Instructional Technology

Lecture capture: A meaningful resource for learning

screencap of lecture captureStill in the midst of a pandemic, you may be wrestling with the question of whether or not to record your lectures. On the one hand, recordings provide a simple way for students to catch up if they become sick. On the other hand, you may worry about student learning or about teaching in an almost empty classroom. You are not alone.

Concerns about the effects of lecture capture on attendance and learning have existed since its inception. While some studies find that lecture attendance does indeed decrease slightly when lecture capture is introduced, many others show no significant effects. The relationship between lecture capture, attendance and student achievement is complex and shows different patterns for different groups of students (e.g. Banerjee, 2020).

Instructional Technology April Lunch: Getting Started with Online Collaboration Tools

Online collaboration tools (OCTs), such as Google Apps, are revolutionizing workplace productivity and teamwork. They also provide tremendous opportunities to enhance teaching, learning, and course management. These hands-on seminars will allow faculty to develop plans for how they might integrate OCTs into their classes. To register for the seminar, participants will be asked to complete a survey on initial ideas they have for using these apps. In the seminar, faculty will have the opportunity to develop specific plans for their courses. Working collaboratively in small groups with colleagues, CRLT consultants, and IT specialists they will consider how OCTs can be used to accomplish specific course goals, such as improving team-work during group projects, increasing interaction in large lectures, promoting student dialogue and reflection, or facilitating collaborative authorship, editing, and peer review. No previous experience with OCTs is required, and the sessions are open to faculty at all levels of technical sophistication, for beginners to "power users." 

Lunch will be provided.

To register for the April 4th afternoon session, complete the survey form below.  If you need more information on OCTs, please see this website.

 

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Submitted by rkniemer on Fri, 12/21/2012 - 03:21pm
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Instructional Technology January Lunch: Getting Started with Online Collaboration Tools

Online collaboration tools (OCTs), such as Google Apps, are revolutionizing workplace productivity and teamwork. They also provide tremendous opportunities to enhance teaching, learning, and course management. These hands-on seminars will allow faculty to develop plans for how they might integrate OCTs into their classes. To register for the seminar, participants will be asked to complete a survey on initial ideas they have for using these apps. In the seminar, faculty will have the opportunity to develop specific plans for their courses. Working collaboratively in small groups with colleagues, CRLT consultants, and IT specialists they will consider how OCTs can be used to accomplish specific course goals, such as improving team-work during group projects, increasing interaction in large lectures, promoting student dialogue and reflection, or facilitating collaborative authorship, editing, and peer review. No previous experience with OCTs is required, and the sessions are open to faculty at all levels of technical sophistication, for beginners to "power users." 

Lunch will be provided. 

To register for the January 28th afternoon session, complete the two forms below.  If you need more information on OCTs, please see this website.

 

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Submitted by fisherpj on Mon, 12/17/2012 - 11:44am
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PowerPoint Supported by Science of Learning

 

Presentation slides serve many purposes in the classroom. They can provide an organizing platform for a lecture, a study guide for students after class, and a place for students to take notes during class.  This session, informed by research on how students learn, will describe techniques for designing presentation slides to avoid the “Death by PowerPoint” phenomenon and provide resources for finding images and creating visuals that can help keep students engaged and improve student learning.

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Submitted by fisherpj on Mon, 12/17/2012 - 10:59am
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Getting Started with Technology

The following is an excerpt from Chapter 17, written by CRLT's Erping Zhu and Matt Kaplan, of McKeachie's Teaching Tips, 14E.  From McKeachie/Svinicki. © 2014 Wadsworth, a part of Cengage Learning, Inc. Reproduced by permission. www.cengage.com/permissions
 

The phrase “teaching with technology” may conjure up a variety of different images depending on our own experiences as instructors, students, or even conference attendees. For some it might mean using PowerPoint or student classroom response systems in lectures; others may think of podcasting lectures; and still others may think of specific disciplinary applications, such as designing Web-based interactive learning modules and simulations to teach skills and concepts. While it is natural to think of the tool itself as a starting point, the use of instructional technology is more likely to be effective and appropriate (i.e., facilitate student learning and increase your own productivity) if it is integrated into a careful planning process that takes into account the various factors involved in teaching and learning.
 

Grants for Innovation

CRLT's grants for instructors can often be used for projects relating to technology. Visit our grants page for more details about applying for any of our grants. 

Past winners of the Teaching with Technology Grant

Research on Best Practices

CRLT Occasional Papers on Tech Topics

  • by Erping Zhu, Matthew Kaplan, R. Charles Dershimer, and Inger Bergom, 2011 
    This paper reports the results of a research study at the University of Michigan investigating the effect of laptop use on students' perceived attentiveness, learning and engagement. Based on this research, the authors suggest strategies for most effectively using laptops in the classroom.
  • by Erping Zhu and Inger Bergom, 2010
    This paper gives an overview of how and why faculty are choosing to capture their lectures and posting them online, also called lecture capture, or screencasting. Challenges and recommendations for implementation as well as impact on student engagment and behavior are discussed. 
  • by Erping Zhu, 2007
    This paper discusses how faculty are using clickers, how faculty and students feel about their use in the classroom, as well as challenges to and best practices for their effective use in the classroom.

Choosing Your Technology

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