Our speaker this year was Jane McGonigal, director of game research and development at the Institute for the Future, a nonprofit futures research group based in Palo Alto, California, and creative director at SocialChocolate.com, a game development startup.
McGonigal, who holds a Ph.D. in performance studies, is the author of the New York Times best seller Reality is Broken: Why Games Make Us Better and How They Can Change the World. Her best known game development work includes “Find the Future” and “World without Oil.” McGonigal explores how the collaborative and motivational aspects of gaming are being used to solve some of the most difficult challenges facing humanity, even battling personal social problems like depression and obesity.
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Global Communication Pedagogy as Hybridized Collaborative Engagements
TLT Fellow Michael Elavsky will discuss recent efforts to transform COMM 410 from a course on International Mass Communication to an experience in cultural understanding. By partnering Penn State students with their peers in the Czech Republic on collaborative group projects, the new COMM 410 strives to inspire about new levels of cross-cultural empathy and respect. The affordances of technology create unique opportunities for information sharing and collaboration, and the process of implementing such technologies will be discussed. International group projects also come with their share of challenges to overcome. How these were managed will also be discussed.
From the Classroom to the Field
Learn how Cooley has teamed with Penn College’s Office of Instructional Technology to develop a rich media content package as a virtual field trip creating a more active learning experience. In Cooley’s Environmental Science class, field trips are part of the class activities, but nearly impossible to achieve in the distance environment. The solution is an online video series, “In The Field,” hosted by Cooley. Each “webisode” provides students with a unique field trip experience central to course outcomes. There is also an interactive online learning module, “The Cooley Cam,” presenting students with more personalized reinforcing material.
From Fear to Joy Why I Love Using Clickers in the Classroom
The first half of this session will include a conversation between the presenters about the process of adopting clickers (e.g., pre-adoption terror, their first meeting about clickers, up to use of clickers today). The second half of the session will include an interactive demonstration of how clickers are used in Coupland’s classroom.
Lumberjack iStan Taking the Classroom into the Forest
Traditionally, high fidelity human simulation has been used to train health care providers. This presentation will describe the partnership among the Penn State Mont Alto nursing program, the Penn State forest technology program, and multiple community agencies which allowed human simulation to be taken into the forest. The simulated scenario of a tree harvesting accident allowed forestry students to practice “field” first aid and CPR skills, paramedics to strengthen their teamwork process, and nursing students to use their critical thinking skills in a mock emergency department. This simulation was positively received by participants and clearly enhanced their education.
Designing Mobile, Location-Aware, Socially Networked Learning Assistants
This presentation reports on outcomes of a TLT Fellowship that developed a subject-based learning app for a keyword advertising course that leverages cellular technology, the contextual (location-aware) attributes of mobile technology, and social media. The goal was to make courses more dynamic and allow students to access content–and assistance with that content–when and where they need it. The app serves as a “learning assistant” that students can use in conjunction with a resident course. Initially, Jansen is collecting data in this course with the goal of identifying content and problem areas in the course learning.
From Tablet PCs to Instructional Frameworks
This interactive presentation will review several faculty-driven projects that highlight how tablet PCs, digital ink, and screencasting software are successfully being used as teaching tools to support problem solving in the College of Engineering and are impacting classroom practice. Project work will be presented in terms of how faculty have transitioned from using these technologies as electronic blackboards to promoting student problem solving skills. The presenter will describe how a team of faculty have generated an instructional model that integrates several of the strategies and faculty practices noted earlier, creating a scaffolded learning environment.
The Evolution of a Large Enrollment Course
There are two truths about evolution on which most can agree: everything that has successfully evolved has evolved for a reason and evolution takes a long time. Large enrollment courses are not any different. With enrollment growing to over 1,300 and with a large number of students barely getting through the class, something had to change in Accounting 211…something big. This presentation will take attendees on an eight-year journey through Accounting 211′s evolution. Topics include hybrid course design, classroom flipping, learning styles, meaning making for non-majors, virtual labs and review sessions, student tools, and weekly road maps.
