Digital Media and Athletic Training
This presentation demonstrates how digital media can be used to capture the athletic training student’s unique clinical experience including capturing the “on-field” experience.
One of the most critical educational goals for all health care professions is how to transform didactic lessons and knowledge into clinical reasoning and judgment. In an effort to achieve this goal in the academic setting all healthcare programs utilize some form of clinical education. It is during these experiences that the student begins to apply their cognitive knowledge to practical situations. The term commonly used is experiential learning or learning through doing. However for the educator the accomplishments achieved through this type of learning can be difficult to document. Additionally, this method doesn’t always allow the student to reflect on their experiences in consultation with their mentors and advisors. In other words, without being able to “re-live” the experience, it may be difficult to mentor the student through these events.
In a previous OTEN Conference presentation (2016), I discussed the use of digital recordings to capture the student experience in the lab or within the clinical setting. However, a large percentage of an athletic trainer’s time is spent “on the field” during sports practices and games. So in this presentation I am proposing a review of the next step in this process, which is an attempted to use current technology to record and archive the clinical education component of the student experience. The goal of this activity is to:
• Create experiences that engage students while deepening content understanding.
• Help students to develop the critical-thinking skills they need to analyze and interpret media.
Thus the purpose of this proposal is to describe how digital media is used to assist in the education of athletic training students in an attempt to bridge the gap from educational competency to clinical proficiency.
Session Category : Mixed
#OthelloSyllabus: Mentoring Critical Race Engagement with Twitter
Responding to two movements in Digital Humanities pedagogy—the event syllabus and the essay—this paper will reflect on Twitter strategies that engage with issues of race; their strengths, weaknesses, and unexpected outcomes; and how they affected peer mentorship.
There have been two significant guerrilla movements in Digital Humanities pedagogy in the last five years: the event syllabus, and the appropriation of the social media platform, Twitter, to reconceive traditional composition genres. The event syllabus typically presents as a web-based archive of articles that help teachers both instruct themselves about racialized violence and provides resources to teach a kind of cultural competency in the classroom from a specific case. Typically these begin with a call for public education via Twitter with hashtags such as #FergusonSyllabus and #CharlestonSyllabus, the latter of which is now an edited collection in print from the University of Georgia Press. As part of a First-Year Seminar in the fall of 2017, I co-taught a course with an undergraduate mentor, “#OthelloSyllabus: Cyprus, Ferguson, Forest Grove,” where college freshman employed the rhetoric of hashtag activism to engage with Critical Race Theory across a spectrum of texts, including a documentary on the #BlackLivesMatter movement in Seattle, William Shakespeare’s “Othello,” and Jordan Peele’s “Get Out.” In weekly essays, posting responses during community lectures, and in devising a Twitter play, “Othello’s Crane,” the platform’s paradoxical mix of anonymity and very visible writing worked to develop in students a cultural competency whose public stakes need not be simulated. This paper will present the range of strategies and actives that used Twitter specifically to engage with issues of race in the course; their strengths, weaknesses, and unexpected outcomes; and the ways in which Twitter affected teacher-to-student and student-to-student mentorship.
Session Category : Higher Ed
How to Create Easy, Robust Learning Modules in Just Minutes
Using a smart device app, you will learn the skills and techniques to create professional quality learning modules in no time!
During this workshop, all members present will partake in an interactive lesson learning the tools and skills to create a custom, robust video module/presentation using the widely available smart device software “Explain Everything.” Using their own personal smart device (i.e. iOS, android, windows, chrome OS), users will be able to produce professional quality material that is intuitive to create, seamless to visually and vocally annotate, effortless to edit, and painless to export. All with minimal time commitment and cost. It’s the perfect tool for teachers yearning to create an engaging, dynamic presentation.
Session Category : Mixed
Learn to Create Classroom Podcasts, Movies, Trailers, and Time-Lapse Videos
Get inspired to create video presentations with units of study you currently teach. Classroom projects will be showcased in all curricula areas using iPads, GoPro and YouTube technologies.
Attendees will see several examples of student videos, podcasts, trailers, and time-lapse videos and begin to explore the possibilities for these types of technologies for their own classroom. I will use my website, mchilders.weebly.com and other digital presentations my students have created to share with educators on how these digital technology tools can be used to promote deep learning in content areas of math, language arts, ELD, science, and professional development. Presenter and attendees in small groups will discuss teaching standards specific to individuals and brainstorm ideas for tech projects in their classrooms/schools. Attendees will create a movie idea for their classroom. The presenter will share an outline and rubric to help students create a movie project.
Session Category : P-12
Collaborative Debate with Google Docs
Join us for an abbreviated collaborative debate using Google Docs as the foundation for cross-content area research and argumentative writing.
