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Skip to Main Content. District Home. Sign In. Search Our Site. Teacher Pages on pisd. Instructional Technology. Phishing Scams. How Phishing Works You get an email or text It seems to be from someone you know, and it asks you to click a link, or give your password, bank account, or other sensitive information. Company: Benchling. Biotechnology is rewriting life as we know it from the medicines we take to the crops we grow the materials we wear and the household goods that we rely on every day But moving at the new speed of science requires better technologyBenchlingrsquos mission is to unlock the power of biotechnology The w Read More.
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Company: Bold Commerce. Company: Bonusly. More Job Listings. Looking For A Job? Faculty and students are not the only ones who would benefit from this shift in mindset: institutions of higher education have a stake in improving student learning.
Students and parents are increasingly reconsidering the value of higher education as tuition costs rise. Competition from Internet-based educational offerings has increased, as online New Chalk Talk Production values on sites such as Udemy, Khan Academy, and Coursera have improved, as have the integration of gamification, contextspecific feedback, and reward mechanisms.
Free sites such as Khan Academy are providing a multi-faceted learning environment that is more effective than many college classes. Hence, the value of a content-laden lecture is quickly becoming less valuable and more expendable, since an Internet search can provide almost any fact in a matter of seconds.
But leveraging these improved resources also provide an opportunity for faculty to release their control on content delivery. Viewing the adoption of PBL and other active learning pedagogies as reducing the opportunities for content coverage is shortsighted, because a continued focus on content delivery is an educational dead-end. Instead of viewing the integration of student engagement as reducing content, faculty should instead view it as an opportunity to free up time that will allow students to practice, iterate, improve, and eventually achieve deeper learning.
Pedagogies such as problem-based learning, project-based learning, and teambased learning all offer promise to improve and deepen student learning, but these promises can only be realized if faculty release control and free up class time to allow students to actively engage in the material.
This institute was attended by over 20 faculty members from ac ross the schools, breaking down the disciplinary divides and bringing innovative faculty together to explore how PBL can best be implemented in AUC classrooms. Starting fall , CLT will continue to offer PBL workshops, consultations and support to all faculty at AUC, with the aim of disseminating inquiry-based pedagogies and increasing student engagement.
Learn more about the 2-day institute by viewing these graphic notes capturing the event and highlighting the key aspects. A big thank-you to Dr. Students learn how to design physical educational games board and card games , through a player-centered design approach. Game design is approached from a problem-solving perspective, with goals, hurdles and divergent ideation, much like playing the game itself. Games can be an effective tool for integration of concepts and attitudes within a complex landscape.
Integration of game mechanics and game-thinking techniques to non-game platforms has recently gained grounds in multiple domains, including teaching and education. Recently, there has emotional reaction. As learning and behavior. Using gamification in a game designer, your task is not only to get the classroom, whether as a teaching technique people to play, but to keep them playing. An or as a design project, can be of great merit to effective game is one that has a clear and relevant students.
Edwin Locke. When designing a game, the developer needs to blueprint two sides of the design spaces, Real Space and Game Space. Real Space has to do with game theme and educational content, goal and target experience XP , as well as layer type and psychographics; while Game Space deals with game concept, game mechanics, and game dynamics. Decide on a theme for your game. Note that the Sustainability theme, presented in the map, is just an example theme.
At the end of the Real Space blueprint, you have to select the educational content for the game. Content has to be tailored to include the specific pieces of knowledge, skills or behavior traits that you are hoping your players will learn or gain from the game. Remember: get them to play, and keep them playing! Game Space. The second dimension of the design process is Game Space. Here, you will be designing an abstraction to reality. You begin by defining the game concept.
Remember player psychographics; what motivates my players? The next step is to decide on your game mechanics. What elements are you going to use in your game? Think of game mechanics as the tools that govern your plot, or game story. These could include dice, spinning wheel, cards, boards, avatars, badges, game collectables, banknotes, etc. Your game mechanics also include game rules and winning states. You also need to design the interaction between all the game elements.
For example, when to throw a dice, when to pick a card, where the action points are, what action is rewarded, what action is punished, how to unlock features, etc. Game Dynamics. The final step before integration and testing is designing Game Dynamics. In simple terms, it is the interaction of the players with the game mechanics. Game mechanics alone are not enough to design a successful game. Game dynamics are all about engagement and game flow. You need to answer the question, what will make my players addicted to the game?
