Sessions

Building Your Own Student Success

This year, TechTeach is all about Building Student Success using the Basic Principles of Teaching with Technology. All sessions will include at least one basic principle to help you best incorporate technology into your teaching. Click on any of the basic principles to learn more about them to help you choose the sessions you want to attend.

Basic Principles of Teaching with Technology


Sessions

Is Anyone Out There? Enhancing Online Faculty Presence using Echo360 and Blackboard

Room: Cardinal

  • Natacha Pierre, College of Nursing

Research shows that in online courses, increased instructor presence is positively correlated with increased student engagement and improved course satisfaction (Wanstreet & David, 2011). By integrating Echo360 lecture capture and Blackboard tools, instructors can remain consistently connected with students. In this redesigned course for graduate nursing students, the instructor increases her online presence to strengthen the instructor-student relationship and facilitate learning.

Use: Online | Experience Level: Beginner, Intermediate | Principles: Empower, Encourage, Promote, Ensure, Provide

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Beyond Blackboard: Student Wikis on Google Sites

Room: White Oak

  • Elizabeth Dolly Weber, LAS, French and Francophone Studies
  • Abigail Stahl, LAS, Language and Culture Learning Center
  • Jessica Thornton, LAS, French and Francophone Studies

Scaffolding student writing projects with clear guidelines is crucial for student success. We developed wikis that guide students through individualized research, creative production, revising, peer-editing, peer commenting, and self-reflection. Each wiki contains multiple pages of directions, style guides, and examples. Blackboard wikis are deficient because content can’t be copied between multi-section courses: our new user-friendly wiki platform fits our technical needs.

Use: Online | Experience Level: Intermediate | Principles: Create, Empower, Encourage, Promote, Provide

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Reinventing a Classroom Activity to Address New Goals and Increase Efficiency

Room: Illinois C

  • Alison Doubleday, Oral Medicine and Diagnostic Sciences, College of Dentistry

What do you do when your carefully designed classroom activity no longer meets all of your students’ learning needs? In this session, we go through a specific example of an iterative approach to activity design. We discuss how to transform an activity that is no longer working, and how tools such as Google Forms can increase efficiency of the process.

Use: In-Class | Experience Level: Beginner, Intermediate | Principles: Align, Reflect, Provide

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No More Slipping through the Cracks; Spot the Students that Need Help

Room: SCET 408

  • Elizabeth Romero, ACCC-ITL

Monitoring student retention can help you determine if students are grasping the material, keeping the pace, and interacting with the content. Blackboard Retention Center is designed to give the instructor an up-to-the-minute picture of how students are performing. Join me to discuss best practices on using the Retention Center data to monitor students’ performance so they don’t fall through the cracks.

Use: Combination | Experience Level: Beginner, Intermediate | Principles: Empower, Encourage, Provide

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Group Collaboration Strategies for Online Education

Room: Illinois C

  • Cheryl McKearin, ACCC-ITL
  • Elizabeth Romero Fuerte, ACCC-ITL

Come join us for an interactive session focused on group collaboration strategies that can be implemented in your online course today. Using group tools, we’ll explore a variety of strategies that can make a significant impact on your students’ online learning experience.

Use: Combination | Experience Level: Beginner, Intermediate | Principles: Create, Empower, Encourage, Reflect, Promote

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An Introduction to the Use of Serious Games and Screen-based Simulations in Health Professions Education

Room: Cardinal

  • Gerald Stapleton, College of Medicine, Department of Medical Education
  • Philip Bertulfo, College of Medicine, Department of Medical Education
  • Brian Runo, College of Medicine, Department of Medical Education
  • Madeline Lee, College of Medicine, Department of Medical Education

The use of serious game design for learning activities, together with screen-based simulations such as virtual patients, is growing in health professions education. This presentation will provide an overview of some of the tools and innovations currently being used or developed together, with a brief review of the literature on the purposes to which such tools are being applied.

Use: Online | Experience Level: Beginner | Principles: Align, Empower, Encourage, Promote, Provide

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Online Orientation Course for Online Students

Room: White Oak

  • Olympia Kalagidis, Applied Health Sciences, Biomedical Health Information Sciences

Online orientation helps new students to learn about UIC and the online learning management system. This gives them a head start in understanding university procedures, accessing resources, and provides a good introduction to the learning management system. They can start their first credit course with confidence and a good foundation. This also helps the instructors because the online student enters their first course with a good understanding of the learning mangement system and course formats.