Using Videoconferencing Technologies to Bridge Culture, Language, and Time-Zone Differences
The World in Conversation project has taken its face-to-face dialogues across the ocean so Penn State students can engage students in the Middle East. The presenters were initially reluctant to use videoconferencing technology because they saw the barriers it presented as impossible to overcome if they wished to meet the standards of face-to-face conversations. While things have not always gone smoothly, the presenters have been pleasantly surprised at their ability to have meaningful conversations that shift how students see their worlds and those of their conversation partners. Attendees can participate in a short conversation with students in the Middle East.
The Future of Learning Spaces at Penn State
Many current classrooms were built to support the lecture method of teaching, where rows of students face toward, scribbling notes, with little peer interaction. Modern conceptions of teaching and learning envision a far more active and engaged classroom, with students learning from one another, and a shift of the instructor to facilitator. Outside the classroom, libraries, labs, lounges, hallways, and virtual spaces are also recognized as places where rich learning takes place. This panel will explore new ideas about learning spaces. Each panelist will provide a different perspective, and the audience will be engaged in an exploration of solutions.
Shaping Penn State’s Learning Environment: Course/Learning Management System Review
In 2009, the provost and vice provost for information technology charged the eLearning Strategic Committee with developing a strategy for sustaining a common e-learning environment across the University. To accomplish this, the committee formed two subcommittees, pedagogical and technical, to explore the capabilities of several e-learning environments. As a result, ITS piloted Blackboard, Canvas, Desire2Learn, and Moodle. The pilot team is working with instructors, students, designers, technologists, and support staff to explore the capabilities of each of these applications within Penn State. This panel will provide an overview of the LMS review, accomplishments, assessment strategy, and the way forward.
Flipping a Large Classroom
Flipping the classroom has been studied in many small-classroom settings with success. The presenter tried this in two “large” classes, STAT 200 and STAT 250. All the positives of flipping are present, but a large classroom setting presents some unforeseen difficulties, including dealing with a traditional lecture hall as the meeting room, less peer pressure to be prepared for class, and the difficulty of the course material overall. This session will discuss the process of flipping the classroom and the increase in student learning and compare student responses to the use of recorded lectures in and outside class.
Scenes from the 2012 TLT Symposium
A look at some of the activities at this year’s Penn State Symposium for Teaching and Learning with Technology
In preparation for the 2012 Symposium, presenters were asked to record an “elevator pitch” of his or her presentation to grab attendees attention and tell them exactly why they should attend that particular session.
An elevator pitch (or elevator speech or statement) is a short summary used to quickly and simply define a product, service, or organization and its value proposition.The name “elevator pitch” reflects the idea that it should be possible to deliver the summary in the time span of an elevator ride, or approximately thirty seconds to two minutes.
Scott McDonald and Ellysa Cahoy
Digital Scholarship: How Digital Tools are Reshaping Academic Work
Games and Gamification: The Good, The Bad and The Ugly
From the Classroom to the Field: Using Rich Media and ANGEL to Bring Real-World Examples into the Classroom
Designing Mobile, Location-Aware, Socially Networked Learning Assistants
Kate Morgan and Kevin McFall
Effective Use of Twitter in Academia? Believe It!
Flipping a Large Classroom: Students in a Class of 200 or More View Lecture Videos outside Class and Come to Class Ready to Practice the New Concepts They Learned
LumberjackiStan: Taking the Classroom into the Forest
Cole Hons talks about keynote speaker Jane McGonigal
Our keynote speaker this year was Clay Shirky, writer, consultant, and teacher on new technology and social media. Clay is a provocative new voice on all things Internet: social networks and media, economics and culture, connected communities, and the open-source movement. He divides his time among consulting, teaching, and writing on the social and economic effects of Internet technologies. His consulting practice is focused on the way network technologies provide new ways for groups to get things done, including collaboration tools, social networks, peer-to-peer sharing, collaborative filtering, and open-source development.
