Georgia Tech Mini-Innovation Hub Project:
“What can we Learn from MOOCs?”
Wednesday 8 May 2013
11:00 – 1:00
Donna Llewellyn – CETL
Michael McCracken – C21U
Wendy Newstetter – COE
Lauren Margulieux – Psychology
At the end of November, the campus community was invited to an open meeting to form and join working groups addressing the critical questions of the changing landscape of higher education. As a result of that event, seven groups have been at work defining their research questions and approaches to addressing them.
Current Mini-Hubs with Champions:
Dual Use: How can MOOCs be leveraged to improve the in-class experience for GT students? What are the special issues of using a MOOC to flip or blend a course? Champion: Bonnie Ferri, ECE
Delivery Mechanisms: How can mixed reality technologies be used to enhance learning in MOOCs and on-campus courses? Champion: Racel Williams, COA
Physics Labs: How can a physical science lab experience be designed for students in a MOOC, or other online learning environment? Champion: Ed Greco, Physics
Library Support: How can the library provide resources in a MOOC? How can the library facilitate the faculty in finding open access learning resources? Champions: Lori Critz, Library and Cari Lovins, OIT
Motivation: What are the real issues of keeping students engaged and involved in a MOOC? Which social components of a class are not or cannot be replicated online? Champion: Al Ferri, ME
Math Bridge: Can a MOOC environment help GT to efficiently and effectively serve incoming students who need a bridge course to ensure their success in their first math course? Champion: Shannon Dobranski, Center for Academic Success
Multi-disciplinary: How can an online environment be harnessed to offer a truly multi-disciplinary course addressing the challenging issues of today? Champion: Katja Weber
Developing Our Teacher Identities
Using reflection to challenge patterns of teaching & learning
A research findings-inspired workshop
Date/Time: Tuesday, April 30, 2013 11:00 am - 12:00 pm
Location: Piedmont Room (Student Center)
As we try teaching in new ways, our self-conceptions as teachers change. However, we rarely stop to consider what brought us here and how we have changed as teachers. This reflection is important as we get ready to take on more learner-centered challenges. In this workshop, we will engage in creative reflective activities to (re/)consider our identities as teachers. Activities will be interspersed with recent research findings about TAs’ evolving conceptions of themselves as teachers as they took ownership for inquiry teaching practices. Inquiry teaching more closely approximates how science is practiced by scientists: problem solving by developing and testing hypotheses. These research findings may inform reflective practices to spur further development of our teacher selves. Participants will leave with strategies for reflective practice to enhance their own teaching as well as to share with TAs.
Cara Gormally, Ph.D.
Director of Introductory Biology Labs
School of Biology
Dealing with Students of Concern
Date/Time: Thursday, February 21, 2013 11:00 am - 1:00 pm
Georgia Tech’s recent tragic loss of a student is a reminder of the emotional upheaval and personal stress that some students experience as they earn their undergraduate and graduate degrees.
A similar tragedy at Carnegie Mellon last month prompted students to question why they “are taught in a semester-long course about library use and learning strategies but not how to identify a peer in emotional trouble.” Faculty raised questions too, and soon the campus held a town hall meeting where students, faculty and administrators discussed their high-pressure culture and explored “the state’ of their community.
This workshop offers those of us in teaching roles a chance to discuss our students of concern and the challenges we face as we teach students in our courses at Georgia Tech. Is it possible to uphold the rigor associated with the degrees we grant and promote emotional health too? How do we show students that we care about their learning and yet not become their therapists? Join your Georgia Tech colleagues for a timely discussion of the students who concern us, the classroom climates/course experiences we create, and the resources we have available to promote well-being at Georgia Tech.
Associate Professor, Electrical & Computer Engineering
Director, Counseling Center
Dean of Students & Assistant Vice President for Student Affairs
Deputy Director, Center for the Enhancement of Teaching and Learning
Promoting Learning with Academic Integrity
Date/Time: Thursday, January 24, 2013 11:00 am - 1:00 pm
Do you want to increase academic integrity among your students? There are many preventative measures we as faculty can take to minimize cheating and ensure a smooth enforcement process when it does occur. Join us for an interactive workshop that will explore the data on factors that lead to – and deter – cheating, as well as the Georgia Tech faculty resources that are available to assist you in the promotion of academic integrity.
Esther Skelley Jordan, Ph.D.
Assistant Director for Programming, Center for the Enhancement of Teaching and Learning
Steven Girardot, Ph.D.
Assistant Vice Provost for Undergraduate Education
Dean of Students/Assistant Vice President for Student Affairs
Assistant Dean/Director, Student Integrity
Christopher Weedman, Ph.D.
Assistant Director, Communication Center