Use: Online | Experience Level: Beginner, Intermediate | Principles: Promote

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Engaging Students with Streaming Video in Blackboard

Room: SCET 408

  • Thomas Okon, ACCC-ITL
  • Cheryl Hitosis McKearin, ACCC-ITL

Video can tell a story in ways that text and photos cannot, and learning by watching is a key learning method. This session will teach you how to use the ACCC provided service, ‘ShareStream,’ to upload original or DVD video content, how to deploy it in your course, and how to allow students to share their own video clips.

Use: Combination | Experience Level: Beginner | Principles: Promote, Create

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Flipping the Flipped Classroom”>Flipping the Flipped Classroom

Room: Illinois C

  • Anthony Corte, College of Business Administration, Managerial Studies Department
  • Jessica Mascenic, ACCC

In a flipped classroom, students complete readings and viewings outside the classroom. Class time is devoted to the discussion and application of the information assimilated. The “viewings” portions are typically in the form of videotaped lectures created by the instructor. A false conception is that these videotaped lectures must be of high quality using complex and time-consuming production equipment. This “viewing” aspect has been noted as a deterent for teachers assimulation of classroom flipping.

Use: Online | Experience Level: Beginner, Intermediate, Advanced | Principles: Empower, Reflect

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iSpring, Movies, and Echoes… Oh My!

Room: Illinois C

  • Karen Vuckovic, College of Nursing , Biobehavorial Health Science
  • Elizabeth Romero Fuerte, ACCC-ITL

Finding the right platform to deliver online content in a healthcare field is a challenge. Ideally, the platform would allow editing and play on a variety of mobile devices. We compared three production and delivery methods to evaluate the “best fit” for an advanced pharmacology course. We will demonstrate and describe the various methods from a faculty and design perspective.

Use: Online | Experience Level: Intermediate | Principles: Empower, Reflect

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Building Successful e-Learning Experiences: Five Design Strategies for Blackboard Learn

Room: SCET 408

  • Scott Wennerdahl, Fine & Applied Arts Admin at UIUC
  • Jeremy Bauer, Fine & Applied Arts Admin at UIUC

During this hands-on lab experience, five key areas will be explored regarding the effective usage of Blackboard Learn: navigational menus, lesson organization, textual guidance, descriptive graphics, and opportunities for interactivity. Participants will actively create templates and configurations within their own presenter-provided Blackboard Learn course site, as well as examine examples from FAA faculty. Relevant research literature will also be discussed.

Use: In-Class, Online, Combination | Experience Level: Beginner, Intermediate | Principles: Align, Empower, Encourage, Promote

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VidHub and Kahoot: Online Discussion and In-class Activities with Video

Room: White Oak

  • Robert Ryder, College of Liberal Arts and Sciences
  • Zachary Fitzpatrick, College of Liberal Arts and Sciences

Have you heard of VidHub or Kahoot? VidHub allows students to post online comments to their colleagues as they watch the film. Applied in the classroom, Kahoot uses students’ own devices to conduct game quizzes, surveys, and even discussion questions with results for all to see. Come learn about two innovative ways to increase online and in-class interactivity in your online and blended-learning courses.

Use: In-Class, Online, Combination | Experience Level: Intermediate | Principles: Create, Empower

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Strategies in Universal Design of Online Course Content

Room: Cardinal

  • Kevin Price, Disability Resource Center
  • Manako Yabe, Disability Resource Center

While online courses are popular everywhere, a new challenge creates online course content that is universally accessible to everyone. We will provide tips, instructions, and resources to assist you in making it easier to create accessible course content. This way benefits not only students with disabilities, but also English Language learners, mobile technology users, and many others.

Use: Online, Combination | Experience Level: Beginner, Intermediate, Advanced | Principles: Align, Create, Empower, Promote, Ensure

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Peer Instruction with Clickers:  Making Large Classes Interactive and Engaging

Room: White Oak

  • Joe Hummel, Computer Science, College of Engineering

Peer Instruction replaces lecturing with question-based learning, student-to-student (“peer”) instruction, and active classroom engagement. This presentation will discuss how peer instruction is used in CS 109 with class sizes over 200 students.

