Teaching and Learning

Teaching with Simulations: Intopia

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Associate Professor Jay Dial believes that you learn best by doing.  For the past 13 years, he has immersed the students in his MBA course, Applied Competitive Strategy, in a life changing simulation called Intopia.  The course meets once a week and acts as a capstone course for the students as they bring together all the prior knowledge they have gained in their MBA experience.  The students break up into teams and use the simulation that deals with the simulated production, marketing, and sales of computer chips to compete with each for the top spot.

To learn more about the simulation and it used in the class, watch the video below:

Fisher College of Business: Leader in Online Learning

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Launched in 2003, Fisher College of Business’ BSBA Regional Distance Learning program offers a distance business degree for students on the Lima, Marion, Mansfield and Newark campuses. Its primary strength is that it allows students to remain in their community while obtaining a degree from Fisher College of Business – just as if they were on the Columbus campus. In addition, students who wanted to pursue a Business Minor can also accomplish this while remaining on a regional campus. The Business Management degree offers a seamless transfer to Columbus campus if a student wants to pursue a Business Specialization.

The Business Management degree is delivered in a blended classroom format using pre-recorded online lectures and live weekly sessions via video conference.  The live sessions allow the instructor to deliver class lectures to the regional sites just as if the students were on main campus.

video conference example -instructor perspective

The asynchronous delivery of materials allows the students to access their online lectures and course materials at their convenience using the university’s learning management system, Carmen.   Students can access content in a various forms – streaming video, mp3, PowerPoint slides and in some classes, transcripts.

CarmenExample

 

The Distance Delivered Business Management program on the regional campuses has enabled thousands of students to get a Business Management degree or a minor in Business Management and achieve their goals.

To learn more about the program go to:
http://fisher.osu.edu/undergraduate/academics/regional-programs/

 

 

2015 Horizon Report for Higher Education

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Sponsored by the New Media Consortium and the EDUCAUSE Learning Initiative, The Horizon Report provides one of the most comprehensive views of the use of technology, technology adoption, and pedagogical strategies in higher education.  The report examines academic trends and cutting edge technologies that will influence the direction of education in higher education for years to come.

HorizonReportGraphic2015

In the 2015 report, several academic trends and technologies are highlighted including:

  • Key Trends Accelerating Technology Adoption
  • Challenges Impeding Adoption
  • Developments in Educational Technology

The reports see keys trends in higher education in the area of technology adoption being:

  • Advancing cultures of Change and Innovation
  • Increasing Cross-Institutional Cooperation
  • A Growing Focus on Measuring Learning Efficacy
  • Increases in the Use of Blended Learning
  • Re-designing Learning Spaces

To read the full report, go to:
2015 Horizon Report

 

 

Carmen Quizzes: Reviewing Student Quiz Responses

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CarmenLogo

The Carmen Quiz tool is a powerful tool that provides a great deal of back-end data that faculty can use to evaluate student’s responses, both on a global level and on individual level.

The link to the video found below will take you through the process of viewing quiz scores along with accessing an individual students quiz results.  It will also show you the steps of deleting a student’s attempt on a quiz.

Reviewing Student Quiz Responses in Carmen

Using Online Video in Your Course

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StudentViewingVideo

The use of the videos in teaching has been around since the invention of the film projector.  With the advent on the internet and online videos from sources such as YouTube, iTunes, and other online outlets, the amount of videos for use has exploded.

Obviously, the question is how and why should you use video in your course?

WHY?
Video has quickly become one of the primary sources by which students interact and learn about their world.  YouTube is the second most searched site on the internet.  College students watch online videos at three times the rate of adults.

Another reason to use online video is that it supports the flipped classroom approach to teaching, allowing students to watch videos when it most convenient to them and freeing up valuable classroom time for in-depth engagement with course concepts and materials.

HOW
The use of online videos should be closely aligned with course objectives and learning outcomes.  Research on learning and student’s attention spans informs us that using videos of a short duration is much more effective than longer lecture based recordings.

Links to videos can be distributed through your learning management system (Carmen), via email, and through other methods.