This session will focus on how to use Google Docs to move students through collaborative research and debate on a topic, all while tricking students into writing an argumentative “essay” with their peers. Participants will leave with all the materials needed to replicate this in their own content classes.
Session Category : P-12
Teaching Online with Facebook and Slack
Higher Education (universities, colleges, community colleges, and other post-secondary institutions / faculty, instructional designers and technologies, librarians, administrators / undergraduate and graduate education).
This presentation compares experiences teaching online graduate educational technology courses using the platforms of Facebook and Slack. The presentation addresses some of the perceived initial challenges, such as students will be too distracted by Facebook or overwhelmed by the cognitive load of learning a new platform like Slack, and how accurate—or not—these may have been. The presentation will also cover unexpected problems that emerged during course creation, teaching, and evaluation. The presentation will also discuss unexpected positive outcomes from working with the platforms. The audience will be asked to share what problems, strengths, and weaknesses they anticipate from using such platforms in their own or similar classes. The presenter will compare experiences with the audience.
Next, the presenter will contextualize and frame his use of said platforms so that clear connections and support between content, context, learner goals and backgrounds, and platforms can be seen. Drawing from these points, as well as experience teaching on these platforms, the presenter will then propose other possible courses and content that could benefit from these platforms. Audience engagement will center on identifying possible platforms that might work best for specific content, ages, or teaching pedagogies.
The final portion of the presentation will be a discussion of what non-official platforms audience members have used in their courses, the platforms’ perceived strengths and weaknesses, and identifying how different platforms might best work for different course types and learning communities. Hopefully, this will turn into resource sharing and brainstorming on how faculty can best use diverse platforms to support teaching and learning.
Session Category : Higher Ed
Make language learning fun and relevant with “fotonovelas”
Discover the use of the “fotonovela” styled comic book as a tool to visually link spoken dialog with cultural and grammar objectives to improve second language learning.
The use of fotonovelas in language instruction offers a creative solution to the problem of connecting the often abstract concepts of grammar with the relatable practice of dialog and cultural understanding. Using a comic book style format, grammar and cultural topics are visually linked to the spoken phrases that use them. Born from a collaborative process, the fotonovela booklet is provided as a full-color printout to students as a supplement to language instruction in a Spanish for Healthcare Professionals program.
Session Category : Higher Ed
Using Blogs As An Extension of the Classroom
We will discuss the exciting potential, benefits/challenges, and my personal experience with using blogging – an online arena for the exchange of ideas – as a virtual extension of the classroom.
Instead of a traditional reflection journal, in my film class we use a WordPress-based blogging site in which students discuss the films and exchange ideas with their classmates. A traditional reflection journal (in which students would write summaries of the films, offer analysis and reflections, and propose questions) is a great tool for reflection, but it is usually only read by the student and by the professor. A blogging site creates a virtual extension of the classroom, an arena for sharing thoughts between classmates, with the professor, and possibly even with people outside of the classroom. In addition, the blog site allows for the exciting use of multimedia posts (e.g. text, photos, sound clips, video clips).
In this session I will discuss: some of the benefits and limitations of the WordPress platform that I use; how I use the blogging site as an extension of my classroom; how to encourage and manage student interaction on the blogging site; methods for grading/giving feedback to the students and how students deal with that feedback; and the challenges and benefits of using blogging in the classroom. I will share examples of my blogging site from previous classes that I have taught, will provide the audience with a handout with useful tips for using blogging in the classroom, including specific information about using WordPress (templates, useful plugins, etc.), and will leave time for question and discussion about potential ways to expand the use of blogging even further in the classroom.
Session Category : Higher Ed
Longitudinal mapping of course evaluations for reflection on action in professional development
The presentation demonstrates longitudinal mapping of course evaluations for reflection on action. Longitudinal mapping using simple technology supports careful examination of professional growth over time.
The purpose of the presentation is to make explicit the value of longitudinal mapping of course evaluations for reflection on action. Longitudinal mapping using simple technology supports careful examination of professional growth over time. In 1993, Shulman’s classic article described the need to make teaching scholarship public (1993). Faculty members routinely include course evaluations in tenure and promotion dossiers but may not use the long view to reveal their evolution of teaching and learning. Schön’s seminal work about learning, reflection, and change prompted reflection in and on action without specific strategy (1983). A longitudinal reflective mapping project falls in the SoTL genre of Group 2 inquiry, Reflections on years of teaching experience implicitly or explicitly informed by other SoTL (Nelson, 2004). The literature addresses mapping for assessment of learning outcomes with a few authors address mapping for assessment of teaching outcomes. For example, Smith (2008) described a model integrating longitudinal reporting system including student evaluation for the purpose of structured professional development as part of a comprehensive evaluation. The presentation proposes dialog about a nuts and bolts process of longitudinal mapping to reveal the art and science of teaching through inquiry, useful for professional development, designing teaching and research agendas, and justifying tenure and promotion.