Final Stretch. Build a prototype to help you test all elements of your game. Test the effect of different actions or rewards on engagement and game flow.
Do not lose sight of your Real Space goals and target XP. Gamification is truly an educational, fun adventure that deserves a try! References Lee, J. Gamification in education: What, how, why bother? Academic Exchange Quarterly, 15 2 , pp.
A theory of goal setting and task performance. Kapp, K. The gamification of learning and instruction: Game-based methods and strategies for training and education. San Francisco, CA: Pfeiffer. During that panel, I suggested that there are several stages to creativity: first, we have to understand the systems and ideas around us.
Next, we have to use those systems and build our own knowledge within them. Finally, we can break out of the system and do something new. The first stage of this path to creativity and research is building knowledge, and passion can make the tedious parts of gaining that understanding worth the investment. I hope that some of these will spark new passion for my students, but I also find that my most creative students are the ones who already come in with a strong love of something that they can merge with the system or learning at hand.
I actually started pulling games into my research as an undergraduate, and it started almost by accident, as I was writing papers about popular culture and avant-garde literature and I kept getting drawn towards the parallels between these topics and gaming. This brought me to the second stage of creativity: I was using the tools of different disciplines to enter into the space of traditional scholarship.
Mastering and using systems is important no matter what major a student starts out in, and integrating digital tools, programming, and social media are all required components of a new fundamental literacy that can enable creativity through their expressive potential. I saw fantastic examples of this step on the creative ladder in action at the Creatopia showcase, with students from outside of game and web design taking their disciplines and interests and expressing them through these new mediums.
For me, using creativity in research has meant taking the lens that games offer and turning it on education itself. Games offer ways of exploring ideas through action in spaces that are adaptive, responsive, and.
Thanks again to everyone who attended my talks and workshops at AUC. I look forward to hearing from you and seeing more of what you are creating next!
The Learning Game Sherif Osman Center for Learning and Teaching My career in education, although brief, has been quite diverse and allowed me to experience the educational process from multiple perspectives.
I worked as a high school teacher and a lecturer in England, and during each of these phases, I grew more and more fond of creative pedagogies and their impact on education. I recently became enamored with the concept of gamification after attending a conference workshop on the topic. I was hooked and began my journey of discovery of books, blogs and workshops on gamification.
As with any new concept in any field, there is only a limited amount of research on the subject and slightly the different definitions of each for the concept of gamification is slightly different. Morcos, I decided to take my first venture into gamifying my syllabus, partly due to my curiosity as a faculty developer, to see how this plays out in practice. I decided to follow the advice I regularly give to faculty during consultations and start small and by only gamifying a part of my syllabus to see how that would go.
I was initially apprehensive, as I was teaching full time in-service teachers and was concerned that gamification might be too childish for them. I quickly overcame any concerns the minute I began researching the topic, due to the fact that most gamification that has taken place has been for enterprises and businesses to engage their clients and personnel. This article is my reflection on the experience as a whole with the lessons learnt and future directions.
The course focuses on the importance of professional development for in-service teachers and how they can take charge of their own development by utilizing technology. I tried to incorporate several game dynamics and mechanics to my syllabus see figure 1. In the learning game section of the syllabus, they had freedom to choose which and how many assignments to Figure 1 do. I ensured the presence of difficulty cycles, not just because that is a good game design technique but it also allows for a new type of differentiation in the classroom.
Several of the assignments were loosely linked, with a rationale to try and get the students to choose their own learning path by trying to establish the connections between the assignments. For example, the student may realize that an e-portfolio is likely to include a biography and be built on a website, therefore if the student were to complete the biography assignment and the web development tutorial, that should make completing the big task worth more points , in this case the e-portfolio, a lot easier See figure 2.
The idea here was to introduce some game flow to the experience, if the students feel they are learning different things at different times but still reaching the same outcome, it makes for much more interesting classroom discussions.
Overall, I thoroughly enjoyed the experience and judging by the course evaluations, so did the students. They covered far more workload than previous iterations of the course. I usually have one final project, and some of the students completed final projects using this approach, based on their own choices. The syllabus, which normally disappears once received by the students on the first day of class never again to be seen, re-surfaced almost every class.
