the lectures. It is crucial however that

the students are well prepared and the course contains exercises and assignments that requires reading and preparation before class. The course focuses on combining theory and practice, and the writing workshops and Venture Cup activities plays a central role for interaction, progression, guidance and student oriented learning.

Department structure

Vice head of department for education and teaching Also the paedagogic development Managers of the educations – one for each education Overview of education, cohesion, purpose Paedagogic small group with an interest in teaching and paedagogic

• Courses at SDU Esbjerg / or only the department
• Implementing the paedagogic strategy
• E.g. employability into the courses

WORK IN PROGRESS CONTINIOUSLY

The paedagocial triangle

Content Teacher Students E- learning

Discussion:

• How do you see your role as teachers ?
• The role of a teacher?

Role of the teacher

• Commitment
• Not only the responsibility of the teacher but also the students
• Teachers needs a lot of practice e.g. redesigning the course
• Blended learning is still with face-to-face with the students – in a combination with E-

learning.

• You need a clear and transparent line through the lectures
• purpose, learning goals
• Evaluation after each session – make sure they are on track
• Challenge the students

Also for the good students

Role of teacher

• Beside skills and knowledge of paedagogy and didactics
• TECHNICAL SKILLS AND KNOWLEDGE
• Different platforms and different programmes
• Stressful – difficult to be up-to-date
• Rapidly change of technologies
• Need of a designed virtual space – eg. BB https://e-learn.sdu.dk/
• Especially with e-learning only
• Will you admit that you are new?

Change – for Department and teachers

• Sequential adaptation and change to a more digitalized and active teaching
• Full programme – make it visible to the students what is going on and see the progress
• The students must learn to take responsibility
• Feedback and supervision from the teacher
• What have they learned so far, expectations towards end goal.
• Empower change agents

???

• Can you see yourself there ?
• Or do you want to find a new job?

Flipped classroom Blended learning

Why

• The students are changing
• Rapid technology change
• Make a difference to the students
• Teaching performance will be a major competitive advantage

Media Richness Theory (1/2)

• Rich / fat media
• Medias where it is possible with quick and direct feedback
• Considered “fuller” because you can interpret sound, surroundings, body language
• The recipient is active and prepared to receive
• Face-to-face is the richest media
• Thin media
• Paper memo is the thinnest
• E-mail and textmessages is not so thin, because it is quicker to respond

Media Richness Theory (2/2)

Structure facilitates less rich, impersonal media Structure facilitates rich, personal media

Uncertainty reduction (Obtain additional data, seek answers to explicit questions) Equivocality reduction (Clarify, reach agreement, decide which questions to ask)

Written unaddressed documents, e.g. Posters, rules Written addressed documents, e.g. Emails Telephone Video conferences FTF meetings Chatting through skype or facebook

Blended learning E-learning Synchron A- Synchron

Active teaching and active students

• Support and enhance the learningproces of each individuel
• Rethink your paedagogy and didactics more than thinking in

IT/Programmes/methodology

• Digitally enhance learning
• Motivation – create cohesion and make the students see it
• Cooperation between the students and with the teacher

Blended learning

​Blended learning is course where is both teaching attendance (physical) and online activities within learning. ​- Highten the professionel content and knowledge of the students ​- More active students ​- Reduce som of the drawbacks of large group of students and lack of rooms ​- Make the students ready for their job – knowledge of digital solutions (employability) ​You participate alongside your students.

Flipped classroom

7 steps to flipping with a framework

Blended learning – large classroom 100+ students

Preunderstanding And expectations

• What do I know
• What do I expect to get

to know?

• What do I want to get to

know

Individual preparations

• Study learning materials
• Text, video, audio
• Control learning
• Review questions,

problem solving, exercises

Dialogue

• Join the online

dialogueforum together with other students in discussion boards or

• thers

Lesson

• Teachers lesson:

Lecture based on online dialogue, test of learning

• utcome
• Instructor’s classes
• Exercises

Reflection

• Learning
• What did I learn?

What did I not learn?

• Key points
• Do I understand the

keypoints

• Can i aruge for each of

the points?

• Can i provide

examples?

Mandatory Purpose: make students aware and become active students

FAIR principle on use of video

• The students own

• Relevance
• suit the context
• Cohesiveness to the

• Activities outside

• Videos with questions

• Often and constructive

Feedback Activity Individualize Relevance

Exercise: Resources for learning

What do you provide for students before, during and after a lecture (face-to-face)?

