Teaching, Learning and Innovation Summer Institute

3:00-4:15 - One hour and fifteen minute session
Play the “TEL Arcade!” There is a room full of presenters, and each presentation is 20-minutes long. Which 3 do you pick?? Choose your own adventure and hear more about technology-enhanced learning (TEL) projects at GU!

Presentations include the following:

Replacing Rollover with Click-and-Reveal Interactions for Mobile Learning-- Taeyeol Park
Rollover objects allow instructors to add interactivity to their learning projects. These objects are initially hidden and are revealed when students hover over a particular area with a mouse. However, rollovers are not mobile friendly. This session will demonstrate how to create rollover interactions and replace rollover objects with advanced actions based on tap events using Adobe Captivate, an e-learning authoring tool. Participants will also learn how to publish their Captivate projects as HTML5 content for mobile learning and set up a plan for developing a downloadable app. This session is intended for those who are interested in creating online interactive learning tools and making the tools mobile friendly. 

Simple Techniques for Creating and Using Video in Canvas-- Mark Wiest
This show-and-tell session will allow attendees to learn simple ways to incorporate video in to their Canvas courses beyond just using classroom lecture capture. Using Georgetown supported video capture and upload tools this demonstration will show how to easily post and embed video into Canvas courses without the need of a studio or sophisticated software and equipment. And, since this is a hands on session, attendees may even have the chance to record and post their own short videos in Canvas. 

Teaching Arabic Alphabet using E-Book Widgets-- Hany Fazza
The main goal of this project is to develop new technique for teaching the Arabic alphabet for beginner non-native speakers, by creating interactive drills using e-book widgets. Widgets were designed to help students recognize and learn the alphabet. This is followed by a set of widgets as a controlled practice of the alphabet. Then, students use these alphabets to produce words and take a quiz after each unit. The E-book widgets include flash cards, split worksheets, quiz, hangman game, jigsaw puzzle, randomness, and word search, crossword and memory game. Additionally, videos explain the writing system for each single letter in Arabic.

Flipping the Sophomore Level Mathematical Physics Class with the EdX platform-- Jim Freericks
In the Spring 2017 semester, we created a flipped classroom experience for students enrolled in Physics 155 "Mathematical and Computational Methods in Physics". The lectures have been replaced by voice-over powerpoint slides and the class room experience is based entirely on students working through self-guided problems that cover the material. The advantage is providing significantly more student engagement with using the techniques they are learning, helping with retention of the ideas and methods for use in later classes.

M.A.P. - Flipping the Classroom in Academic Advising-- Kelly Grady
The MAP, My Academic Plan, is an innovative advising tool developed as part of orientation for graduate distance nursing students with application to undergraduate and campus-based students. The MAP flips the advising model in that students take stock and build a plan for success without individual or group advising sessions. Students complete a self reflection exercise that prompts them to consider the elements of previous academic successes, the demands of their current life circumstances, the rigors of their new academic program and how to prepare for academic success. The MAP is valuable independently for the reflection and planning it prompts for students, however, advisers can incorporate it when individually meeting a student and as a vehicle to conduct needs assessments.

Wikipedia, Pedagogy, and Georgetown's Community of Practice- Megan Browndorf, Lisa Strong, and Lisbeth Fuisz
At last year’s TLISI, a group of faculty and librarians participated in a Productive Open Design Space (PODS) on Wikipedia editing in the classroom. This three-day intensive working period revealed common goals and created a level of trust and camaraderie that inspired us to create a formal Community of Practice (COP). This session will report on the work of teaching faculty from this community of practice who incorporate Wikipedia editing assignments into their work. Faculty will describe their experiences, discuss the successes and pitfalls of their Wikipedia classroom projects, and the role of the community of practice in supporting their ability to experiment with a Wikipedia project. The COP’s goal is to help promote and sustain the use of Wikipedia-based classroom assignments at Georgetown.The group is meant to be a center of support for faculty that want to experiment with a Wikipedia editing project, but may be concerned about the practicalities of implementation. Learn about using Wikipedia in your pedagogy and the community of support we have at Georgetown to help you on your way.