API at the 2015 Innovation in Pedagogy and Technology Symposium

20150515-UNLSymposiumThe University of Nebraska at Omaha’s API (Academic Partnership for Instruction) team presented 2 topics today at the 2015 Technology Symposium.  Our API Faculty Portal made its debut for all university sites to preview.  It is our hope that our site will be a resource for other university instructional design teams and faculty to use when looking for new ways to present information or new ways to have their students present their learning.

Check back later for the video of Erin King Reitz presenting Selecting Activities for Online Courses that Acknowledge Learning Style Preferences workshop!

Locating and Using Open Educational Resources (OERs)

Open Educational Resources (OERs) offer instructors opportunities to integrate freely-available course materials to support their teaching and learning activities.

Dr. Karen K. Hein, Senior Coordinator for the Teaching & Technology Center at UNO, provides a brief overview of OERs, highlighting intellectual property rights and resources for locating and accessing these types of materials.

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Quick Assessment Techniques

Classroom instructors may already be familiar with Minute Papers, the Muddiest Point and Background Knowledge Probes. These tools can be invaluable for gauging how well students absorbed the content in a class session. Just because you teach online doesn’t mean you can’t use these techniques as well. Here’s how to blend the techniques with tools built-in to Blackboard.13381213682075120699brain.svg.med

  • Minute Papers can be done as either Blogs or Journals. If you want the students’ writing to be private between her/him and you then opt for the Journal. After each content module ask students to post their response to a question such as “What was the most important thing you learned during this module?” or “What important question remains unanswered?” Encourage students to do this quickly and to be honest and require that they Continue reading

Active Learning in the College Classroom with Introverts in Mind


Clickers being used in classroom

I am an extrovert.  As much as I am an extrovert, my 14 year old daughter is NOT.  We’ve had numerous discussions on classroom activities and I’m dismayed at the difficulties she struggles with in class.  I have also done stand-up delivery both as an adjunct faculty member and in business training.  I’ve always watched and worried about the introverts.  Are they getting the information?  One might not ever know except for at test time if a test is involved.  I’ve wondered how do I engage the introverts without doing what they would probably hate the most by calling on them in a class room setting?

As to my freshman in high school.  She gets very frustrated with group assignments.  The group is usually given a limited number of minutes to come up with a group project.  They often make the decision before she has time to formulate her feelings on the subject.  To make things worse, per her words, “They pick something I wouldn’t have selected and then I end up doing most of the work!”.

Jennifer L. Faust & Donald R. Paulson from California State University, Los Angles have authored a paper on Active Learning in the College Classroom.  This paper is filled with ideas to incorporate in a lecture environment.  I’m not sure it answered my concern on how to help my daughter with the group projects or how to change a group project, but it has several items that I think might help a faculty member with the quieter in-lecture students.

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