Session Recording: “Hypothesis: A Social Annotation Tool” (Thursday, Sept. 1, 2:30 p.m.)

Session Description

Learn more about our new tool, Hypothesis, and transform reading from a passive, individual activity to an active, collaborative exchange.

*Session led by vendor representative with CATL input.

 

What’s in a Name? Tips for Learning & Using Students’ Names in Class

Research tells us that learning and using students’ names in class has benefits for belonging and engagement, both of which are associated with positive educational outcomes. Instructors also know, however, that it can be quite a challenge to learn dozens and, in some cases, even hundreds, of student names in a semester. There is no one easy solution, but here are some different strategies you might consider, along with a healthy dose of reviewing and rehearsing. 

  • Use the classic standby table tent method. Provide card stock or thick paper and bold markers. Pass materials out and ask students to make a nameplate that they use for class each day. You can even collect them and pass them back to students each day for the first couple of weeks if having to return them helps you learn names. 
  • Call the roll and consider doing it on more than the first day. You can even explain to students that you are doing so because you genuinely want to work on learning and correctly pronouncing their names. Ask them to correct mistakes you make. Write phonetic pronunciations next to names on your roster. They may appreciate your efforts at getting to know them even if it takes a few minutes of class time.
  • Ask students to complete a course survey for you and submit it in Canvas as an assignment. Have them provide their preferred name, correct pronouns, and a typed-out phonetic pronunciation of their name as some of the items. Include other questions that help you learn a bit about them, so you can associate that with their name. You can invite them to include a photo if they feel comfortable doing so. 
  • Take pictures in class. Have students write their names in large letters on a full sheet of paper. Ask them to hold it up, and then take photos of groups of students in the classroom. Practice reviewing the images before class each day. You should offer students the choice to opt-out of this exercise because they may have legitimate cultural, safety, or other reasons for not wanting to participate. 
  • Remember that your class rosters in SIS include photos, and you can print rosters to take to class with you that include thumbnails of those images. You can also use the rosters to practice learning names. Do keep in mind, though, that the photos are typically first-year student ID pictures and may not be accurate representations of your students today 
  • Assign students to visit your office for just a couple of minutes to introduce themselves to you. It may help you learn names, assist them in finding your office and make them more likely to seek you out when they have questions.  
  • Spend time before class speaking individually with students. Try calling them by name or ask them to provide or remind you of their name as a part of the conversation.  
  • Be aware that UW-Green Bay does have a preferred name policy, and students can request to have their preferred name on class rosters, in Canvas, and in email. If you have a student in class who requests you use an entirely different name than is currently on your roster, let them know that there is a mechanism to ask for a name change in many of our systems.   
  • Teaching online? Ask students to share an image and description of their real or fictional dream vacation destination, favorite food, or a favorite book to a discussion board to introduce themselves. Although you may not have to memorize names in asynchronous online classes in the same way you do when teaching face to face, getting to know your students from the start of the semester and encouraging interaction among them is important.
  • Pair students and ask them to interview each other and introduce each other to the rest of the class in a virtual or interactive video class. It can help you and the students learn names and increase comfort with the breakout rooms and cameras before you engage in content-focused conversations.  

 

Session Recording: “Fostering Engagement in High Enrolled Courses” (Monday, Aug. 29, 2:30 p.m.)

Session Description

We know that active learning strategies and high-impact practices make a difference. How can we leverage these practices in a high-enrolled context? Join us to discuss strategies and best practices.

Active Learning

What Is Active Learning?

Research has long supported the effectiveness of active learning strategies. What is active learning? It is an umbrella term used to describe classroom techniques in which students must participate in a tangible way in their own learning, as opposed to passively attending to a lecture or other presented material. Sometimes it involves groups of students working together (e.g., think, pair, share); in other cases they work individually to engage with the material (e.g., minute papers).

Overwhelming Evidence Supports Active Learning in the Classroom

You may be very familiar with the idea of active learning, but perhaps you are less well-acquainted with the research that supports its use. As recently noted by Davidson and Katopodis (2022) in Inside Higher Ed, according to “an often-referenced meta-study of more than 225 separate studies, active learning is more effective for every kind of student, in every discipline, than the traditional lecture model or the question-and-answer guided discussion method” (para. 1). Want to review some of the evidence yourself? Freeman et al. (2014) published the meta-analysis just referenced. More recently, Dewsbury and colleagues (2022) reported that active and inclusive learning techniques improved grades and reduced equity gaps in introductory biology courses, supporting previous findings by Theobold, Hill, Tran, and Freeman (2020) with STEM majors. Finally, Deslauriers et al. (2019) offered this interesting study that tackled resistance to active learning. They discovered that students in their research objectively learned more with active strategies but perceived that they learned less. Thus, instructors may wish to explain why they use these teaching approaches and what evidence tells us about the benefits for students.

