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Sound familiar? . Problems with Lecture. Lack of student interaction Does not engage students in material Individual, not group oriented Difficult to maintain attention One-dimensional. Getting Students to Interact: a Net Gener’s Perspective on Learning with Technology. By Sarah Marzec

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Presentation Transcript
problems with lecture
Problems with Lecture
  • Lack of student interaction
  • Does not engage students in material
  • Individual, not group oriented
  • Difficult to maintainattention
  • One-dimensional
getting students to interact a net gener s perspective on learning with technology

Getting Students to Interact: a Net Gener’s Perspective on Learning with Technology

By Sarah Marzec

Michigan State University

Carie Windham

North Carolina State University

Goal: To Understand the Material


Get Students to Interact

inside the classroom
Inside the Classroom
  • Have in-class questions on the material covered
    • Students know if they understand the new material
    • Participation Points
    • Clickers make this easy
teaching problems involving calculations
Teaching Problems Involving Calculations
  • Step-by-Step is best
    • PowerPoint is used effectively when each step appears separately, not all at once
    • The old-fashioned overhead is effective, too
outside the classroom
Outside the Classroom
  • Multimedia Supplements
    • Animations (for example, of cell processes)
      • Great because they get students to interact with and picture the material in a way that books cannot
    • Diagrams and Pictures
      • Drawing
more outside the classroom
More Outside the Classroom
  • Immediate Feedback Questions
    • Several tries
    • Know immediately if doing the problem right or wrong
    • Classmates can help each other
    • Suggest that students print the questions out
online vs face to face teaching
Online vs. Face to Face Teaching
  • Students are not likely to print out all of the online course material and so are likely to spend less time studying for online courses
  • Hearing concepts explained aloud helps understanding
more about online texts
More About Online Texts
  • Underlining, highlighting, and marking pages is easier with paper textbooks
    • If the online text offers these capabilities, you have to make sure students know about them
    • You should also offer students suggestions on how to use them
one last note
One Last Note
  • It is extremely important to explain to students how you expect them to use technology
    • Just as you are new to using technology to teach, students are new to using it for learning
    • Online lecture notes, for example

Discussion in class

  • Make discussion as active as possible
    • Select class “discussion leaders”
    • Post questions before class in syllabus or over Web CT
    • Do not plan to discuss “right or wrong” answers; plan to debate

Moving discussion online

  • Set up class discussion boards
    • Easy to construct in Web CT
    • Choose questions that require argument, not just recitation
    • Make expectations clear
    • Choose “pro,” “con,” and assessment groups
    • Be an active player

Moving discussion online, cont.

  • Initiate class chat rooms for discussion
    • Set a specific time and place
    • Begin by setting ground rules for class
    • Offer participation or extra credit points
    • Make a connection b/w class activities and online discussion

Virtual laboratories

  • Move ‘hands on’ exploration to the Web
    • Use of interactive games
    • Problem solving exercises
    • Simulations
    • Cost effective

Supplemental lectures

  • Don’t make “Power Pointless”
    • Enhance class lectures or presentations with the use of audio or video files
    • Show graphic simulations, use music clips, or opt for audio files
    • Breaks up the monotony and snaps students back to attention

Integrate team activity

  • Move beyond simple group projects or “busy work”
    • Peer editing
    • Semester-long group activities
    • Use of “trivia-style” question and response technique

Bring in the ‘real world’

  • Increase relevancy by addressing current, local, or global problems through material
    • Students want to see a “bigger picture”
    • Relate concepts to problems in the news or ideas in their lives
    • Use examples from workplace or news
    • Make a connection between the material and their lives