Teaching with Technology

Professor Laurie HartmanLaurie Hartman teaches two courses in the School of Nursing’s Acute Care Advanced Practice Nurse Program (N610 and N573). N610 prepares the Clinical Nurse Specialists and Nurse Practitioner students to synthesize and apply knowledge to manage and negotiate health care delivery systems that address clinical management challenges. Interdisciplinary problem solving is a key component of the course. N573 is a medical management course focusing on acute health conditions in adults and older adults. Evidence-based, advanced practice nursing interventions are discussed in the context of age, culture, race, gender, sexuality, genetics, psychosocial well-being and socioeconomic status. Diagnostic reasoning and decision-making skills are among the main learning objectives.  Read more »

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A provocative essay in The Ann by U-M business professor Scott Moore analyzes the disruptive impact of internet technology on higher education and asks, "Will the Wolverines remain the leaders?" According to Moore, the traditional model of education is shifting, and students will have far more choices as to how (and where) they learn. He predicts a future where education is a partnership between .edu, .com, and .org, where credit hours are replaced by certificates earned via competency exams, and where an increasing number of educational experiences happen away from campus. To remain leaders and the best in such a future, the university and faculty must experiment with emerging educational methods and technologies, and adopt those that foster transformative educational experiences that are relevant for students, parents, and future employers. 

photo showing a traditional classroom and a flipped classroom

As Moore points out in his article, CRLT is partnering with faculty and administrators to develop creative approaches that will enable U-M to navigate this changing landscape. For example, an experiment with new educational technology now in progress at U-M focuses on incorporating Online Collaboration Tools (OCTs) in and out of classrooms. As the campus began widespread use of Google Apps for collaboration over the past year, CRLT gathered early adopters to share ideas about how to best use these tools for education. To help spread innovations far and wide, CRLT distributed an Occasional Paper on the topic and organized a Provost’s Seminar on Teaching last November, both of which featured U-M faculty who had successfully used blogs, wikis, and other tools to promote student reflection, to facilitate collaborative authorship, to improve student teamwork, and more. Scott Moore was one of the featured speakers at the Provost’s Seminar, where he described how his students’ blog posts reached an audience of over 40,000 readers--the kind of transformative experience that makes a U-M education relevant in a changing higher ed landscape.  
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Brief Description: 

Presentation technology refers to a wide range of applications that enable instructors to display information during a lecture. Students also use these applications when they make presentations as part of class assignments. Used to help organize presentations, show examples, and provide visual interest, these applications usually allow for some combination of text and graphics as well as embedded video. While Microsoft PowerPoint is the most commonly used, there are a range of applications that fall under this category. 

Tips for using slides effectively

While it is easy to create slides, it is also easy to overwhelm students with these programs. Common problems include showing far too many slides in a given time period, text-heavy slides that are often difficult to read, overuse of special effects, and slideshows that are designed to keep the instructor on track rather than supporting student learning.

In addition, slide-based lectures can put students in a very passive mode of trying to absorb and record large amounts of content without having the opportunities for active engagement and processing that are necessary for understanding and long-term retention of information. Finally, processing visuals (particularly text) at the same time as listening to a lecture can create cognitive overload that interferes with learning.  Read more »

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This occasional paper discusses research showing how student personal response systems (often called 'clickers') can support student learning. It gives specific strategies for using clickers to assess student knowledge prior to the course, check students' understanding of new material, administer tests, document attendance, and more. The paper also discusses challenges and proposes best practices for using clickers for a range of purposes. 
 
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This Occasional Paper describes some of the differences that Millennial students bring to the classroom and outlines four principles for teaching Millennials successfully. To illustrate how these principles inform specific teaching strategies, we highlight examples of innovative teaching by U-M faculty.

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