Before During After

Paedagogic considerations

• Content (facts, ideas,, principles, knowing) + skill (understanding, analysing,) are

both important

• How will you do the evaluation?
• Start – middle – end? Or only end? How will you follow up?
• What worked well / not so well
• What and how can it be improved

 Must be part of the course planning  After the course be specific

My own experience

• Just did it – felt inspired
• Judith Parus

Judiths video

• What are your thoughts ?
• Pros / Cons

Ideas for preparation – start phase

• You are responsible and it is your responsibility
• Will you show your photo?
• Will you write your own script and do your own video?
• Will your use others available online
• E.g. Khan university https://www.youtube.com/watch?v=HvDqbzu0i0E
• Myeconlab etc. from big publishing houses
• Create a video which is understandable and interesting for the students

Start phase

• Use a webcam – or a standalone videorecorder
• Be sure of the lightning
• Be aware of the background
• A blank wall
• A white canvas
• An office
• Have a suitcase with webcam, extra lightning and a good microphone
• A specific room for recording

Startphase

• Be aware of how you sound on the video
• Change how you use your voice - use different ways
• Not a vicar
• Create some energy with your voice
• Idea: get some spectators if you speak better in front of a crowd.
• Show that you are committed  You can convey your message better

Content

• Your basic slides or ?
• Draw your teaching?
• Example Henrik Skov Midtiby
• https://www.youtube.com/watch?v=ILVV6m1rD2s
• How perfect should it be – accept small flaws
• Add some examples in your slides – why is this topic important
• Don’t be sidetracked

Text and photos must be connected

Content

• Teach them your subject vocabulary
• Skills – especially within medicine
• See the video at home – (online test also ???) – use of their skills and getting feedback in

class from teacher (peer feedback also ???)

• Real life situations – from and with well-known experts

Camtasia – for making films

• https://www.techsmith.com/video-editor.html
• Watch a video
• For recording videos
• Also for recording your voiceover when teaching
• Try for free: https://www.techsmith.com/download/camtasia/
• https://www.powtoon.com/home/?

Pro from students viewpoint

• Allows them to stop reflect during the videos – to stop and see a particular difficult

sequence again

• The videos need to specific and concrete – have it’s own life and be seen as a single
• bject

Practical experiences – teacher perspective

• Not too long videos 10-15 min. at most
• At the end of a video summarize what the key topics are
• Should the video contain some kind of test ? Some students are unsure if they have

understood it correct

• Students lacks security e.g. in using a specific program (statistics course)

Exercise: Resources for learning

How can you switch to flipped classroom?

Before During After

Considerations

• Be specific about where the video is placed on your platform
• Explain and give reasons for the exercises
• What can the students expect?
• What does the students expect?
• What does it imply for the students?
• Closely connected to learning goals
• Flip 1-2 lectures of 15 lectures in total
• How will you make the students come if they can watch it from home
• Show progress – something lies ahead of your learning
• Exam form

 capable of analyzing projects and project processes, understanding of different types of consultancy and various consultant roles,.  build a use of appropriate methods and tools and suitable behaviour (perhaps in the consultant´s role) to promote a good project implementation.

Considerations

• Podcasts
• Not just ”filling up a car with gasoline”

Further paedagogic considerations

• Can you enhance student engagement by asking them to phrase questions to each
• ther
• Peer feedback before teacher gives feedback

Show the students what good feedback is and provide examples

Digital tools

Digital tools

Faculty Strategy: Interaction and IT ฀ We design learning activities focused on academic interaction and feedback in order to create value on the basis of diversity among our students and support the development of personal and interpersonal competences. The involvement of new technologies is key to the Faculty's educational development. In the development of learning activities, technologies are used actively as a means to support interaction. The starting point for the use of new technologies is that they are used to create new spaces for interaction – inside and outside the classResponsible for the academic content collaboration room and synchronously as well as asynchronously

Digitalization

Clicker / Student response system

• Poll Everywhere https://www.polleverywhere.com/
• Other programmes as well e.g. Shakespeak
• Free for up to 25 students
• clickers / Student Response system
• Quiz on knowledge
• Quiz on reflection
• Easy Interaction with students
• Anonymous

Select a suitable pedagogical method

1 . Sim ple Vote ​ An individual activity ​ Recall questions and opinions ​ Stimulate lower-order thinking skills 2 . Think-Pair-Share ​ A collaborative activity ​ Evaluate and develop conceptual and critical thinking 3 . Peer I nstruction ​ A collaborative activity ​ Evaluate and develop conceptual and critical thinking

Lectures supplemented by SRS questions Redesign of learning activities before and during the lecture

The voting process

​Simple vote ​Think – pair – share ​Peer instruction

Question Vote Plenary discussion

Question Ind. reflection Pair discussion Vote Plenary discussion Question Vote (hidden) Match for pair discussion Vote Plenary discussion

Example from Department of law

​https://www.youtube.com/watch?v=bAg2HCtKEF0&feature=youtu.be ​Uses Shakespeak instead of Poll Everywhere but it is basicallyl the same program.

Consider your questions

• With yes/no
• Testing of knowledge
• Recapitulation from last time
• Examples: https://cft.vanderbilt.edu/guides-sub-pages/clickers/#questions

Reflection

• In a course – try to think of how to use a student response system ?
• 5 min. on your own and then 5 min. with a colleague
• Share your ideas in plenum.

