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Individual Workshops

Teaching Naked Workshop A

Developing Learning Outcomes and Rubrics

Forget about technology. The easiest way to improve student learning is to bring clarity to what you want students to learn.  Articulating what students will learn improves their performance and your course design. Rubrics can make grading faster, but they also increase learning by defining your criteria and standards. Rubrics are especially useful for promoting higher order thinking (evaluation, synthesis or creating). Rubrics can help clarify what seem like vague goals for students. In this workshop

• faculty will compare the different taxonomies of learning

• faculty will write learning outcomes

• faculty will discover the impact of rubrics on learning and grading

• faculty will design a rubric

• faculty will evaluate what elements of their courses most support their learning outcomes

Teaching Naked Workshop B

E-Communication and Social Media for Student Engagement

Technology provides many new opportunities to connect with students digitally and advance student learning. Create more class time. Use email as a teaching technique to introduce readings and stimulate reflection. Turn your office hours into learning hours (and do it at home). Provide more feedback.  Improve motivation and the diversity of discussion with virtual learning communities. This workshop is focused on student engagement to prepare for class. In this workshop

• faculty will investigate why, when and how to use e-Communication

• faculty will develop an e-Communication policy

• faculty will compare the solutions and problems created by Facebook

• faculty will explore new ways to extend the classroom with Skype

• faculty will discover how to create virtual learning communities.

Teaching Naked Workshop C

Easy Technologies for Better Student Preparation, Reading, and Writing 

Death to Powerpoint! Now what? Technology creates new ways for students to receive first contact with material, but it also offers technological solutions for improving reading and writing. We will practice creating active learning assignments that use free internet content, laptops, tablets or phones in or out of the classroom. Start with podcasts and online exams. Lower the stakes and raise standards with micro tests. Give students more opportunities to write.  Study source documents: now that the human genome, congressional record or the Beethoven manuscripts are available online, what might students do in class to learn for themselves? In this workshop:

• faculty will search for discipline-specific online content

• faculty will examine the benefits of podcasts and videos for first exposure

• faculty will analyze the ease and benefits of online exams before every class

• faculty will experiment with new multiple-choice formats using Bloom levels and apply them in your LMS

• faculty will identify ways to improve reading and writing with new technology

Teaching Naked Workshop D

Reassembling the Pieces: New Activities and New Course Designs

Change is the root of learning.  Technology offers a new way to present content, but that rarely sparks the sort of critical thinking or change of mental models we seek.  If technology can give us more classroom time, how can we design experiences that will maximize change in our students?   Dee Fink provides an excellent model for designing courses, but technology creates many more opportunities to rethink the sequence of activities.  Bring a syllabus and we will examine how first contact, learning activities and assessment can all be reworked using new technologies. This workshop provides a framework and practice to redesign class sessions and assignments. In this workshop:

• faculty will develop new activities for class time

• faculty will construct a new type of assignment using technology

• faculty will analyze new options to traditional assessment in light of gaming research

• faculty will reassemble a course using the time shifting of new technologies

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