In this Moodle Q&A series on groups, Elon faculty ask what groups are, why they should use them and how to create them.
Groups provide a way for instructors to arrange students into clusters so that assignments and grades can be allocated and accessed separately.
As the popularity of tablets continues to grow, instructors are beginning to experiment with ways to use education-based applications in their classrooms. There are slews of applications available for both iPad and Android users, but for this article, we have selected five iPad apps we believe are especially useful to faculty in higher education. In a second article concerning education-based applications, we will focus on useful Android apps.
Three Human Service Studies professors are collaborating to infuse The Art and Science of Helping (HSS111) curriculum with a concentration on the importance and implications of human difference. Students now will complete the course with both deeper self-awareness of their own perspectives and significant practice understanding and adopting the perspectives of others.
“Have you seen that latest video on YouTube?” YouTube has been a term synonymous with video watching, just as Facebook has been for social networking
and Google with Internet searches. But this video-sharing site can be used for more than just uploading videos of music lyrics, puppies, and hilarious accidents. YouTube can actually be a fantastic resource for the classroom.
Are laptops and mobile devices helpful or harmful when used in the classroom?
The Center for the Advancement of Teaching & Learning (CATL) and Teaching & Learning Technologies (TLT) held a discussion luncheon titled “Laptops in the Classroom” on Monday, October 8. Created to facilitate conversations among faculty about the use of laptops and other mobile devices in the classroom, CATL and TLT staff suggested strategies instructors could adopt in the classroom and encouraged feedback.
Although any faculty member can be attentive to pedagogy and how to set up an inclusive classroom environment, some courses can make their course content more explicitly multicultural. Ideally, this means more than just a one-day “add-on” or token “nod to diversity” so that diversity is “infused” into the course at its foundation.
As you are redesigning a course, keep in mind that you can:
Teaching and Learning Technologies (TLT) is piloting clicker systems, or classroom response systems, during the 2012-2013 academic year. Clickers? Aren’t clickers old news? While clickers have been around for years at Elon, there have been recent advances in the technology that require a new look. While the pedagogical case for clickers is strong, some faculty are hesitant to implement them because of complex software and unavailable hardware. Now, clickers are easier to use and student-owned mobile devices are common in the classroom. This post will focus on the clicker technology used in our pilot and the differences between traditional clickers and newer web-based clickers.
The goal of the pilot is to recommend a campus-wide clicker. The TLT clicker pilot includes two traditional hardware-based clicker system and one new web-based clicker system. The main difference between hardware and web clickers is the device students use to respond to participate. Hardware clickers use a device that works exclusively as a clicker and web clickers use a student-owned smartphone, laptop or mobile device. They each have advantages, but share some features. Continue reading
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