To learn more about how online videos can be used in your course, check out the links below:
http://www.designingforlearning.info/services/writing/interact.htm

https://www.insidehighered.com/advice/2012/03/21/essay-how-use-youtube-teaching-tool

CarmenConnect in Action

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Using CarmenConnect gives faculty the ability to bring in experts from around the globe.  During Autumn semester, professor Bill Rives used CarmenConnect to bring Patrick Ritchie, a nationally renowned expert in personal credit management, into his course for three courses sessions.

BillRives

Professor Rives said, “The students loved having access to a speaker with these experts of this caliber.”

Mr. Ritchie presented for the class sessions that week speaking on credit management along with providing his own personal insight and tips. He also took live questions.

 RivesConnectWS
Professor Rives would definitely use the technology again and sees it as a way to bridge the student experience from the tangible classroom to the virtual one.  “It was very good because it introduced students to one of the delivery platforms for distance learning.  They could envision having better control of their educational experience if this extended to other courses.”

 

Ten Years of Online Learning – OLC Report

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OLC logo
In 2012, the Online Learning Consortium released a report based on ten years worth of data collection.  The results aren’t startling, in that they report what is already evident — online learning is growing in institutions of higher education around the United States, and the world.

To provide some background, the consortium began its mission as the Sloan Consortium, providing early online educators with original research, leading-edge instruction and best-practice publications, to community-driven conferences and expert guidance.  Since their beginning, the consortium has provided foundational data and research in technology enabled learning.

 To summarize some of their findings, here is some of what they learned:

  • Over 6.7 million students were taking at least one online course during the fall 2011 term, an increase of 570,000 students over the previous year.

  • Thirty-two percent of higher education students now take at least one course online.

  • Seventy-seven percent of academic leaders rate the learning outcomes in online education as the same or superior to those in face-to-face.

To learn more, go to:
Ten Years of Online Learning – OLC Report

CarmenConnect: A Tool for Teaching

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For faculty wanting to bring outside expert speakers into their class, there are many challenges.  Time, travel, and money can prohibit speakers from being able to even consider it.  That’s where technology can become a real asset.

CarmenConnect is a university-wide online tool that operates much like other webinar systems, allowing you to share live audio and video along with computer content for a media rich experience.  With these capabilities, it’s a perfect fit for bringing in external guest speakers, but it can be much more than that.  It can also be used to collaborate with others, offer virtual office hours, or even to teach to remote students.

Watch this video of one instructor’s experience using CarmenConnect to bring in a guest speaker from Slovenia.

To learn more about what CarmenConnect can do, go to:
ODEE CarmenConnect Resources

To get trained on how to use CarmenConnect, contact the ITS Helpdesk at: 2-8976
or:  helpdesk@fisher.osu.edu

Video Engagement

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Educational video can be engaging and support student learning objectives in the physical as well as the virtual classroom. Despite the upside, educational video can also detract from positive learning experiences if not deployed with best practices in mind.

Educational Video

In a recent paper “How Video Production Affects Student Engagement: An Empirical Study of MOOC Videos” Philip J. Guo, Juho Kim, and Rob Rubin explore best practices in educational video. They highlight seven major findings and recommendations. The first highlighted aspect is that student engagement drops drastically if a video is longer than 6 minutes.

To view all of their findings and recommendations in the full article, select here.

To see how educational video can be used in your course, please contact the Fisher ITS Helpdesk.

Source:

PGBovine.net (2014, March). How Video Production Affects Student Engagement: An Empirical Study of MOOC Videos. Retrieved from http://pgbovine.net/publications/edX-MOOC-video-production-and-engagement_LAS-2014.pdf

Bloom’s Taxonomy Interactive Model

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The learning objective is the basis for Instructional Design. Bloom’s Taxonomy is a classification system for learning objectives that can aide in the design of goals and objectives.

Blooms Model

Iowa State University has created an interactive model for Bloom’s Taxonomy that blends a cognitive process with knowledge acquisition. The model does a fantastic job of offering example learning objectives for each intersection.

To view the full model, please select here.

To learn more about Bloom’s Taxonomy, learning objectives, and instructional design, please contact the Fisher ITS Help Desk.