SNC T3 2017

Light breakfast items will be served as we gather and prepare to start our day!

Robin DeRosa kicks off our conference by helping us look at how working “open” expands the kinds of domains that we might engage in as instructors. Through her personal experiences, she will help us conceptualize “open” as a holistic way to think about the teaching and learning cycle, while offering examples of tools and techniques that can help faculty design courses and programs that expand access to higher education, empower learners, and connect students to the world outside the college. 

This year SNC hosted their first MOOC, titled St. Norbert: The Man, the Movement, the MOOC. While the MOOC craze has died back a bit, we at SNC leapt into the fray with a specific purpose. The MOOC format allowed us to create an open pathway to broadly share the St. Norbert story. In the presentation I will explain how we designed, built, and delivered the MOOC. In addition, we will consider how what we learned can be applied to other topics of value to you, your disciplines, organizations, or institutions.

In this session, you will get to play with and learn about several tools for teaching and learning in the open. This will be hands on. You will get to try these tools as both the instructor and the student. Attend to add some tools to your #opened tool box!
** Repeat of this session in the afternoon

In a course on chattel slavery and the nineteenth-century slave narrative, students use the ArcGIS platform to create digital story maps. This presentation focuses on the in-class activities that allow students to analyze primary source material and create maps that examine the regional specificities of slavery.

In a class on Gender and Media, students created online portfolios on a wide range of topics like Kayne West and Misogyny, Gender Roles in The Office, and Playable Female Characters in Video Games. This semester-long project will be discussed including the use of Google Collections, summative assignments, and assessment tools. Strengths and weaknesses of the project will also be highlighted.

Instead of banning smartphones in the classroom, use them for teaching and learning as clickers. Free apps such as Socrative, Kahoots, WebClicker and Soapbox will be demonstrated.  

This presentation will have audience participation. Any hand held devise such as smartphone, laptops or tablets will be necessary.

The recent proliferation of low-cost microprocessors (Arduino, Raspberry-Pi), along with free, open-source design and development tools, has opened a new universe of possibilities for the integration of design and development activities into STEM courses. This presentation reports on the integration of Arduino-based design and development activities into a traditional introductory electronics course at St. Norbert College, including demonstrations of actual student projects.

This is an opportunity to continue the conversation with our keynote speaker, Robin DeRosa. She will help field questions and show examples of ePortfolios and other projects to help participants get a sense of the possibilities. Bring your questions, ideas, and curiosity!

In this session, I'll introduce a number of problems/situations I encountered and how I came up with creative solutions using different Google apps. I'll share general tips and tricks on how to be more efficient and effective in your work using technology.

Digital and Virtual Heritage (DVH) is an emerging interdisciplinary field which employs traditional research methods, speculative experimentation, and digital tools to explore the wide-reaching features which make up the human experience. At UW-Green Bay, Heidi Sherman (Associate Professor and Chair of History) is leading a project to bring a replica of a Viking Grindbygning (a timber frame medieval Norwegian house) to their campus. Her colleague Luke Konkol, an instructional technologist with additional background in anthropology and 3D design, is working with a group of students using Blender (an open-source 3D design and animation software) and other tools to re-create an interactive 3D model of the structure along with evidence-based digital re-creations of artifacts. Presenters will outline DVH as a discipline, explore some of the techniques, benefits, and limitations of the field, demonstrate the tools (all free!) that UWGB is using to do this, and discuss the “Saga Project” in more detail. As this year’s theme is ‘The Year of Open,’ this hybrid presentation and round-table discussion will emphasize DVH’s motivation of increasing access to cultural materials as well as the open-resource nature of its research, creation, & curation.

Join us for a panel discussion about using tablets to enhance teaching with Amy Vandenberg (Business), Seth Meyer (Mathematics), and Katie Garber (Chemistry). The panelists will start by explaining the funding mechanism that was used to obtain the technology (IT mini grants) and how each panelist proposed to use the device to improve students’ learning experiences. They will also discuss what worked and what didn’t with demonstrations and the data they used to assess the outcomes including student responses. Seth wrote on the iPad and projected it instead of writing on the board, graded all assignments digitally with Google Drive, and made videos of himself explaining harder homework problems. Katie primarily used an iPad to flip her classroom by producing short lecture videos posted to YouTube and SNoodle for students to view prior to lecture; she also used the iPad for grading and to write homework, quiz, and exam keys. Amy used the Surface to illustrate examples and work through problems with her class. Following the introduction will be a question and answer session.

In this session, you will get to play with and learn about several tools for teaching and learning in the open. This will be hands on. You will get to try these tools as both the instructor and the student. Attend to add some tools to your #opened tool box!
Tools Include:
Hypothes.is
Screencastify
WeVideo
Online Compentencies Curriculum
Googe+ Communities and Collections
Bonus Tool- ReCap and Slides

Preseentaion Link

Transformative learning occurs in the classroom when a student's perspective has been transformed. The learner experiences a process of deep, constructive, and meaningful learning that goes beyond rote memorization of information and supports the development of critical thinking skills. The transformation may also include 1) a change in understanding oneself, 2) a revision of one's belief system, and/or 3) a change in lifestyle. Today's college students are very comfortable with technology and many are tech savvy. Instructors can build on this skill by using technology to facilitate the process of deep learning in the classroom. How can we do this? What evidence is there that the use of technology facilitated deep learning? How can technology make a difference for students? Listen to a panel of experts, students who have experienced transformational learning themselves. 

Celebrate the day with a closing reception complete with drinks, hors d'oeuvres, and door prizes!