Nonetheless, where there are ups, there are downs. Because I was trying a new teaching strategy, I made a point to be excessively flexible with the students to give them a chance to adapt to this new format. This flexibility was my downfall. Although almost all the students were motivated to work and complete the assignments, they took some time to get used to this approach.
This resulted in panic submissions towards the end of the semester due to my flexibility with deadlines and obviously a mammoth task of marking twelve different types of assignments simultaneously. Game rules are game rules and make no exceptions unless they are planned exceptions, like rewards. This is something that I have to consider for future cycles. I will either be gamifying a larger portion of the course, or place more weight on the current gamified portion.
This is because the students contributed and completed far more work than previous classes and than what I had expected. If the same levels of motivations as this semester are present, I would hate to dilute that with a weak marking ideology. Overall, this was one of the most enjoyable experiences during my teaching career. I will definitely be looking to gamify more parts of my courses and am interested in trying to use more gamification elements, especially aesthetics, as this is the only cornerstone of gamification I have yet to try and incorporate in my classes.
I would highly recommend this approach to AUC faculty and would like to extend an invitation to faculty members who would like to discuss or attempt this in their courses to contact the Center for Learning and Teaching to support you with this.
Morcos, F. New Chalk Talk, Based on research on how people learn, the teaching and learning landscape has been adjusting and adapting to new paradigms involving pedagogical and technological shifts. Emphasis has shifted from a teacher-centered model to a student-centered one, where active learning strategies, experiential learning and. Ed, K, museum and library that highlight 6 technologies that are likely to impact teaching, learning and creative inquiry within the next 5 years.
According to the most recent ECAR8 study to which 75, undergraduate students responded from campuses, in 45 US states and 15 countries including AUC : More students than ever have experienced a digital learning environment. How many of our students benefit from partially online learning, and if they do what is the quality of this online learning? A lot of work needs to be done to encourage and support faculty in designing, piloting and assessing this innovative practice particularly in the STEM disciplines where it has been quite successful.
Regarding the latter, university administrators worldwide have increasingly been favoring funding, promoting and rewarding research over improving teaching in the classroom.
For its part, CLT will update its own strategic plan and will see to it that it will be implemented in a timely fashion. However, only with the support of the university administration and in particular the Provost, Deans and Chairs, can such initiatives be successful. Curtis, J. The employment status of instructional staff members in higher education. Dahlstrom, E. ECAR study of undergraduate students and information technology: Research report.
Segran, E , April The adjunct revolt: How poor professors are fighting back. The Atlantic. AUC Our community of learning: A strategic plan for AUC at its centennial. In an email to all faculty on September 6 , the Provost explained the rationale for such a program. Because of the importance of life-long learning in maintaining and enhancing faculty skills, engagement in these kinds of professional development opportunities will be increasingly considered in the AFR and reviews for tenure, promotion and contract renewal.
New faculty and those who are on tenure-track are strongly encouraged to enroll in the first cohort of fall Teaching Enhancement Certificate Program The Center for Learning and Teaching CLT will be offering workshops aimed at addressing a wide spectrum of faculty needs in teaching and learning.
This professional development opportunity is multi-faceted and includes the completion of a Teaching Enhancement Certificate Faculty will have the option to choose between Teaching Enhancement Certificate 1 and Teaching Enhancement Certificate 2 depending on whether they have taken CLT workshops previously or not.
In order to complete a certificate, faculty will have the choice to complete ONE of the following: they could of course choose to complete several certificate. Attend the following 4 workshops repeated twice per semester as day-long CLT Institutes they do not need to be taken sequentially or all in one day Institute 1: Sunday October 4th, Institute 2: Monday November 23rd, Faculty who have already participated in CLT workshops that fulfill Certificate 1 may consider obtaining a certificate in one or more of the following 5 CLT tracks.
Completing a set of 4 workshops in any one track fulfills the certificate requirement. Additional optional professional development activities that may be included in AFR, tenure and promotion portfolios and renewal of contract, include: Demonstration of Teaching Innovation Preparing and presenting a teaching and learning innovation activity at teaching and learning community events or other formal meeting among peers at AUC.
Both observations are regarded as tools for formative growth-oriented assessment and will result in a feedback report that is confidential. CLT Support Activities CLT members will be available to support faculty as they plan and implement their teaching innovation activities. This may be a re-designed lesson or assignment, or integration of a new technology or pedagogy into the classroom. CLT consultation is also available for larger projects such as new course design or re-design. Certificates of appreciation will be presented to all CLT Faculty Associates engaging in this initiative.
