HomeTechnologyVirtual RealityAn Online Conference for You: A Taco, a Trip Around the World,...

An Online Conference for You: A Taco, a Trip Around the World, and Scratch-offs for Tests

Thumbnails with a taco . A 3-2-1 activity. A world trip . Scratch-offs for test making. If you are interested in new teaching techniques, creative ideas, fostering classroom community and more, sign up for the Education Professor Online Conference. You don’t have to leave your easy chair, couch or desk: you can join and access all available sessions as often as you like until December 31, 2022. With nine carefully chosen themes, you have the opportunity to refresh, energize and stimulate your teaching. If you’re curious what you could learn, take a look at some of the sessions below!

How the Metaverse Can Improve Student Engagement and Learning: Using AR and VR in the Classroom

How can you use simple Augmented Reality (AR) and Virtual Reality (VR) tools in your own course? In this session, Juanita Wallace explains how to take your students to a completely different world to engage, educate and inspire them.

What is AR? “Augmented reality is technology that superimposes a computer-generated image on a user’s view of the real world, creating a composite image.”

Here are some ways you can use AR in your own course:

SketchAR: Use your phone and hold the picture on your phone over a blank piece of paper for easy tracing. This is essentially a fancy way of drawing on a piece of paper with your phone/tablet.

Atlas of human anatomy for the human body: You can digitally place any part of the human body in your classroom. Students can walk around the table anywhere and manipulate the body part on a tablet.

What is VR? “Virtual reality is a computer-simulated 3D environment that allows users to explore and interact with their environment.”

Here are a few ways you can use VR in your own course:

Virtual Speech: This is a tool used to give presentations in front of a virtual audience and at the end of your presentation you will get feedback. You can choose what kind of setting you are in and how many people are in the audience. You can even make people yawn or harass you to add distraction. It also tracks how much eye contact you had with participants, whether you need to slow down/speed up, words per minute, your volume and more.

A virtual audience created with VirtualSpeech that provides feedback on your presentation.

Google Earth VR: In this simulation you can go to places around the world and it’s like flying on top of the world. You can view buildings in real time or show your students different places they’ve never been before.

Cathedral of Florence, Italy from Google Earth VR

Picture Perfect: Using graphic design elements to increase student engagement

In this session, Alexandra Herron explains how to use visually appealing content to engage students and increase your instructor’s presence in your online course.

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Use thumbnails. You can create any thumbnail for your videos/folders. A thumbnail gives students a visual representation of what the video will be about. For one of Herron’s folders, she made a thumbnail that read, “Step by Step. You’ll get there,’ for a week with a heavier workload. The first week she makes a miniature ‘Let’s taco about it…’ with a taco as the focal point.

flip grid. To orientate on the program, the University of Herron had teachers introduce themselves through Flipgrid so that new students could learn more about their future instructors. Many instructors had different filters (Superman, Mario, etc.) to set the tone for their class and give students a chance to learn about it in person.

jorad. This tracks your screen clicks so you can create instructions on the web on your computer. After tracking your clicks, it populates your clicks and students can watch it as a video, print it as a PDF, or view it as a document. Essentially, it provides written and/or visual instructions for students.

Cultivate a classroom culture conducive to connections

How do you build a relationship with your students from day one? In this session, Tiffany Sayles offers easy-to-implement ideas for creating a classroom culture conducive to building connections.

Four main ways to get in touch with students is through:

  1. Instructors
  2. Classmates
  3. Campus
  4. Content

One quote a day. Sayles starts each lesson with a quote, giving students a moment to think about the quote and asking them to elaborate on it. It is an encouraging opportunity for students to explain what the quote means to them. After each student expresses their opinion, Sayles says, “Thank you so much for your insight and for your perspective.” This positive response to their opinion of the quote encourages other students to get involved.

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The 3-2-1. Here you ask students to share three interesting facts about themselves, two goals they have, and one expectation for the class. It is a connecting piece for you and your students. Plus, students love learning about your life outside of class when you share your own 3-2-1.

Sayles says it’s extremely important to give students a sense of purpose and identity. She makes sure to tell students, “What you bring to the classroom conversation is something unique, something I’ve never heard before. So I want to hear you. I want to know what you know.”

Feed Their Mind: Brain-Based Learning in the Classroom

Have you ever tried Immediate Feedback Assessment Techniques (IF-AT) in your course? In this session, Sabrina Timperman explains how brain-based techniques can improve learning and memory and reduce performance anxiety in your students.

IF-AT is a testing system that allows students to get instant feedback as students complete each item.

Delete exam. Here you can use a scratch pad to display answers. So if the student thinks the answer is A, they cross out A, and if it has a star under it, they got it right. This works well as a group quiz where students can discuss possible answers as a group and scratch off A, B, C, or D. If there is a star when they scratch off the letter, they get full points, but if there is no star, the group discusses again and crosses off another answer.

Memory game. In this game, based on the memory game, students are given cards that they turn over and have to match. The students are divided into small groups and two groups play against each other. In Timperman’s course, she creates memory cards made up of fibrous joints, cartilaginous joints, and synovial joints.

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There are four rounds and with each round students get less information on the card – they have to rely on their memory after each round. The first deck in the first round has the collective name, a picture, a description, and an example. The two teams take turns flipping cards and finding a match. Once all cards have a match, the teams move on to the second round. The second deck in round two has only the image, example, and description, but lacks the common name. The third deck in round three only has a picture and a description. The fourth deck in round four only has the picture, so students have to remember the information from previous decks, such as what kind of joint it was and what it did. This game builds on the memory of the students from each round and also teaches students information about the joints as they play the game.

If you are interested in these sessions and more, register now for the Professor of Education Online Conference!

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