How Digital Media like TED Talks Are Revolutionizing Teaching and Student Learning

2014 ◽  
pp. 282-298
Author(s):  
Gladys Palma de Schrynemakers
Keyword(s):  
Student Learning ◽  
Digital Media ◽  
Learning Experience ◽  
Real Life ◽  
Learning Objectives ◽  
Teaching Tool ◽  
Student Learning Objectives ◽  
Multi Media ◽  
User Friendly ◽  
Ted Talks

Launched in 1984, Technology, Entertainment, and Design (TED) Talks was successfully developed and implemented as a practical way to bring recognized experts together to discuss the latest developments and improve communication and collaboration across these fields. From its embryonic beginning, TED Talks has today expanded exponentially and is now a multi-media vehicle for delivering pioneering work to a global audience. For faculty wishing to bring user-friendly, cutting-edge research and ideas to the classroom, it can be an exciting teaching tool because students can draw from the real life experiences of outstanding professionals who are trailblazers in their fields. This chapter presents assignments that were created using TED Talks and provides a template that can be used to create unique assignments that are compatible with the needs and goals of the course. The template is designed to help faculty craft a learning experience that is embedded in an encouraging environment for innovative approaches and student involvement—where specific student learning objectives exist, along with approaches to assess student learning.

scholarly journals Making a Tough Choice: Teacher Target-Setting and Student Achievement in a Teacher Performance System Using Student Learning Objectives

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842097977
Author(s):  
Allison Atteberry ◽  
Sarah E. LaCour
Keyword(s):  
Student Learning ◽  
Test Scores ◽  
Teacher Performance ◽  
The United States ◽  
Learning Objectives ◽  
Learning Goals ◽  
Target Setting ◽  
Student Learning Objectives ◽  
Performance System ◽  
Better Than

The use of student learning objectives (SLOs) as part of teacher performance systems has gained traction quickly in the United States, yet little is known about how teachers select specific students’ learning goals. When teachers are evaluated—and sometimes compensated—based on whether their students meet the very objectives the teachers set at the start of the year, there may be an incentive to set low targets. SLO systems rely on teachers’ willingness and ability to set appropriately ambitious SLOs. We describe teachers’ SLO target-setting behavior in one school-district. We document the accuracy/ambitiousness of targets and find that teachers regularly set targets that students did not meet. We also find that, within the same year, a student’s spring test scores tend to be higher on the assessments for which they received higher targets. This raises the intriguing possibility that receiving higher targets might cause students to perform better than they otherwise would have.

Designing and Using Simulations and Games

2010 ◽  
Author(s):  
Carolyn M. Shaw ◽  
Amanda Rosen
Keyword(s):  
Student Learning ◽  
Learning Objectives ◽  
Teaching Tool ◽  
International Studies ◽  
Custom Design ◽  
Different Types ◽  
Methodological Problems ◽  
Considerable Body ◽  
Traditional Class ◽  
Specific Learning

Simulations and games have been used in the international studies classroom for over fifty years, producing a considerable body of literature devoted to their study and evolution. From the earliest use of these techniques in the classroom, instructors have sought to identify and characterize the benefits of these tools for student learning. Scholars note, in particular, the value of simulations and games in achieving specific learning objectives that are not easily conveyed through lecture format. More recent writings have focused on what specific lessons can be conveyed through different types of exercises and have included detailed descriptions or appendices so that others can use these exercises. As simulations and games have become more widely incorporated into the classroom, a growing body of literature has provided instructions on how to custom design simulations to fit instructors’ specific needs. Although initial evaluations of the effectiveness of simulations were methodologically weak and flawed by research design, sampling, or other methodological problems, newer studies have become more sophisticated. Rather than simply arguing that simulations are (or are not) a better teaching tool than traditional class formats, there is greater recognition that simulations are simply one technique of many that can promote student learning. Scholars, however, are still seeking to understand under what conditions simulations and games are especially beneficial in the classroom.

Development of a Water-Quality Lab that Enhances Learning & Connects Students to the Land

2012 ◽  
Vol 74 (7) ◽  
pp. 471-478
Author(s):  
Jodi Enos-Berlage
Keyword(s):  
Water Quality ◽  
Student Learning ◽  
Real Life ◽  
Field Trips ◽  
Student Survey ◽  
Student Learning Objectives ◽  
Local Water ◽  
And Performance ◽  
Life Challenge ◽  
Multiple Field

A 3-week laboratory module was developed for an undergraduate microbiology course that would connect student learning to a real-life challenge, specifically a local water-quality project. The laboratory series included multiple field trips, sampling of soil and water, and subsequent analysis for bacteria and nitrate. Laboratory results confirmed the usefulness of comparing real environmental samples, and student survey and performance data supported the original hypothesis of this study in terms of student learning objectives.