Question Ind. reflection Pair discussion Vote Plenary discussion

Virtuel noticeboard

• Padlet https://padlet.com/
• Free for up to 10 padlets
• Judith Parus

https://padlet.com/judith_parus/roleofpm

Exercise: Use of a padlet

• https://padlet.com/judith_parus/prosandcons
• What is the pros and cons of using a virtuel noticeboard?
• Think for yourself and then discuss with your neighbour and add it to the padlet.

Padlets in teaching

• Not part of syllabus
• For variation purposes
• When it fits the subject of the day
• For reflection and consideration
• How would you
• Why would you
• Anonymous

Students development processes with e- tivities

​Basically every time ​Don’t start to high ​12: make quick use of learned ​2: have some time to establish trust

https://www.gillysalmon.com/five-stage-model.html

Wikis –blogs

• E-learning platform – integrated
• Example from colleague

Social Media

• Facebook - https://www.facebook.com/docksideEUproject/
• Instagram
• Twitter - https://twitter.com/SEBE_SDU
• Blogs - https://mereconomics.com/
• Others ?? Snapchat – Telegraph

What is allowed at your school? Ethics

Any other social media platforms?

• Knowledgesharing on ideas for other programmes.

Reflection

• Consider if you can use social media in one of your classes ?
• Suggestions? Knowledgesharing ?

Challenges when using social media

• Does all students have an account ?
• Mandatory/voluntary participation
• How to save and retrieve things ?
• Is it confidential ? What will you post?
• Use of your own private account – or have a teachers account?
• A drawback / risk

https://www.facebook.com/groups/teachingandlearningwithsocialmedia/

Challenge

• Online presence during class ?? Will the students pay attention.
• In Denmark some schools prohibit use of telephones during the day…

Gamification

• Prioritization of resources
• Teaching philosophy
• Online games
• Hands on experience
• www.simultrain.swiss
• Expensive license for training

but the student satisfaction is high

• 1 full day

Preparation

Collaborative learning

Collaborative Learning

• Feedback from teacher
• Peer-feedback
• Continua
• Individuel log
• Template
• Send a postcard

Reflection – create the log

• Tools
• Paper
• Brief discussions with

class mate possible

OWN

Continua

​Yes – Yes – No ​Open for discussions ​How to argue

Workshops - Groupwork

• What is the purpose of the groupwork
• Will you form the groups yes/no
• If Yes how ? By numbers – colours
• How is all students activated?
• Carry out the groupwork even though the students are not participating

Student presentations

• Use of wiki –blog
• Make the students comment on the solutions
• Share ideas instead of solutions
• Use of existing cases
• Learn how to present and use of their theory on a practical case.

Other means of collaborative learning

• Create a virtual law office – the students can learn how to work as a layer not just the

law

• Establish a physical courtroom for the Law Department

Miscellaneous

Ideas

• Students make small videos with their smartphones – depending on subject
• Use of music
• Student presentations

Just do it Make a difference to the students – add value

Further paedagogic considerations

• Can the students pose questions?
• Peer feedback from the students
• Present them with good ideas and examples of what is good feedback
• In writing or a small video?
• Also bad examples
• How can they be improved – make the students explain
• Have your tool-box – no need to cover everything

Toolbox

Learning space

• https://www.steelcase.com/spaces-inspiration/active-learning-spaces-classrooms/
• Why should the students come to us ?

Preconditions

• Not for saving money but to create better students
• Management support at all levels
• Ongoing discussions
• Teaching or publishing
• Recognition of teaching
• Awards for teaching

Process

• Don’t get stuck in technicalities

Recommandations for future work

(Random order)

• Practice and accept it takes time
• Establish/make use of centralized educational unit for teachers and staff
• Interest in paedagogic and supervision and helping others
• With in interest in active learning – different ways of teaching and learning
• Courses and support
• Create a strategy
• Paedagogic strategy
• How to develop the staff
• Establish a local unit e.g. pr. department or physical space
• Support local teachers
• Create / establish ongoing education in e.g. flipped classroom, how to involve students etc.
• With an interest in paedagic
• Dare to be innovative and experiment
• Support those who dare – Encourage them to try and expect errors and that is OK

Governance structure

Consider:

• Is this for all subjects or only some?
• Do you want to try it ?

Literature: Ideas for future inspiraton

 SDU Centre for active teaching and learning: https://www.sdu.dk/en/om_sdu/institutter_centre/c_unipaedagogik  The Faculty of Business and Social Science: Paedagogic strategy: https://www.sdu.dk/en/om_sdu/fakulteterne/samfundsvidenskab/politik_og_strategi  University of Aarhus: Toolbox with ideas and reflections, tools etc. http://educate.au.dk/en/about-au-educate/  https://www.adelaide.edu.au/flipped-classroom/about/  https://www.tonybates.ca/teaching-in-a-digital-age/

• Mayer & Atkinson: 5 ways to reduce powerpoint overload

THANK YOU

Oral evaluation

• Did you the find the course useful and inspiring?