Millennial Students

Nicholas Dean and Marianne Kline-Kalinoski from Marshall University discussed how to teach Millennial Students in their BbWorld 2011 session titled: Millennials: A Student by Any Other Name is Still a Student.  They believe that we need to engage today’s students with various learning styles, offer feedback, collaboration opportunities and have students share their thoughts.

Wimba tools are used to help connect students and faculty on Marshall’s campus.

Site Referenced:

Learning Styles Questionnaire

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No More Excuses: Bring Rubric Based Grading to Your Campus

Andrew McCann from Waypoint Outcomes discussed the importance of rubrics in education.  An argument for rubrics that McCann makes is that they allow for complex, authentic assessments that have clear expectations for students.

Why are rubrics hard?

  • Easier to begin grading than create a rubric
  • Easier to assign quizzes than authentic tasks
  • Delayed payoff for the instructor
  • Rubrics are hard to write
  • Complexity is difficult to translate to software
  • Cost of software and training

Rubrics are crucial because they:

  • Encourage student engagement
  • Combat grade inflation
  • Combat grade debates/complaints
  • Document success/quality
  • Promote consistency from all instructors
  • Can be used for accreditation
  • Are in-line with education’s mission

Drexel University changes resulting from Rubrics:

  • Data informed discussions of outcomes
  • Course sizes reduced
  • More collaboration
  • Used for accreditation

Waypoint2 (2011)

  • Teaching and Learning Edition is Free;  Analytics and Outcome Edition has flexible licensing.
  • Offers reusable content
  • Collaboration and sharing
  • Rubric can be revised and aggregated
  • Sophisticated analytics
  • Rubrics are attached to assignment in Blackboard (visible to student)
  • Uses user interface from Blackboard with a ‘Rubric’ option
  • Comments can be added
  • Rubric levels can be linked to learner outcomes
  • Comments from rubric level are standardized, but they can be personalized for each student

Bb Mobile – Inside and Outside the Classroom

This session focused on how mobile technology has changed teaching and learning both in and out of the classroom.

Stats on mobile devices:

  • More smart-phones are being sold than PC’s
  • 24 Hours of video are upload to Youtube every minute.  Most likely much of this video is coming from smart-phones
  • Average iPhone user spends only 45% of their time making voice calls

Reinventing models inside and outside the classroom examples:

Do our classroom environments acknowledge these changes?

Can mobile technology embolden students in and out of the classroom?

Abilene Christian University Mobile Learning Report


Holding Faculty and Support Staff Accountable for Their Actions

This session at BbWorld 11 was much more benign than the title suggests.  The basic concept was how an online process at UTPA has helped improve the workflow of faculty technology requests.

An online request form is used which allows faculty to submit projects.  These projects can range from training needs, Blackboard course modifications or instructional design concerns.  The Helpdesk manager reviews the received requests and then assign the projects to the appropriate staff.  Some projects are assigned to part-time staff, work study employees or instructional designers.  This process has helped with accountability and copyright issues (due to the involvement of a copyright librarian in necessary project requests).

Taking Students’ Advice: Using Surveys to Enhance Course Design and Delivery

Paige Brooks-Jeffiers (KCTCS) presented at BbWorld 11 Wednesday regarding how to use student surveys to enhance course design and delivery.  See notes below:

Surveys with extra credit are used to assess what teaching strategies are working.

Suggested Beginning Survey Question:

  • What type of learner are you?
  • What type of person are you?  http://www.personaldna.com/
  • PC or MAC user?
  • Preferred Browser?
  • What Social Media do you use?

 Organization:

  • Are students getting a clear picture of their course before they start?
  • Have students use your first name.
  • Keep your course organized.

 Suggested Ending Survey Questions:

  • How would you do things differently?
  • What would you tell an incoming student to this course?
  • Are there other tools that I should be using?
  • What should I add/remove from this course?