Tuesday, August 14

On the Horizon: What does technology integration look like now and in the future?

Join us as we kickoff this year’s Summer Shorts program with insight from our latest group of Faculty Fellows, Dr. Angie Smith, Dr. Amanda Ross Edwards and Dr. Michael Kanters. How is technology changing Higher Education? How can we keep up with that change? What are some of the innovations coming out of our online programs? These questions and more will be highlighted by our Keynote panel.

Presenters will share experiences with Breakout EDU and Digital Breakout EDU in face-to-face and fully online classes. Breakout games help students engage with course material and can help instructors hold students accountable for learning content. Participants will engage in puzzle-solving and puzzle-creating in this hands-on presentation. Ideas for application of the breakout activity will be discussed.

Kerri Brown Parker, Director, College of Education METRC

Research has shown that the more engaged students are with each other, their instructor, and course content, the more likely they are to learn, stick with their studies, an attain their academic goals (McClenney, Marti, & Adkins, 2006). This session will explore active learning strategies and its relationship to the Quality Matters Rubric, the leading set of standards for online course quality.

Bethanne Tobey, Instructional Designer, DELTA

As an increasing number of NC State courses started to “flip” in recent years, we would like to introduce a flipped classroom design framework supported by pedagogical theories and our design experience from DELTA Grant projects. This framework is built upon three key theories from cognition, metacognition, and motivation domains: first principles of instruction (Merrill, 2013), self-regulated learning (Zimmerman, 2002), and the MUSIC model (Jones, 2009). It transforms those theories into three practical design aspects: 1) the flipped classroom learning (FCL) cycle, 2) the self-regulated learning (SRL) cycle, and 3) the flipped classroom orientation. The Moodle gamification tool can be used to engage students in completing learning tasks designed for each aspect. In this session, we will share strategies for designing the FCL cycle, the SRL cycle and the course orientation, as well as providing application examples from BCH 351 General Biochemistry, which is being redesigned from traditional lecture to flipped classroom format. The audience will have opportunities to apply the design strategies in their selected course context and exchange ideas with others.

H. Kenny Kuo, Teaching Assistant Professor, Dept. of Molecular and Structural Biochemistry

The Wiki Education’s Classroom Program offers an alternative to the “disposable assignment” by replacing the traditional term paper with significant student contributions to Wikipedia. The challenge of “neutral” writing and pressures of external, anonymous feedback make this program more academically rigorous than the standard writing assignment. In this session, we’ll discuss the benefits of the program and provide a demo of the WikiEdu Dashboard, which facilitates assignment management and resources. We’ll also review the means of support offered by Wiki Education and NCSU Libraries in the context of a successful course using WikiEdu offered by Nora Haenn in fall 2017.

Will Cross, Director, Copyright & Digital Scholarship Center

What do students experience when they access your Moodle course on a mobile device? Can they navigate the resources and activities effectively to quickly find what they need, or are they frustrated by inefficiencies because the course hasn’t been designed with mobile devices in mind? How functional is your course when a student is connecting with the official Moodle Mobile app? Did you know there is an official Moodle Mobile app?

Come to this session to learn more about the Moodle Mobile app and to discuss some of the dos and don’ts related to designing Moodle courses to be mobile-friendly. We will explore how Moodle behaves on mobile devices, and examine the design strategies and course settings that allow instructors to improve a course’s effectiveness on mobile devices. Bring a smartphone or tablet with you for hands-on exploration!

This presentation introduces seven elements of an effective instructional cycle that can be applied to didactic lectures in both face-to-face and online instructional environments.
• Given one minute and a handout of seven elements of an effective instructional cycle (EIC), the Summer Short attendees will recall all seven elements of EIC in order with an elbow mate and 100% accuracy.
• With a handout describing each EIC element and fill-in-the-blank boxes, the Summer Short attendees will write a summary of the EIC description in each box on the paper with at least 80% accuracy, reviewed by ESS instructional designers.
• Given a paper, pencil, and empty PowerPoint slide boxes on a paper, the Summer Short attendees will create content in each PowerPoint slide box following the sequence of EIC elements using the learning objective (or outcome) the attendee brought.
• Given a list of enterprise software and their functions such as Moodle quiz, Moodle assignment, MediaSite, TopHat, etc., the Summer Short attendees will identify the functions that each EIC element can be used in student learning for at least one possible function for each EIC element.

Emily Ligon, Instructional Designer, College of Veterinary Medicine

This workshop will be a facilitated roundtable in which we learn from each other how we use and implement Jupyter Notebooks in our classes. Participants will each be given an opportunity to share a Jupyter Notebook implementation with the group, and then we’ll host a discussion and share ideas in an informal setting. Please bring your own laptop running Jupyter Notebook if you want to run the examples provided. Some topics we anticipate arising are: favorite online resources and visualization packages, notebook deployment (local vs remote), building scaffolded lessons, grading systems and frameworks.

Lex Kemper, Assistant Professor, Dept. of Physics

Our Online MBA program has experienced enormous growth, and some core courses now host over 100 students per session. In this session, we’ll discuss methods that we’ve used in the Online MBA program to keep students engaged with the course while (hopefully!) avoiding instructor burnout. These include hiring online section managers, hosting voluntary class review sessions, providing timely class and individual feedback, and developing group activities.

Our solutions aren’t perfect, so we’ll also invite participant engagement during this session to discuss what techniques have and haven’t worked for you.

We have used lightboard videos in several DELTA grant projects, especially in Engineering and Computer Science courses. Lightboard videos are great for math-intensive problem-solving courses or for teaching difficult concepts that might involve writing on the board. We are going to present how we used the lightboard videos in three different DELTA grant courses. These courses are CE 332: Materials of Construction (Civil Engineering), CHE 596: Core Chemical Engineering Concepts (Chemical Engineering) and CSC 316: Data Structures (Computer Science). One of the major instructional challenges for these courses was lack of student interest and excitement watching the traditional lecture videos. We addressed this challenge using lightboard videos, that allows an instructor to create video lectures and directly interact with handwritten notes and diagrams while facing the camera. In this session, we will show examples and best practices and how-to plan and prepare for creating these videos to make lecture videos more engaging. We will share experience and strategies in using the lightboard as a lecture video tool from the instructional designer, faculty, media and video developer’s perspective. We will also share our experience in working with both STEMbrite and UNC-TV to develop these videos. We will demonstrate some cool lightboard videos that were created for these courses. Finally, we will share resources and information and how to get started with lightboard videos with anyone who might be interested in using lightboard to capture their lecture.