scholarly journals Internships in Kinesiology: Reconsidering Best Practices

2018 ◽  
Vol 7 (4) ◽  
pp. 350-357
Author(s):  
Mark Urtel ◽  
Sara F. Michaliszyn ◽  
Craig Stiemsma
Keyword(s):  
Best Practices ◽  
Student Learning ◽  
Round Table ◽  
Learning Objectives ◽  
Assessment Tools ◽  
Community Partner ◽  
Program Outcomes ◽  
The Status ◽  
Student Learning Objectives ◽  
The Many

The purpose of this paper is to summarize the 2018 American Kinesiology Association preworkshop on best practices in internships. This preworkshop contained 2 keynote speakers, 5 ignite sessions, and 6 round-table discussions looking at the status of internships in departments of kinesiology, nationally. It is clear that kinesiology does not have a common practice for implementing internships. Given the many variables in respect to offering an internship, such as curricular mandates, faculty workload policy, community partner availability, program outcomes, student learning objectives, and assessment tools, this is not surprising. Perhaps we should rethink the notion that there is a set of best practices that guide internship development and consider the possibility that internships will look different at various institutions for valid reasons.

scholarly journals Duty Bound? Court Possession Schemes and Clinical Education

2014 ◽  
Vol 7 ◽  
pp. 58
Author(s):  
Carol Boothby
Keyword(s):  
Social Justice ◽  
Student Learning ◽  
Clinical Education ◽  
Learning Experience ◽  
Legal Education ◽  
Point Of View ◽  
Teaching Tool ◽  
Hands On ◽  
The University

<p>The opportunity to take part in the local County Court hearings of repossession cases arose around 3 years ago, the same time as I joined the University of Northumbria as a solicitor/ tutor working in the Student Law Office. I wanted to keep up my own hands-on skills as a solicitor, and so grasped this opportunity with enthusiasm. It has been an invaluable teaching tool as part of student’s experiences within the student law office, but only recently have I stopped to take stock of the nature and value of this experience, and to consider more carefully the aims and objectives, from the Student Law Office point of view, in taking part in this.</p><p>This paper looks at experiences with students at court repossession days, and the messages we are giving students when we expose them to this type of work – are we moving closer towards clinical legal education with a social justice agenda? And what do we get out of these court days as a student learning experience. </p>

scholarly journals Using Interest Approaches in Instructional Design and Delivery

EDIS ◽  
2019 ◽  
Vol 2019 (3) ◽  
Author(s):  
Brianna N. Shanholtzer ◽  
Andrew Thoron ◽  
J. C. Bunch ◽  
Blake C. Colclasure
Keyword(s):  
Academic Achievement ◽  
Instructional Design ◽  
Student Learning ◽  
Short Duration ◽  
Real World ◽  
Agricultural Education ◽  
Student Motivation ◽  
Situational Interest ◽  
Learning Objectives ◽  
Student Learning Objectives

Most educators know that it can be challenging to get students motivated to learn at the start of a lesson. The importance of student motivation, academic desire, and engagement is well noted as these factors have been directly linked to students’ academic achievement. An interest approach uses a brief activity to stimulate students’ situational interest toward a topic. Although situational interest is typically held by the learner for a short duration, establishing situational interest at the start of the lesson maximizes students’ engagement, motivation, and attentiveness toward the lesson’s topic and student learning objectives. This new 4-page publication of the UF/IFAS Department of Agricultural Education and Communication describes components of interest approaches and techniques for integrating them into a lesson, and provides real-world examples. Written by Brianna N. Shanholtzer, Andrew C. Thoron, J. C. Bunch, and Blake C. Colclasure. http://edis.ifas.ufl.edu/wc334

Improving Teaching Effectiveness Using Distance Education Tools

2011 ◽  
pp. 102-120 ◽  
Author(s):  
Murali Shanker ◽  
Michael Y Hu
Keyword(s):  
Distance Education ◽  
Student Satisfaction ◽  
Student Learning ◽  
Student Performance ◽  
Teaching Effectiveness ◽  
Learning Objectives ◽  
Learning Material ◽  
Student Learning Objectives ◽  
Using Data ◽  
High Level

Distance education is now an integral part of offering courses in many institutions. With increasing access to the internet, the importance of distance education will only grow. But, to date, the specific benefits that distance education brings to student learning objectives remain unclear. We first propose a framework that links student performance and satisfaction to the learning environment and course delivery. Next, we empirically evaluate our framework using data from a Business Statistics course that we offer in the traditional classroom setting and as a distance-education course. Our results show that while a well-designed distance-education course can lead to a high level of student satisfaction, classroom-based students achieve even higher satisfaction if they are also given access to online learning material. This indicates that material for an effective distance-education course can also be used to supplement in-class teaching to increase satisfaction with student learning objectives.

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