Participants will
• frame longitudinal mapping in SoTL genre
• apply longitudinal mapping to professional development
• identify resources for longitudinal mapping
Session Category : Higher Ed
Creating a Student Led Video Production Studio
Session Category: Higher Ed
Invasion of the Gigabots: Using Robots to Initiate Early Digital Literacy
Lane STEM sent 30 Lego Mindstorms robots into 4th and 5th-grade classrooms across the county as part of a “Coder-in-Residence” program in January. Targeting Title schools in both rural and urban settings, we developed a set of 8 lessons aligned to the ISTE standards and using a culturally-responsive framework.
The invasion of the Gigabots into 4th and 5th grade Lane County classrooms, along with a Coder-in-Residence, was intended to introduce basic computer science concepts of coding and digital literacy to upper elementary students before their rise to middle school. Superintendents selected schools with the most need (a high percentage of students receiving free & reduced lunch) and teachers volunteered to be paired with an industry representative from a local tech company. We were able to recruit 7 female Coders-in-Residence for the program; they worked with 14 teachers at 7 different schools for four weeks in January.
Three “Gigabot Masters” were trained in how to create the robots through installing Gigabot firmware that would enable them to be connected on a social network. They laid out a sequence of skills in a curriculum overview, and teachers and Coders-in-Residence brainstormed accessible tasks or “challenges” to help students achieve their learning objectives. With guidance toward culturally sustaining instruction principals such as promoting academic belonging for all students, using community-based knowledge and designing inquiry-based learning experiences, a series of eight lessons were created with input from all 24 participants.
This presentation will report on both the methods we used to implement the program, as well as the preliminary results of the program surveys. Pre- and post-surveys will be given to the teachers and Coders-in-Residence, as well as a STEAM attitudes and beliefs survey that will be given to students before the program began and after the last lesson. Finally, we will report on sustainability practices and considerations when implementing robotics technology into the upper-elementary classroom, as well as the implications of the Coder-in-Residence relationship.
Session Category : P-12
Graduate Student Panel
- “Teaching Through Technology: Interactive Educational Tools Using SMART Technology & Animated Presentation Videography”, Kailey Estevez with Shelby Hoefs
We are two enthusiastic pre-service teachers in Pacific University’s MAT 5th year program, focusing on early and primary childhood education. We have experienced firsthand the added benefits of using technological resources in the classroom for both students and teachers alike. Given that, we feel strongly that employing the use of technology in schools has the potential to increase student motivation, engagement, and learning in the classroom.
- “Understanding and Implementing Technology in Elementary Classrooms: Apple TVs vs SMARTBoards and iPads vs. Chrome Books”, Megan Togami with Riley Chun
As pre-service teachers, we were interested in the different available technology options for our future classroom. We will discuss the strengths, weaknesses, and possible ways of implementing these resources in the classroom.
- “Creating Websites to Engage Students” Cidney Wrisley with Sam Cauthorn
During my presentation, I would like to tell educators about how I was able to use a website to connect students and parents during a unit. I will explain how I used Wixsite to simply put everything together in a convent, fun way for the students.
Session Category : P-12
Fun Free Formative Assessment
Bring a device and come learn how to use programs such as Kahoot, Quizizz, Padlet etc. to enhance learning in the classroom and cut down on data collection time. This session will include “learn by doing” work using a variety of formative assessment tools, while also discussing the purpose behind the true formative assessment. We will discuss best practices and play with tools to help collect the data we use to inform our ongoing instruction in the classroom.
This session will include “learn by doing” work using a variety of formative assessment tools, while also discussing the purpose behind the true formative assessment. We will discuss best practices and play with tools to help collect the data we use to inform our ongoing instruction in the classroom.
Session Category : P-12
Multimodal technologies to enhance student writing
Come hear how to enhance student writing through multimodal assignments. From audience awareness to narrative structure, this presentation will share classroom practices, examples, and advice on improving student writing through technology.
This presentation focuses on an Advanced Creative Nonfiction course I taught Spring of 2017 at Pacific University that utilized multimodal technologies to enhance student writing. In particular, it shares my experience of how multimedia assignments were able to enrich student awareness of audience, structure, and research in ways the written word would not have been able to capture. To this end, I hope my audience will come away with new techniques for how to involve technology into their classrooms in a meaningful and purposeful way, especially in regards to writing but not exclusively so.
