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Articles 1 - 15 of 15
Full-Text Articles in Education
Personal Volcanoes And The Pedagogy Of People: Perspectives On Navigating Turbulent Times, Kristen M. Platt, Lydia Strattan, Colleen Bodnar, April Hatcher
Personal Volcanoes And The Pedagogy Of People: Perspectives On Navigating Turbulent Times, Kristen M. Platt, Lydia Strattan, Colleen Bodnar, April Hatcher
Pedagogicon Conference Proceedings
The year 2020 brought about more unexpected turbulent times than anyone could have imagined in the years prior. At the University level, students and faculty were sent home from campus as rates of COVID-19 soared around the world. This turbulent, life-changing eruption disturbed the status quo for everyone on the planet in ways not anticipated, and the effects will linger for years to come. This manuscript discusses four perspectives on navigating the pandemic that can translate to future preparedness plans for students and faculty alike.
The Importance Of Building A Social Presence In The Online Classroom, Amanda W. Joyce
The Importance Of Building A Social Presence In The Online Classroom, Amanda W. Joyce
Pedagogicon Conference Proceedings
While important, many of the guidelines put in place to prevent disease transmission during the Covid-19 pandemic (social distancing, quarantining, facial coverings, etc.) have created challenges to building student-student and student-faculty relationships. However, these relationships are, according to the Community of Inquiry model (Garrison et al., 2000), essential to learning. The purpose of this piece is to explore strategies to build social presence in the classroom to benefit students and faculty alike. Strategies such as the strategic use of discussion boards, collaborative assignments, class announcements, extra credit, and more are discussed in the context of improving student learning without significantly …
Agile Learning And Teaching With Miro Boards, Camille Skubik-Peplaski, Steven Shisley Dr., Jennifer Edick, Whitney Cook
Agile Learning And Teaching With Miro Boards, Camille Skubik-Peplaski, Steven Shisley Dr., Jennifer Edick, Whitney Cook
Pedagogicon Conference Proceedings
Educators use agile and transparent learning procedures that require students to analyze, assess and critique theoretical perspectives. This paper highlights the use of Miro board technology, allowing students to engage in collaborative team work to create a visual representation of a theory, increasing their proficiency as a theory driven occupational therapist. Students reported that Miro boards decreased feelings of isolation, created a sense of community, encouraged creativity, and promoted a collaborative, meaningful learning experience. Effective teaching during the COVID pandemic provided learners multiple opportunities to track their learning progress with substantive and timely feedback.
Using Video Technology For Discussion Forums: Building An Engaged Online Community, Shirley P. O'Brien, Steven Shisley Dr.
Using Video Technology For Discussion Forums: Building An Engaged Online Community, Shirley P. O'Brien, Steven Shisley Dr.
Pedagogicon Conference Proceedings
Faculty used various multimedia technology delivery methods within higher education in response to the COVID-19 pandemic. Instructors were urged to be more agile when considering tools to promote student engagement within the forced, online environment. Video technology is a mainstay in both online and hybrid education as well as in the workforce. Flipgrid, an agile learning tool, promotes asynchronous class discussions to reinforce higher levels of thinking in Bloom’s taxonomy of learning. Data collected from three courses suggests that Flipgrid promotes student engagement in a learner-centered approach. Implications are suggested for online learning.
Applying Special Education High Leverage Practices To Enhance Learning In Higher Education Courses, Michelle Gremp, Maria L. Manning, Julie H. Rutland, Mary Jo Krile
Applying Special Education High Leverage Practices To Enhance Learning In Higher Education Courses, Michelle Gremp, Maria L. Manning, Julie H. Rutland, Mary Jo Krile
Pedagogicon Conference Proceedings
In response to the Covid-19 Pandemic, new and varied platforms of instruction have become commonplace across all content areas of higher education. As a result, faculty are faced with the challenge of individualizing and differentiating instruction more than ever before. As outlined in High-Leverage Practices for K-12 Special Education Teachers (McLeskey et al., 2017), successful teaching at all levels requires skill in 4 intertwined components of practice: collaboration, assessment, social/ emotional/behavioral practices, and instruction. Incorporating aspects from each component of practice into higher education courses can help faculty improve engagement and enhance learning outcomes for all students.
