Contemporary Teaching Methods in Higher Education

1. Contemporary Teaching Methods in Higher Education August 29, 2011

2. Headlines • self directed learning • millennial students • Development of critical thinking skills • technology in and out of the classroom • course websites

3. NEW ADA Accreditation Standards “. . dental education programs can re-examine the relationship between what faculty do and how students learn . . change from the sage authority who imparts information to a facilitator of learning and designer of learning experiences that place students in positions to learn by doing. “

4. 21st Century Teaching & Learning Educational Origami - a blog and a wiki, Andrew Churches, Kristin School, Albany Auckland http:// edorigami.wikispaces.com/ 21st+Century+Pedagogy http:// edorigami.wikispaces.com/ Comparing+20th+%26+21st+Century+Education

5. Instructional Design Process • Develop student learning outcomes (goals, objectives, competencies for curriculum, course and learning activities (i.e. lectures) • Design appropriate instructional activities (teaching methods) for each learning outcomes (which may include being the source provider of information) • Implement instructional activities • Evaluate student performance related to learning outcomes • Remediate students & revise process as appropriate

6. Harvard Designing the course of the future • http://isites.harvard.edu/icb/icb.do?keyword=k76833 (next slide shows website home page)

8. Overview of student learning objectives • Value of setting a measurable goal • Objectives can be high or low level • Curriculum block, course and learning activity (lecture) objectives should be coordinated • Higher level measured objectives are often called “competencies’

9. “Methods” of ACHIEVING student learning objectives • Obtain information – listening, reading, • Obtain insight – reflection, discussion, problem solving • Obtain skills – observing, practicing

10. Examples of Teaching Methods • Lecturing • Reading assignments • Discussions • Projects – presentations, reports, journals etc. • Demonstrations • Practice exercises

11. Use of technology Most teaching methods can be used with or without technology However, technologies have made some teaching methods easier to implement and/or more efficient and effective Students are used to using communication technologies throughout their education and in their personal life. Research indicates student preference for “blended courses”

12. Why use a variety of teaching methods? • different methods are appropriate for different learning goals – some learning goals are not really achievable through some methods • importance of monitoring student learning outcomes • avoid complacency from repetition • individual instructor preferences • students have a variety of learning style preferences

13. Obtaining InformationThru Lecturing • Presenter – course director, guest lecturer, student • Long – short time frame • Live – Recorded • Live lecture not recorded OR recorded • Pre-recorded lecture

14. Why record a “live” lecture • There is VALUE to giving it live • Enables students/faculty to not be present at a live lecture if that is desired • Provides a record of what was told to students either for faculty who may benefit from that information and cannot attend or as a review resource for students (so another course director does not need to “re-teach” this information later) – this may be more valuable for some lecture presentations than for others • Helpful as a study tool for some students

15. Delivery options for recorded lectures • Web • CD • File for mobile device Who needs the information, when do they need it, what technology tools to they have to obtain it

16. Technology for Lecture Recording TechSmith Camtasia http://www.techsmith.com/camtasia/ $179 educational price Plus microphone for computer

17. Obtaining information thru reading assignments • How to use reading assignments effectively • Book, journal article, web text, PowerPoint notes • Electronic or hard copy

18. Obtaining information thru demonstrations • Live • Recorded – College of Dentistry will support

19. Application of Knowledge What are students going to DO with the information they receive through listening/reading Students need practice experiences to achieve application of knowledge for cognitive and psychomotor objectives • Practice experiences – not just psychomotor

20. Critical Thinking Are student learning objectives that require critical thinking skills part of your course?

21. Questioning Responding to questions that require higher order learning application, evaluation, analysis or synthesis of information (beyond recall of facts) ►during class or outside of class ►discussions (greater interaction) in person live, electronic live, electronic not live (print, audio, video)

22. Discussions/Questioning • Instructor facilitated/directed • Non-instructor facilitated • Panel Tips for questioning Responding to questions

23. Use of questioning for purposes besides facilitating critical thinking • Monitoring student progress/understanding – Skilful Teacher Handout • Increasing student engagement in lectures (motivation, interest)

24. Using “clickers” effectively • http://www.cwsei.ubc.ca/resources/files/Clicker_guide_CWSEI_CU-SEI.pdf • http://cndls.georgetown.edu/tlisi_media/recap/clickers-slides.pdf • http://www.colorado.edu/physics/EducationIssues/papers/Turpen_etal/Effective_Clicker_Use.pdf Best Practices from Turning Technologies • http://www.turningtechnologies.com/studentresponsesystems/researchcasestudies/bestpractices/

25. Critical Thinking • Reflection – what do you think about . . . • Summarize literature, critique websites or products • Solving posed problems – cases or simulations • Development or creation of a unique “product” Can be written or oral

26. Self-Directed Learning Students are given a “mission”, directions, parameters and they go out and “achieve the goal or find the answers” • Learning objects • Project assignments (depending on the assignment may also involved critical thinking)

27. Learning Objects A collection of instructional items based on a specific learning objective Goes beyond “providing information” in that students are able to make decisions about how to work through the instructional items

28. Learning Portfolios • Students engage in analysis, reflection, feedback and dialogue in order to help them understand the different type of knowledge and insights they’ve gained from academic and other kinds of experiences. • Students then document their learning through the creation of their completed learning portfolios. which illustrates student’s knowledge and skills, as well as the values, goals and commitments that underlie their work.

29. Examples of Learning Portfolios http://mportfolio.umich.edu/showcase.html

30. The Integrative Knowledge Portfolio Process: A Program Guide for Educating Reflective Practitioners and Lifelong Learners https://www.mededportal.org/publication/7892 Melissa PeetAcademic Director, Integrative Learning and Mportfolio Initiative, Office of the Provost University of Michigan

31. "Do e-Portfolios Have To Be "E"? Fundamental First Steps For Successful Learning Portfolios January 29, 2011 / San FranciscoHeld in conjunction with AAC&U's 2011 Annual Meeting http://eportfolioca.org/index.php?option=com_content&view=article&id=141&Itemid=159

32. http://www.soe.umd.umich.edu/687138/ The Learning Portfolio: Reflective Practice for Improving Student Learning (Jossey-Bass Higher and Adult Education) John Zubizarreta Eportfolios for Lifelong Learning and Assessment Darren Cambridge

33. Checklist for selecting teaching methods ►What techniques are effective for facilitating student achievement of the learning outcome? ►How is student learning monitored ►Are there any program requirements that would cause you to select one usable technique over another ►Do methods provide for facilitating student motivation

34. Does use of technology make teaching better?

35. Technologies used to communicate with students outside of the classroom • Communication • Is learning to use the tool important for the students education

36. Chronicle of Higher Education • http://chronicle.com/article/Volume-57-Issue-11-November/125215/ • Nov 4, 2010 Special Report: Online Learning

37. OSU Teaching On Line http://telr.osu.edu/teachonline/

38. Course WebsitesQuality Matters RubricDecember 2011 http://www.qmprogram.org/ new-website-welcome-page

39. How to effectively use each of the methods/techniques is important Web based university resources

40. “Evidence” Evidence may always be difficult because technology will be ahead of research American Association for Higher Education & Accreditation Journal of Dental Education Academic Medicine EDUCAUSE

41. Thank you for your interest in teaching

42. Student Engagement Techniques: A Handbook for College Faculty Elizabeth F. Barkley