Yet teaching AUC students to reflect on how they read remains challenging. Such reflection is a metacognitive skill and requires the most effective teaching resources available because literacy is foundational for all learning.
An extensive review of the literature has shown that most research concerning critical reading skills development focuses primarily on K learners. There exists, however, some landmark research about metacognitive reading skills in higher education. According to Flavell, metacognition is fundamental in reading, oral skills, language acquisition, writing, attention, social interactions and memory.
In this essay, we highlight the results from a year-long Action Research project that involved the implementation of metacognitive reading strategies in several CORE Filming Difference classes. Implementing and evaluating metacognitive reading strategies included: 1 choosing longer and strategic readings to complement the course theme; 2 placing students in reading communities small reading groups to identify text structure before reading, 3 assigning specific critical reading questions for groups to engage the text; and 4 conducting focus group sessions before and after the text was read.
Taking these steps were critical in order to understand AUC student behaviors and practices related to course readings and classroom discussions. Furthermore, students were divided to work in groups to help answer two strategic questions: 1. Finding answers to these questions involves reflective teaching and research to address problems students encounter when they attempt to develop higher level reading skills while also creating guided opportunities for interpersonal and small group discussions.
Based on initial findings, there is strong evidence to support the integration of a metacognitive reading. Action Research Findings Following the assignment of the readings, and group presentations, we assessed the use of guided reading activities with students in Fall and Spring a total of 25 students.
CLT performed several focus group sessions with students before and after they engaged in the activities. In pre-activity focus groups students were asked general questions about their reading preferences and habits, whether they like to read or not, their attitude towards readings assigned in an academic setting, etc.
All students agreed that the most important thing in a reading would be how interesting they found it. Many students also mentioned that they had issues with maintaining focus while reading assigned material. When asked about how they dealt with that problem, they indicated several strategies such as: highlighting text, taking notes while reading, dividing text into sections to read at different times, summarizing paragraphs while identifying and focusing on the important parts, skipping uninteresting parts, timing themselves, and using Google Translate to find the meanings of difficult words.
Post-activity focus groups were also conducted to find out what students had learnt from working together, the factors that helped them learn and their suggestions for improving similar activities in the future.
First, the focus group reflected the New Chalk Talk Students reported that questions helped them maintain interest by creating a more purposeful reading. They also added that they helped them organize knowledge.
These responses are in line with recent cognitive research that provided evidence to the effectiveness of having well-structured questions to guide reading Andersen, Another factor that also enhanced their reading experience was reading in groups.
Students reflected on their experience saying that the group diversity provided a richer experience to analyzing the text. Also, when different people answered the same question, each brought their own understanding of the text thus providing a more holistic picture. Based on an analysis of the focus group results, it was discovered that consciousness of reading strategies with students increased, and that more metacognitive strategies were performed during the think-aloud tasks.
In addition, the results of this yearlong Action Research have wider institutional and pedagogical implications for the Common Reading Program and for faculty across the disciplines. Since reading is a foundational skill for all learning, it is important that teachers employ a variety of methods by selecting texts and using reading strategies to achieve specific learning goals. Equally important, teachers are encouraged to model metacognitive strategies to support students as they learn how to use these skills to become knowledge producers instead of passive consumers of information.
If you have any questions please contact. References Anderson, J. Cognitive psychology and its implications. New York: Worth Publishers. Flavell, J. Metacognition and cognitive monitoring: A new area of cognitive developmental inquiry. American Psychologist, 34, And what the digital asks of us is that every assumption we have be turned on its head.
Jesse Stommel The Digital Humanities DH are a diverse set of academic practices that have spread internationally in the last decade, and have only now begun to gain traction in the Arab world. The idea of the event came to us when we first met at the American University of Beirut in March at THATCamp Beirut organized by David, following a weeklong digital humanities training event there.
The Cairo event included a keynote workshop on mapping and visualization by David, a keynote session that involved exploration of sentiment analysis on Twitter by author and professor of computational linguistics at Ain Shams University, Khaled el Ghamry, and a panel of scholars from different institutions exploring the opportunities and challenges the Digital Humanities pose for the Arab World.
