eCOTS OSU Regional Conference Agenda

May 20, 2016 in 311 Enarson Classroom Building


9-9:30 a.m.:  Welcome/Introductions

9:30-10:30 a.m.:  Keynote Presentation by Jim Fowler

Collaboratively Teaching Calculus with Online Tools

Ohio State’s Department of Mathematics has begun a long-term project to improve student success and STEM retention.  With the generous support of Randy Smith through Ohio State’s Office of Academic Affairs, the Department has hired a calculus design coordinator (Dr. John Johnson) and undertaken multiple interventions (active learning, flipped lectures, open source textbooks), the effects of which are being viewed through many lenses (affective surveys, conceptual pre- and post-tests, and online event logs).  This talk focuses on the online, open content that we have built, the platform we designed to deploy that content, and the data gathered through that online platform.  In terms of the content and associated data, I will focus particularly on our conceptual inventory of calculus knowledge.  In terms of the platform, I will discuss the design decisions that have facilitated the collaborative creation of course content.

10:30-11:00 a.m.:  Tom Marker

Videography Concepts for Instructors: A Crash Course

In this session, I will show you how to set up your environment for the best video recording possible.  You will learn to use the Rule of Thirds, angles, lighting, and backdrop to make your videos look more professional and focused.  We will also talk about pre-filming considerations including wardrobe and scripting to help set you at ease.

11:00-11:30 a.m.:  Jonathan Baker and Michelle Everson

Opportunities and Challenges in the Online Classroom

You have a year (or less) to prepare to teach an online course.  How do you get started?  There are many things to consider, and we will merely scratch the surface in this quick discussion.  We will talk about ways to actively involve students in problem-solving and discussion within the online environment, in addition to the importance of instructor presence in this environment.  We will also address departmental trepidation toward online learning, how to effectively work with instructional designers, and how to assess whether an online course is “as good as” a traditional course.  Along the way, we will share some of our own tips and suggestions based on our combined experiences teaching both large and small online courses, for a variety of different types of students, and, as time permits, we will share some thoughts about what the future of online instruction might look like.

11:30 a.m.-12 p.m.:  Deb Rumsey

Creating a Productive and Efficient Learning Space that Incorporates Technology

Technology is constantly changing and is playing a larger role in our statistics classrooms. One item of importance while this occurs is to ensure that the technology is enhancing the learning experience and not creating distraction or frustration for the instructor or the learner. In this talk, I will examine the overarching goals of a statistics learning environment and ways to effectively incorporate our selected technology into that environment. Elements to be addressed include setting up the learning space; student-teacher dynamics; why and how to create good technology resources for the students; curriculum development that sets the tone; and ground rules for keeping students on track. Video of a classroom in action where students use technology to highlight using and talking about statistics will be included.

12-1 p.m.:  Lunch in 724 Math Tower

1-2 p.m.:  Breakout Session #1

Cool Tools for Teaching

In this session, we will showcase several free and low cost tools that can be used for general teaching purposes and also for specific uses in a Statistics classroom.  The first part of this session will involve some demonstration of different tools, and the second part of the session will involve hands-on exploration of different types of tools.

2-2:45 p.m.:  Breakout Session #2

21st Century Assessment

Technology affords us new and exciting means of determining the depth and type of knowledge our students are acquiring. This session will feature broader assessment tools like Learning Management Systems (e.g., MyStatLab) and course-based instruments. Strategies for designing effective closed-ended and group components to high-stakes exams will be shared. We will close with methods of formatively assessing students via Student-Response Systems (Top Hat), 1-Minute Reflection Paragraphs, and Projects

2:45-3 p.m.:  Door Prizes/Closing Thoughts/Keeping the Conversations Going