Using A Technology Integration Content Plan To Align Course Components For Enhanced Student Learning, Melony Shemberger
Using A Technology Integration Content Plan To Align Course Components For Enhanced Student Learning, Melony Shemberger
Pedagogicon Conference Proceedings
In education, students simply consuming technology is not sufficient. Rather, we as educators want students to become effective producers of technology. That takes planning. Writing a plan that integrates the right technology to align with course components can assist instructors to design lessons that would encourage and challenge students cognitively. In this article, instructors are guided on constructing lessons that comprise a unit in which a lesson has a technology anchor. A list of free or less expensive tech tools that instructors and students could use is also available.
Agile Teaching And The Agile Manifesto, Trish Isaacs
Agile Teaching And The Agile Manifesto, Trish Isaacs
Pedagogicon Conference Proceedings
The Agile framework and its principles were originally created for software development, not for higher education. The software development environment in which they were created holds many parallels with the environment of higher education today, including the adaptiveness required, increased consumer focus, and pace and complexity of change. Principles outlined in the Agile Manifesto provide a way of dealing with uncertainties and turbulence, and ultimately succeeding in the midst of them. Agile principles can be applied to support and facilitate effective teaching and learning in today’s rapidly changing environment.
Metacognitive Teaching–Reflecting On Our Teaching Practice, Stephanie Foote
Metacognitive Teaching–Reflecting On Our Teaching Practice, Stephanie Foote
Pedagogicon Conference Proceedings
To help students become metacognitive learners, faculty should first consider their own metacognition and the role that plays in their courses. Faculty who take a metacognitive approach to their instruction are aware of their own teaching practices and purpose, and they have an awareness of student engagement and learning and are willing to adapt based on that knowledge (Scharff, 2015). While faculty are often metacognitive in their own discipline, these approaches are not always transferred to teaching (Tanner, 2012). This piece focuses on strategies and approaches faculty can take to use metacognition to reflect on their own teaching practice.
Literature Genre Effects On Memory And Influence, Katelyn Mcclure, Hung-Tao Chen, Megan Thomas
Literature Genre Effects On Memory And Influence, Katelyn Mcclure, Hung-Tao Chen, Megan Thomas
Pedagogicon Conference Proceedings
Superstructures are text structure relations commonly found in specific types of text such as narrative texts. Superstructures are important from a pedagogical standpoint because learners’ comprehension can be improved when they are taught about superstructures (Baumann & Bergeron, 1993; Calfee & Patrick, 1995; Dymock, 2005). The current study examined three types of texts with distinct superstructures—narrative, expository, and procedural. Undergraduate student participants (n=200) were randomly assigned to read a text that was written in the form of a narrative, expository, or procedural superstructure text. After reading, participants were asked to recall information from the text and rated their compliance level …
Let’S Talk: Learning To Communicate Well In Emergency Online Learning, Kim Cuny, Jenny M. Southard, Erin Ellis-Harrison
Let’S Talk: Learning To Communicate Well In Emergency Online Learning, Kim Cuny, Jenny M. Southard, Erin Ellis-Harrison
Pedagogicon Conference Proceedings
In this article, we use the lens of Tinto’s (1987) separation and transition phases to reflect on lessons learned when moving classes with oral communication components from in-person to online. We believe that being mindful and intentional in how we include oral communication instruction, opportunities for improvement, and incorporating feedback can positively impact retention and persistence of students. First, we describe the timelines of events, then we connect Tinto’s essential features of effective retention programs to oral communication pedagogy, and finally offer resources and strategies for incorporating oral communication into courses.