Practical Implementation of Active Learning across Classes and Disciplines

As with any teaching approach, gradual implementation at a pace comfortable to the instructor and students is often wise. There are dozens and dozens of active learning strategies you can try, so there are opportunities to use these across disciplines and whether your classes are large or small, introductory level or advanced. Using active learning also does not mean abandoning lecture – in fact, it can be interspersed between shorter stretches of lecture that fit better with our typical attention span (e.g., about 10 minutes). What follows are links to practical resources to get you started.

Enhance Course Videos with PlayPosit in Mere Minutes

If you’ve been tuned in to the CATL blog or Teach Tuesday newsletter at all over the past year, you’ve likely gained at least a passing understanding of what PlayPosit is. CATL staff have been eager to share our excitement about what this interactive video platform can do to boost learner engagement in courses at UW-Green Bay! PlayPosit is a very powerful and flexible tool, and that can make it seem intimidating to many instructors. While you can spend hours in the PlayPosit designer crafting your masterpiece video experience, in truth, some of the most impactful uses of PlayPosit can be implemented by instructors in 10 minutes or less! In this post, you will find a few examples of how you can leverage PlayPosit in simple ways that will give you immediate feedback from students, reinforce key concepts, and provide opportunities for your students to interact with you and collaborate with each other, all by using your pre-existing course videos.

Get Instant Feedback from Your Students

Screenshot of a PlayPosit bulb with an interaction which asks students for immediate feedback on the video

One of the most simple and effective uses of PlayPosit is adding a prompt at the end of a video where students can submit any questions or feedback on the content. Adding one “free response” interaction at the end of each course video can help you continuously monitor the “pulse” of the course and get immediate feedback from students on their understanding of the content. You can ask students to identify the muddiest point of the video for them and the resources and actions they need to better understand it. This type of metacognitive question can help students better identify the concepts which will require the most study to master. If you teach a large lecture class where the labor of parsing student responses would not be sustainable, you can instead add one or more “Poll” interactions to gain a quantitative insight of your students’ perception of their understanding of the content in each video. This poll data can help direct your planning of class time and additional resources for review.

Reinforce Key Concepts with Quiz Breaks

Another simple use of PlayPosit is to insert a “quiz” question at an important checkpoint of a video to help reinforce a key concept that has just been covered. Adding quiz breaks to your video can help students solidify their comprehension of the material and keep their active attention throughout the video (Szpunar et al., 2013). PlayPosit offers several interaction types suitable for this purpose: Multiple Choice, Check All, Free Response, and Fill in the Blank. Consider adding a question at the end, at a logical break near the midpoint of the video, or anytime the video shifts gears from one topic to another. You can give students multiple (or unlimited) attempts to answer correctly and (optionally) add a small point value to the assigned PlayPosit video to give your students extra incentive to engage with the content on-schedule.

Collaboratively Annotate a Video

Screenshot of the “Template Gallery” in the PlayPosit designer

PlayPosit’s “discussion” interaction type can be used to facilitate an exercise that asks students watch a video and post to a class-wide discussion board that is built-in to the video player. In addition to videos in your personal Kaltura My Media library, instructors can incorporate public YouTube and Vimeo videos into their PlayPosit activities, so consider this use case if you use any YouTube or Vimeo videos as required viewing in your course. Through PlayPosit’s Template Gallery, you can quickly add a single customizable discussion interaction that students can post to throughout the entire duration of the video.

Students can use the discussion interaction to collaboratively annotate the video to add their interpretations, cite criticism or link to pertinent online resources, and pose their own questions for class discussion. Each comment posted in the discussion is timestamped with the position of the video at which the student paused and submitted the comment. Students and instructors can select the timestamp on a post to immediately jump the video player to that moment of the video and make threaded replies to build off each other’s contributions. PlayPosit discussions are a great way to get a class to go on a deep exploration of a short video or clip that warrants repeated viewings.

Maximum Impact, Minimal Time

Each of the use cases described in this post involves using PlayPosit to add only one or two interactive elements to a course video. If you already use videos in your course, you can create any of these in under 10 minutes! Watch the video below to see the process from start-to-finish in under 3 minutes:

These PlayPosit enhancements to your course videos can give you big returns on just a little bit of time invested. Teaching with asynchronous videos doesn’t have to feel like lecturing into the void when you build formative exercises directly into the videos and give students ways to provide you with immediate feedback each time they watch a video. You’ll get a clear picture of which students are engaging with your video content, and, since you’ve turned the video watching experience into an active one, your students will be more likely to engage and stay engaged with course videos.

We hope these examples will spark you to take the first step to using PlayPosit in your courses. CATL is happy to provide consultations both to instructors who are looking to get started with PlayPosit as well as instructors who have already taken their first steps and are now inspired to build beyond the fundamentals and create interactive video masterpieces. Fill out our consultation request form to schedule a time to meet with a CATL team member or reach out to us at catl@uwgb.edu with your questions and ideas!