I will share my syllabus, assignments, and student examples culled from when I taught this course. Students were asked to produce three major projects—an HTML essay, a Radio Essay, and a multimedia immersion journalism piece. Each assignment purposely utilized technology to engage an element of craft essential to literary writing. For instance, the HTML essay—a visual essay linking various vignettes surrounding a common theme—
required students to reconsider linear narratives. Using this visual format, the reader was given control over how they experienced the piece, opening vignettes in a variety of order. This required students to think away from traditional linear understandings of narrative as they constructed a text, moving towards fractured reconstructions of memory. In my presentation, I will show how this was first introduced professionally with examples, walk through the development of the assignment, and finish with student examples for comparison.
As one who fears technology’s capacity to distract a writer from his/her truest purpose in telling a story, I have come to understand the implications of this presentation resides in authenticity: how does a writer, or any practitioner of a subject, have technology serve their work rather than the work serving the technology? My presentation’s aim is to show how it can be the latter.
Session Category : Higher Ed
Utilizing multiple modalities to assess student clinician counseling skills in audiology
This presentation will describe how to utilize multiple modalities including; Google Apps, YouTube, Moodle, and personal recording devices in assessing students’ clinical skills in counseling.
This 3-part project was completed by the first-year Doctor of Audiology students as a requirement for an Audiologic Counseling course. This course is designed as a 1-week module that includes 17-hours of in-class time. The objectives for this project included the identification and demonstration of specific counseling concepts and skills covered in the course content.
Students were required to work with a self-assigned peer partner in which each partner would play both a patient and a clinician. The student pairs were required to pick a broad-based “patient perspective” from a list of 7 scenarios provided to them (e.g. managing expectations about technology, dealing with a difficult patient with communication issues). Once the scenario was chosen students developed, in conjunction with their partner, the patient’s history, diagnostic data, and infused the patient scenario into their role-play.
Students created a 15-20 minute video of themselves, as the clinician, demonstrating skills outlined on the rubric in the recording format they preferred. This rubric was based on The Four Habits Model which includes categories such as identifying the reason for patient consultation, exploring the patient’s problem, demonstrating empathy, explaining results and making recommendations.
The final element of this project required students to complete a self-assessment of their video. This self-assessment was completed using a Google Form and a 1-5 Likert scale. Items included; rating overall performance, describe and identify where specific skills were demonstrated, and potential areas for growth.
Students uploaded their videos onto YouTube and submitted the link and supporting documents into the assignment drop box on the course Moodle page. Students were provided with resources both in-class and in-written form for the videotaping and YouTube components of this project.
Implications:
Outcomes from the self-assessment item “I felt this role-play activity was helpful in improving my clinical skills” was rated as a 4.2 out of 5 (1.0 = strongly disagree; 5.0 = strongly agree). This overall positive rating suggests students understanding of this type of practice in improved clinical skills. This project created a space for students to practice, demonstrate, and receive feedback on these skills in an intensive module-based course.
Improvements to this project will include shortening the length of the video, embedding the rubric into the assignment drop box, and adjusting the rubric. Future potential topics of application include case history taking, informational counseling skills, and providing intervention recommendations. A potential application for non-audiology based skills includes health literacy techniques, patient-centered care concepts, and multiple role-play based activities.
Session Category : Higher Ed
Interactive Data Visualization and the Social Sciences: Using Claims and Evidence to Promote Depth and Complexity in Teaching and Learning
This presentation will explore innovative pedagogies that use interactive data visualization and visual thinking strategies to integrate depth and complexity in teaching and learning in the social sciences.
The World Wide Web transformed the way information is created and shared across disciplines. It gave teachers new opportunities to integrate visually rich and meaningful information to teach the social sciences. One of these newly developed resources, interactive data visualization, can support the integration of depth and complexity in teaching and learning in the social sciences. Interactive data visualization allows people to manipulate variables, explore digital information, and develop deeper understandings of trends, patterns and meaning (Murray, 2017). Most interactive data visualizations on the web are designed to follow the visual information seeking a pattern of: overview first, zoom and filter, then details on demand (Schneiderman, 1996).
This design framework can be used to enrich teaching and learning when combined with Visual Thinking Strategies (VTS). These strategies were designed to support visual literacy, thinking, and communication skills to learn about visual art in museums, but they can be easily integrated into the social sciences. The foundation for the strategies rest on three questions: What’s going on in this picture? What do you see that makes you say that? What more can we find?
This presentation will explore innovative pedagogies that use interactive data visualization and visual thinking strategies to promote depth and complexity in teaching and learning in the social sciences. Digital environments and tools that support this work will also be explored.
Session Category : Mixed