Teaching, Learning and Innovation Summer Institute

1:50-2:50 - One hour session
Georgetown faculty will share their experiences, challenges, and lessons learned in adopting and using Canvas for their courses. Canvas is a course management system (similar to Blackboard) that was made available to all faculty beginning in Fall 2016.

9:50-12:00 - Two hour session
This session includes a workshop plus a faculty panel.

First, you'll get hands-on with some of the newest technologies available at Georgetown. Featured technologies include Remark (a video annotation tool), Voicethread (a tool for having discussions around a variety of media), and PollEverywhere (polling software). We'll demonstrate some of the the most common and most engaging uses of these technologies both in and beyond the classroom.

Then, hear how faculty have incorporated these and other technologies into their courses to create a more active learning environment. The panel presentations will be followed by a Q&A.

Panel presentations:

Blogs as Tools for Peer Critique, Reflection, and Learning In a Residency Program-- Jeanine Turner, Elise Morris, Michelle Roett, and Katherine Oberkircher
How can residents learn about their interaction with residents by watching each other? How do residents talk about patients with each other? How can we better understand health literacy? Over the past 4 years, the Family Medicine Program and the Communication, Culture, and Technology Program at Georgetown University have collaborated on a project to promote health literacy, explore peer feedback and learning, and integrate asynchronous (communication that does not happen in real time) technology solutions. We have instituted a password-protected blog where we upload doctor and patient interaction videos. Each resident is filmed once per year. Then, residents are able to view those videos and discuss and reflect on their doctor and patient interaction with each other within the blog space.

This project provides an asynchronous opportunity for communication between residents, physicians and communications specialists for training with a focus on communication and patient interactions. We have uploaded over 58 videos and have over 258 comments about these videos among approximately 30 residents. During this session, we would like to discuss the logistic challenges and initial findings.

Games & Active Learning Techniques to Help Students Understand Chemistry-- Milena Shahu and Yong Lee
Games and polling can be used to engage and challenge students in the classroom. The instructor incorporated a Jeopardy! online game into the General Chemistry II for Majors course in place of a traditional review session before each exam. In addition, throughout the semester instructor tested students on concepts and problems introduced in lecture using the Poll Everywhere mobile polling application. The presenters will discuss the goals and benefits of incorporating these active learning activities, results from student feedback, the process for creating the game and the poll questions, and the experience of participating in a faculty cohort.  

From Perception To Production: An Innovative Teaching Practice In Arabic Heritage Classroom-- Yehia A Mohamed
The influence of globalization and Western culture on the Arab world has become especially notable in Arab students of contemporary generations, as a growing number of supposedly native Arabic speakers living in Arab countries are now identified as heritage speakers. In modern-day Arab societies, affluent families predominantly choose to send their children to private and international schools where English is the primary language of instruction. Although English education is essential for daily communication, the growing emphasis on English is currently developing at the expense of the Arabic language.

This aforementioned category of students has varying levels of language skills, as their language perception skills tend to be much stronger than their language production skills. Our Arabic Heritage Program teaching approach aims to improve students’ language production skills through shifting focus from listening to speaking and from reading to writing. In doing so, the program uses a variety of innovative and creative teaching practices and strategies.

Using Technology to Easily Implement Testing-Enhanced Learning-- Paul Merritt
In this presentation I will review some of the literature on testing-enhanced learning as well and present data from my own courses showing that frequent quizzing is related to improved outcomes for students, as well as data showing that students believe frequent quizzing is helpful to them and that they prefer courses which implement frequent low-stakes quizzes. Finally, some discussion of how to use available technology to easily implement low-stakes quizzing.

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.  

11:00-12:00 - One hour session
The School of Continuing Studies Faculty Directors who have been involved in the development of online courses and taught traditional face-to-face courses will discuss the following topics:

• How their program’s experience of designing, developing and teaching online courses has impacted how the program designs, develops, and teaches face-to-face courses
• Descriptions of tools and teaching techniques that faculty directors have experimented with to facilitate student and teacher interaction in online courses
• A framework that the school uses to encourage faculty to think about infusing Georgetown Values into the design and development of online courses
• Illustrations of how faculty directors and the online team have attempted to integrate Georgetown values into the design and development of online courses