The Digital Humanities are, in a nutshell, innovative ways of practicing the humanities in a world of digital technologies that blur the line between the quantitative and qualitative. Some examples include electronic text encoding, digital archiving, text mining, digital mapping, and network analysis. It is not uncommon for digital humanities to take on different contours in different environments, since they often bring together different members of a university community--faculty, students, librarians, IT, staff, etc.
The AUC event was well attended throughout the day around 40 faculty, librarians, deans, faculty developers and IT staff and was live tweeted at the hashtag dhauc.
A storify of the tweets is available. In the first workshop, participants explored a number of projects in the spatial humanities and tried their hand at some basic map visualization and customization.
David was impressed by the active engagement throughout the morning session and how the AUC community was imagining how they. He shared a heat map showing the geographical distribution of the hate speech on Arabic-language Twitter, a temporal curve tracking the growth and intensity of hate speech from to mid, along with a qualitative analysis of the forms hate speech takes; such as dehumanizing and othering language.
All the participants in the panel agreed that research material is not lacking in our part of the world, and yet to make such inquiry possible, new ways of designing and carrying out digital projects need to be acquired. At the event there was a palpable interest in how social media in Egypt and the region opens up both special opportunities and problems for digital research. Some faculty raised concerns over the feasibility of applying what was learned at the event given their current skillset and time constraints.
Academic institutions worldwide have faced this challenge, and the learning curve can be step for some, and yet for others it involves digital skills they already possess. Pursuing digital humanities research takes time and collaboration, but there are many entry points now and the results can be transformative.
Most large digital humanities projects that we know of involve a collaborative effort across units of a university--bringing together content expertise of faculty members, library staff and IT with meaningful opportunities for graduate and undergraduate student participation in research projects. There are also organizations willing to fund such projects, particularly when they involve cross-institutional collaboration. Another perpetual problem at such events is, of course, attendance.
Everyone in attendance was enthralled. The feedback from attendees was overwhelmingly positive, and many called for opportunities to continue the conversation, and we already have plans to do so.
Beirut has created an annual event for digital humanities training whose next meeting will be in January dhibeirut. References Stommel, J. The digital humanities is about breaking stuff. Hybrid Pedagogy. For that response, ask students to identify unstated assumptions, biases, and points of views and show how they undermine the argument the author is making. Such problems have no known answer or solution and cannot be solved with formal rules of logic or mathematical formulas.
Ask students to come up with multiple solutions for each problem and rank the viability of each solution. All rights reserved.
Reprinted with permission. Getting students to read: fourteen tips. Assessment Issues Angelo and Cross offer many techniques for assessing critical thinking, problem solving, analysis, and related skills. Have them carry out the experiment and document the results.
It also reinforces that this process is ongoing, not just an assignment for a class. Sample guided questions include: What happened when you analyzed and critically evaluated ideas, arguments, and points of view? What was your reaction as you went through this process?
What did you learn about yourself? How can you apply what you learned to your education or your life? References Angelo, T. Classroom assessment techniques 2nd ed. San Francisco: Jossey- Bass. Bean, J. King, P. New Directions for Teaching and Learning, Meghan Durham Wall is a dance artist, educator, and advocate who lives, works, and creates on the ancestral lands of the Ute, Goshute, and Eastern Shoshone people.
She focuses on community engagement and human connection through dance. Kyle Lawrence, Sound Designer. Spencer has always enjoyed the new adventures that come from working on the Greek Theatre Festival. Taylynn Rushton, Stage Manager. Andrea Davenport, Costume Designer. Jim Svendsen, Festival Founder and Dramaturge. Alicia Cunningham-Bryant,. Allen Smith, Arts Education Consultant. Founded in , the Classical Greek Theatre Festival is committed to producing classical Greek dramas to provide the unique educational opportunity to appreciate these ancient plays in action on stage.
CGTF is constantly working to grow our educational resources and put them in the hands of teachers, students, and life-long learners to augment our performances. High and High School students to the plot points and themes of Euripides' Medea. This lesson plan is designed to utilize the Nearpod Software, which is an education software available to all public School Educators in Utah K However, the lesson plan can be led without utilizing Nearpod, but we strongly recommend utilizing it.
The video below is included in the Nearpod, but is here for your use as well. If you have questions about this lesson plan, please contact Allen Smith at allen. Download Medea Lesson Plan.
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