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Current
Teaching Method
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Challenges
/ Issues
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Pedagogy
with Technology
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Whiteboard,
transparencies, or
PowerPoint.
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Effective
but commonplace
and
may not engage
students.
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Post
PowerPoint on-line. Use less commonly used features in PP for interactivity.
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Bring
in today's newspaper for
use
on an elmo.
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Stagnant
information.
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Access
the newspaper on-line using the Web. Locate other on-line multimedia resources.
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Show
a video or play audio.
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Not
available for students to
review
later or for students
who
miss class
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Access
video, audio,
animation
on the Web.
Digitize
audio or video.
(obeying
copyright laws)
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Ask
questions. Count answers.
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Inaccuracies.
Takes up class time.
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Provide
an online survey or quiz.
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Create
small discussion groups
in
class.
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Uses
class time. Allows for
some
students to dominate
discussion
and others to not
participate.
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Group
students- assign
discussion
topics for online discussion. Present summary in class.
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Have
a “guest speaker” or an
“expert”
in class or phone into
class.
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Can
be costly. Challenging to
schedule
or arrange.
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Add
a "guest" to your course discussion board or "chat." Web cast.
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Field
trip
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Expensive.
Difficult to arrange. Some cannot attend.
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Virtual
field trips.
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In
class surveys.
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Time-consuming
to give and
compile
data.
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Do
Web-based surveys.
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Transparencies/slides
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Organizing
and arranging
equipment
is a challenge.
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Link
to graphics/pictures online.
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Make
diagrams, problem
solutions,
etc. and duplicate
them.
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Costly
toduplicate for class. Need to thrown
away to
revise.
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Put
your visuals on-line.
Prepare
graphics for the Web.
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Have
students perform for evaluation. (speech, teach, present, perform, etc.)
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Assessment
is primarily the
instructor’s
responsibility.
Student
cannot self evaluate. No record ofprogression.
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Have
students record their own performance for self review and documentation.
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Hand
out syllabus
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Students
misplace syllabus.
Syllabus
is changed and must
be
replaced.
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On-line
syllabus, course goals,
calendar.
Update online.
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Post
reminders for tests or
special
events.
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Students
need a standard
place
for reminders and
schedule.
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Use
Announcements.
Send
e-mail within and outside
Bb
or MIDAS
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Post
grades on door
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Students
must know specific
location
to view grades
students
need to come to
campus.
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MTG
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Clarify
prerequisites during first
few
classes
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Difficult
to identify students
who
do not have prerequisite
knowledge
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Give
an online quiz on
prerequisite
knowledge.
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Describe
assignments in class.
Show
or tell about projects, papers, problems.
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Students
miss class or misinterpret guidelines
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Place
grading guide (rubrics) on-line. Post on-line samples of excellent, average,
and
poor
assignments.
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During
instruction, determine
understanding
by giving a
short
quiz, brief essay, or
problem-solution. |
Difficult
to get and summarize
feedback
on teaching
effectiveness
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Have
students express the knowledge gained during class by submiting to online
drop boxes or completing short quizzes within 12 hours of
class
end.
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Give
paper-based quizzes -multiple-choice, true-false,
matching,
multiple-select.
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Grading
takes time.
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Use
online tests/quizzes whichare graded automatically.
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Test
students on paper. Score
electronically
(scan sheets).
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Challenging
to organize and
track.
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Test
students on-line using Web-based testing (proctored lab or non-proctored)
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Ask
students to ask questions in
class.
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Many
students don't respond.
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Require
an online statement describing "muddiest point" from a lecture. Or require
an
online
one-minute summary of main points.
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Hand
out questionnaires to
students
on learning styles,studymethods,
etc. Collect and analyze
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Time-consuming
to analyze.
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Do
an online survey using.
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Have
students speak, perform
or
present in class.
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Time-consuming
for both
instructor
and/or the students
who
observe all presentations.
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Have
students record and digitize their speaking, performances or presentations.
Have
students or teams create and annotate PowerPoint presentations, save them
as HTML, and post to the Web.
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Meet
students individually to
assess
their learning.
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Time-consuming.
Schedules
may
not match.
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Meet
one or two students in online prescheduled "chat." Hold virtual office
hours.
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Require
in-class discussion. Take
notes
on quantity and quality
of
discussion from individuals.
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Difficult
to grade objectively.
Some
students participate
more
fully than more reticent
students.
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Use
online discussion. Review discussion threads, quantity
and
quality of individual
contributions.
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In-class
labs
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Effective
but can be supplemented.
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Online
simulations, tutorials, lessons - already built, peer reviewed,
free
for your use
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Required
readings guided by
critical
questions, followed by
in-class
discussion |
Students
often do not read
ahead.
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In-class
discussion preceded
by
on-line discussion guided by
critical
questions.
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Provide
a handout with resources and required methods.
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Students
may not use the handout at the time it is
needed.
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Use
Web-based resources linked to specific lessons.
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Debate
in class.
Panel
discussion in class.
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Takes
a lot of class time
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Have
students present initial arguments and preparation online in team file
space and
on
message boards. Do final debate orpresentation
in class.
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