Agile Course Design: Modeling Flexibility, Empowering Engagement, And Prioritizing Community, Julie A. Rowan, Todd A. Stanislav, Allison C. Bernknopf, Tracy E. Russo
Agile Course Design: Modeling Flexibility, Empowering Engagement, And Prioritizing Community, Julie A. Rowan, Todd A. Stanislav, Allison C. Bernknopf, Tracy E. Russo
Pedagogicon Conference Proceedings
The Agile Course Design Institute, created for faculty at a regional public university, utilized an agile thinking lens to model flexible, interactive learning. The Institute framework consisted of three core factors: sense of belonging, students’ bandwidth, and interaction and engagement. Faculty participated in online synchronous and asynchronous settings to develop agile courses. In doing so, they gained insights into the experiences their students might have in remote learning. Examples from the Institute and participant work are explored through a “Why” (purpose/outcome), “What” (connections to the ACDI framework), and “How” (tools and strategies) structure.
The Faculty Scholar Role In Peer Review Of A Journal Article, Cindy Hayden, Renee Causey-Upton, Dana Howell
The Faculty Scholar Role In Peer Review Of A Journal Article, Cindy Hayden, Renee Causey-Upton, Dana Howell
Pedagogicon Conference Proceedings
Peer review is a process to help ensure publication of high-quality research. Manuscripts submitted for publication are evaluated by others with similar content or methodological expertise, and the feedback is used by editors to determine suitability for publication. Participation in the peer review process may help improve agile teaching as well as contribute to the faculty scholar roles of professional service. This paper describes the process of peer review, including criteria for becoming a reviewer and how to perform a review.
Give ‘Em Something To Smile About: Connecting With Online Students Through Humor, John Huss
Give ‘Em Something To Smile About: Connecting With Online Students Through Humor, John Huss
Pedagogicon Conference Proceedings
Humor and higher education are infrequently mentioned in the same conversation, but much empirical evidence supports the contention that the use of humor is related to positive student perceptions of the instructor and learning environment (Banas et al., 2011; Garner, 2006; James, 2004; Suzuki & Heath, 2014). The literature certainly establishes a foundation to consider humor as a critical element of any instructor’s online teaching arsenal and such an inclusion may be particularly pertinent at this time, given the undeniable shift in higher education dynamics as more institutions, both by choice and circumstance, witness unprecedented growth in their web-based programs. …
Pre-Service Teachers And The Next Generation Of Agile Teaching Through Crisis, Makayla Carmichael, Maria L. Manning
Pre-Service Teachers And The Next Generation Of Agile Teaching Through Crisis, Makayla Carmichael, Maria L. Manning
Pedagogicon Conference Proceedings
Pre-service teacher candidates have experienced extreme stressors from COVID-19 through both the lens of postsecondary students and clinical practitioners. This duality provided a complex understanding of crisis management within instructional settings for future incoming teachers. This article discusses trauma-related student behavior brought on by COVID-19 and introduces agile teaching practices such as reflective practices and integrated use of technology. Reflective practices help educators unpack teaching practices and apply ideas and concepts in novel ways. Technology tools help to strengthen relationships, communication, and collaboration reducing crisis related behavior. Future implications include addressing technology inequity and crisis planning.
What Have We Learned After One Year Of Remote Teaching And Learning? A Critical Conversation Between Two Language Educators, Marlon Valencia, Miguel Rincón
What Have We Learned After One Year Of Remote Teaching And Learning? A Critical Conversation Between Two Language Educators, Marlon Valencia, Miguel Rincón
Pedagogicon Conference Proceedings
In this critical conversation, two language educators reflect on their experiences of online instruction after nearly two years of teaching during the Covid 19 pandemic. The duoethnographers share the challenges they faced to adapt their teaching and assessment for remote delivery, as well as how their pedagogical orientations transformed to engage with learners online. The discussion focuses on teaching both synchronously and asynchronously, re-thinking language assessment, and the authors’ strategies to manage a sustainable and healthy workflow. This last aspect is of significant importance given how much these two educators had to learn to teach in ways and through media …