Use: In-Class | Experience Level: Beginner | Principles: Empower, Reflect, Promote

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Using Multi-media and Other Copyrighted Material in the Classroom

Room: Cardinal

  • Sandy De Groote, University Library
  • Michael Wawzenek, University Library

This interactive workshop offers guidance to instructors using print and multimedia resources in the classroom (both face-to-face and online). The session will review current copyright law and how to make Fair Use determinations when using copyrighted materials in your course.  We will explore the differences between face-to-face classroom and online use of video, music, images, and articles.

Use: In-Class, Online, Combination | Experience Level: Beginner | Principles: Create, Reflect

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Gameful Thinking in Teaching to Inspire Learning

Room: Illinois C

  • Szymon Machajewski, ACCC

Applying gameful thinking to the design of courses engenders emotion, which has potential to increase attendance, participation, and engagement. Peer instruction, like Polleverywhere.com, is a feature of classroom gamification covered by gamer personalities, like: ‘socializer,’ ‘influencer,’ ‘achiever,’ and ‘explorer.’ Participants of this workshop will review scientific research supporting peer instruction, gamification, and motivation. Hands-on activities will be demonstrated.

Use: In-Class, Online, Combination | Experience Level: Beginner, Intermediate, Advanced | Principles: Align, Empower, Reflect, Promote, Provide

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Are You with Me? Use of Web-based Student Response Tools

Room: White Oak

  • Valerie S. Prater, Biomedical & Health Information Sciences, College of Applied Health Sciences
  • Lois Hitchcock, Biomedical & Health Information Sciences, College of Applied Health Sciences
  • Max Anderson, College of Medicine

Presenters share experiences using web-based student response applications to increase student engagement, encourage reflection and assess understanding of course material. The focus of the presentation will be on Poll Everywhere and Socrative tools. Examples are from classroom-based (blended) and online courses at undergraduate, post-baccalaureate, and master’s levels. Participants are invited to use mobile phones to interact during the presentation.

Use: In-Class, Online, Combination | Experience Level: Beginner, Intermediate | Principles: Encourage, Promote

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Converting Traditional Courses Into Online Ones: Practical Tips and Considerations

Room: Illinois C

  • Jeffrey Gawel, CUPPA/Dept. of Public Administration
  • Tom Okon, ACCC-ITL

Converting a traditional, in-class course into an online one for the first time can be a challenging process. This interactive workshop will provide helpful tips and guidance, as well as important considerations, for those looking to build their first online course. Emphasis will be placed on using Blackboard’s many features to create the best possible online learning environment.

Use: Online, Combination | Experience Level: Beginner | Principles: Align, Promote

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Designing and Implementing an Online Plagiarism Awareness Certification Tutorial and Test

Room: White Oak

  • Jinhee Choo, Linguistics at UIUC
  • Jill Tschopp Huang, Linguistics at UIUC
  • Jin Kim, Linguistics at UIUC

Avoiding plagiarism in academic writing is a key component for student success in the university, but this topic is often challenging for educators. To help students take responsibility for their own success, a successful flipped classroom model incorporating online plagiarism awareness certification tutorials will be presented, along with some useful design and implementation suggestions based on student and instructor survey results.

Use: In-Class, Online, Combination | Experience Level: Beginner, Intermediate, Advanced | Principles: Empower, Provide

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Who’s On Your Team: Innovating in a Supportive Environment

Room: Cardinal

  • Elizabeth Romero, ACCC-ITL
  • Alana Steffen, College of Nursing
  • Cheryl McKearin, ACCC-ITL
  • Kamal Eldeirawi, College of Nursing

Academic challenges – such as the merge of two courses into one or a large enrollment in an online course – can be opportunities to bring forward your innovative instincts. But innovation without support may not be what you envision to get your new course ready. Join us as we talk about a successful partnership that has promoted IT faculty development while designing, developing, and sustaining a quality course.

Use: Combination | Experience Level: Beginner | Principles: Align, Encourage, Promote

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Grappling with Blackboard’s Grade Center

Room: SCET 408

  • Cheryl McKearin, ACCC-ITL
  • Tom Okon, ACCC-ITL

Is Blackboard’s Grade Center confusing and, frankly, overwhelming? Come join us as we demystify Grade Center to make an accessible gradebook for you.

Use: In-Class, Online | Experience Level: Beginner, Intermediate | Principles: Reflect, Provide

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