Student and Faculty Expectations of Technology and Education
Cole Camplese, Senior Director Teaching and Learning with Technology, University Park; Sherry Robinson, Associate Professor, Hazleton; Andrew Read, Distinguished Senior Scholar, University Park; Sam Richards, Senior Lecturer, University Park; David Adewumi, Undergraduate Student, University Park; Mike Alexander, Undergraduate Student, University Park; Caitlin Doyle, Undergraduate Student, University Park; Davis Shaver, Undergraduate Student, University Park
Student desires and disappointments with educational technology are often different from what faculty and staff might suppose them to be. A similar disconnect can occur between faculty and staff regarding their views on the adoption of educational technologies. How can we surface those differences in a meaningful way, one that is more constructive than @AngelSucks? During this session, the panel will offer responses to questions sourced through a Twitter backchannel conversation. The goal will be to surface and hopefully bridge divides between faculty, student, and staff opinions regarding educational technology.
You Can’t Go Back Now: Social Media and Democracy in a Large Lecture Format
C. Michael Elavsky, Assistant Professor, University Park
Technology has become as much a part of the student classroom experience as the seats. The attention of students is a finite resource, for which instructors compete. It is easy for students to withdraw into their technologies. But what if those technologies could be harnessed to reengage students? By leveraging the power of technologies such as Twitter, COMM 110 has transformed from a one-to-many lecture into a rich forum for discussion. This session will discuss the process of reimagining the course, from inception and implementation to analysis and assessment.
The Unlearning of Science Education: The Story of SC200
Andrew Read, Professor, University Park
An understanding of science is critical to an informed understanding of everything that happens around us. Yet many students will receive degrees without enough baseline scientific experience to make informed evaluations of the “scientific” claims that bombard us daily. SC200 was created to inspire a passion for science in students who had given up on the field. By using tools such as Blogs at Penn State and Poll Everywhere, we have allowed the students to teach themselves the value of science in their lives in meaningful ways.
Terry Hartman, Instructor in Nutrition
This video describes how students in Hartman’s nutrition education course created public service announcement videos to share information they learned with others. As part of the project, the students developed technology skills recognized as important for nutrition professionals by the American Dietetic Association. Students had fun in this project-based course as they learned effective ways to share information.
Renee Borromeo, Instructor of Physical Therapy
This video showcases a project in Borromeo’s kinesiology course in which her students are taking their knowledge of anatomy and applying it to human movement. Students are given the requirements of turning in a paper as well as a video at the end of the project. The video portion is essential to understanding exactly what kind of motion the students are seeing as it supplies the visual evidence of what is written in the paper.
David Wiley’s Keynote on Open Education
David Wiley opened the 2009 Penn State Symposium for Teaching and Learning with Technology with a thought-provoking keynote presentation on open education. Read more about Davide Wiley.
danah boyd on Teenagers who are Living and Learning with Social Media
danah boyd discussed her research on teenagers and their patterns of using social media at the 2009 Penn State Symposium for Teaching and Learning with Technology. Read more about danah boyd.
Lawrence Lessig Keynote at 2008 TLT Symposium
Keynote presentation by Lawrence Lessig at the 2008 Teaching and Learning with Technology Symposium. Read more about Lawrence Lessig.
Join Jim Leous as he moderates a faculty panel discussing the use of digital media into the teaching and learning environment.
Join Lee Rainie as he provides the opening keynote to the 2007 Teaching and Learning with Technology Symposium. Lee is the Director of the Pew Internet and American Life Project. Read more about Lee Rainie.
Join Bryan Alexander for his lunch time talk at the 2007 TLT Symposium. Read more about Bryan Alexander.
Henry Jenkins III
Join Henry Jenkins III as he provides the opening keynote to the 2006 Teaching and Learning with Technology Symposium titled: From The Digital Divide to the Participation Gap: Reconsidering Media Literacy for the 21st Century. Read more about Henry Jenkins III.