Reinventing the classroom - Professors Fedel and Sweet - EMU
- 1. Reinventing the classroom with today’s technology Maximizing Personalized Learning and Interactivity Oct. 26, 2012 Frank J. Fedel, MS, CES & James J. Sweet, MS, ATC School of Health Promotion & Human Performance College of Health and Human Services
- 2. Clicker Poll What is your level of experience with using “clickers” in the classroom? A. No experience B. Little experience C. Experienced D. Very Experienced
- 3. Clicker Poll What is your level of experience with using “lecture capture” in the classroom? A. No experience B. Little experience C. Experienced D. Very Experienced
- 4. Clicker Poll What is your level of experience with using “smart devices” in the classroom? A. No experience B. Little experience C. Experienced D. Very Experienced
- 5. EMU Demographics • 23,000 Students (commuter) • HPHP Athletic Training • ~600 Undergraduate Exercise Science Health Education • ~200 Graduate Physical • O and P Education Recreational • 40 Graduate Minor Sport • Athletic Training Management • 43 Undergraduate Exercise Physiology Health Education • Physical Education Orthotics & Prosthetics • 175 Undergraduate Physical Education Sport Management
- 6. Teaching Philosophy • What do you mean by learning? • What do you mean mastery? • How does technology fit into your philosophy? – Why are you trying to use it? • Take place of sitting in a classroom • Flip the classroom • Dynamic vs Static learning • Or are you just trying to take attendance
- 7. Guiding principles 1. Create a flexible, engaging environment for learning 2. Accommodate diverse learning styles (UDL) – Presenting information and content in different ways (the "what" of learning) – Differentiating the ways that students can express what they know (the "how" of learning) – Stimulating interest and motivation for learning (the "why" of learning) 3. ECAR study
- 8. Why Use Technology? http://en.wikipedia.org/wiki/File:Blooms_rose.svg
- 9. Getting “there” from “here” • Student-centric (UDL concept of interactive learning based on individual differences) • Participatory (reduce barriers to participation) • Individualized (provide feedback/support for "strugglers", customized learning paths)
- 10. Conscious Competence Learning Model Image courtesy of Will Taylor, Chair, Department of Homeopathic Medicine, National College of Natural Medicine, Portland, Oregon, USA, March 2007
- 11. Technologies • Whiteboard • Course Management System (eCompanion) • Panopto (Lecture Capture System) • i>Clicker (Student Response System) • iPad, iPhone, iPod Touch (Portable smart devices) • Todays Apps for smart devices • WiBS (Wireless iPad Broadcast System) • GradeCam (Optical Scanning & Grading)
- 12. Whiteboard Benefits • Clearly visible notes and drawings • Automatic save feature • Facilitates engagement vs.
- 13. Panopto Benefits • Eliminate Geographic Barriers • Remove Time Constraints • Serially Accessible • Portable (iPod, .mp3, desktop) • Searchable
- 14. i>Clicker Benefits • Enhanced Attendance • Increased Engagement • Immediate feedback (i2s-s2i) • Review (live/later)
- 15. i>Clicker Students follow along; small group discussions can be initiated
- 16. iPad, iPhone, iPod Touch Benefits • Portability • Dynamic learning • Foster critical thinking • Educational Freedom
- 17. apps Benefits • Varied – based on use • You can make your own!
- 18. WiBS Benefits • LIVE, interactive • Enhance critical thinking • Remote broadcasting • Reinventing our “lectures”
- 19. GradeCam Benefits • Fast, Accurate Scoring • Increased Accountability • Immediate feedback
- 20. Putting it all together Before LIVE After
- 21. Putting it all together Review is accomplished LIVE by addressing topics from recent classes; the LATER review incorporates Panopto Lecture Capture
- 22. Putting it all together -- LIVE Setup clicker question by directing question to random student (Based on previously recorded Panopto “lecture”) Direct student to video record process (activity) “Have patient flex hip to 80 degrees” “Reduce hip flexion moment while increasing hip flexion” WiBS broadcasts student’s activity to class Class discusses and critiques activity
- 23. ________ at the knee joint in these images is usually initiated by _____ contraction of the _____ muscle(s). = COM = Axis A. flexion, concentric, quadriceps B. flexion, eccentric, quadriceps C. flexion, eccentric, hamstrings D. flexion, concentric, hamstrings E. None of the above
- 24. Putting it all together -- LIVE DEMO
- 25. Thank You Special Thanks to: • i>Clicker • Halle Library’s Faculty Development Center (FDC) • Extended Programs/Extended Outreach (EPEO) • Department of IT at EMU (DOIT) • EMU • eFellows (EMU) • School of Health Promotion & Human Performance • Elizabeth Roth
- 26. Questions?
- 28. Scenario discussions • You are covering a football game. You see the following - http://www.youtube.com/watch?v=yGMp5QRyQ_g How do you respond? (In order of first to last; you may not need to do all, depending on information provided) A. Call 911 B. Wait to be waved on field C. Check for responsiveness/Airway D. Control Head E. SAMPLE F. OPQRST Time Response
- 29. Short Answer – Followed up by oral practical • EMS arrives. As a team you decide the next step would be to spine board the athlete. Please provide a specific guideline to spine board the athlete.
- 30. Matching (Differentiating between similar topics) Match the following: • Hormone 1) Creatine • Endocrine 2) Testosterone • Exocrine 3) Directly into blood stream • Anabolic 4) Masculine affect • Androgenic 5) Into ducts to Blood Stream • Amino Acid Derivate 6) Building up • 1 step 7) DHEA • 2 step 8) Andro
- 31. You are told that an athlete has collapsed at the finish line of a cross country race. Today’s temperature is 75 degrees F. What is your initial assessment of this situation? (Choose only those that you have reason to believe are essential to the resolution of the case at this time) A. Ask athlete what happened B. Determine what place they finished C. Determine if the athlete has a pulse D. Visually check the athlete’s body position E. Determine if the athlete is breathing F. Determine athlete’s level of consciousness G. Ask athlete about health history H. Determine color of athlete (pale, flushed, etc.) I. Ask athlete if this has happened before
- 32. You have determined that the athlete is conscious. Athlete is pale and slightly sweaty. She does not have any pain. She is being held up by 2 teammates. She says that when she finished the race about 3 minutes ago she felt weak, exhausted, and nauseous. She would like a drink of water. She states that she has no medical conditions. Determine the extent of the athlete’s condition. A. Palpate athlete’s ankle B. Check the skin temperature C. Smell athlete breath D. Ask athlete if she is allergic to anything E. Ask athlete about her fluid consumption F. Check athletes pulse rate G. Check athletes breathing rate H. Ask athlete about last meal I. Hold athletes head J. Check athletes Blood Pressure