Sharing of Innovations

Using Technology in the Student-Centered Classroom

Thank you for attending Monday's Sharing of Innovations event - please continue to chat on the Twitter hashtag: #URSOI

This site is still under construction; however, the presentations can be found below.

Presentations:

Mike Gage - Department of Mathematics

Welcome & Introduction

Penny Higgins - Department of Earth and Environmental Sciences

Introduction to Twitter

Michael Raith - Simon School of Business

Using Twitter to connect courses with news

Steve Laitz - Eastman School of Music

Online courses that bridge the gap between high school and college

Jeff Lyness

Using iBook/iPad technology

During the discussion sessions between each panel, we asked participants to write down questions and comments on index cards for the presenters to respond to. These are captured (without the responses!) below.

We would encourage you to take up the conversation using the Sharing of Innovations hashtag #ursoi - this is a great opportunity to 'test-drive' the technology!

Twitter Questions:

  • How do you do review sessions with only 140 characters?
  • How do you create hashtags? What guidelines do you have for this?
  • Does Twitter require special technology?
  • Do most people use Twitter form their SmartPhone?
  • Do the hashtag characters count towards the 140 character limit?
  • How do you tweet articles that are 'subscription only' - especially when the Library does not have a subscription (eg. The Wall Street Journal)?
  • Is there any evidence that people actually read the articles you tweet about?
  • How do you deal with questions with diagrams?
  • How do you inspire employees to use Twitter for continuing education?
  • Does 'newness' to Twitter widen the divide between who is, and who is not, engaged?
  • Do you need to teach students how to use Twitter tools, like Tweet Chat?
  • How do you sort through the clutter of Twitter?
  • Do student tweets come in such a way as to seem overwhelming? Are there too many?
  • Do you have to have separate personal and professional accounts?
  • How much energy is used to post versus how much it is utilized by students?
  • Are tweets public? Can they be private?
  • How do you keep personal stuff separate from private stuff?
  • How long does a topic endure in a stream? If a comment is mentioned, how long until that thought/comment disappears?
  • What is the learning curve to Twitter, to use it effectively?
  • What is the difference between a text message and a tweet?
  • How can one integrate Twitter into large (200+) classes? Can TAs get involved?
  • How much does the instructor need to respond?
  • Are you expected to tweet back 24/7 (i.e. managing student expectations)?
  • Is there any way of knowing that the tweeted person is actually reading your tweet?
  • Is character limit encouraging poor grammatical structure, which can affect scholarship?
  • Are tweets overwhelming, even if voluntary?
  • Do you have rules for the use of Twitter during classtime?
  • Do you restrict when you as a teacher are on Twitter (24 hours a day!)?
    What about sensitive topics (like patient cases? I don't think this would be either appropriate or legal.
  • Doesn't using Twitter play to the very weaknesses we would like our students to overcome? We would like our students to learn to spend more time on a subject, not less.
  • Can/should you use Twitter during your live face-to-face class?
  • With email, often times, the question is not clear and the receiver needs to ask a question back - does this happen with tweets? 
  • Has there been an evolution in how students use and are comfortable with Twitter?
  • Do you allow your students to tweet during class?
  • How does tweeting operate during class time?
  • How do Twitter, Facebook and other social media integrate into Blackboard?
  • What is the real advantage over other mechanisms like Blackboard and email, etc? Even for inviting a guest speaker?

General Questions:

  • How many UR students have SmartPhones?
  • Does technological integration cause any cognitive overload with students?
  • How do you foster dialog among students, to encourage an exchange of ideas?
  • How can we move toward more collaborative work? For example, my course requires an understanding of basic constitutional law, but that is not the content. I can imagine multiple courses that could utilize this 'remedial' information.
  • How much expectation of time is for outside of class versus homework/studying amounts versus in class?
  • How much can you incorporate during class time?
  • Is the use of technology worth your time as a faculty member when only a small percentage of students might use it (and possibly not the fraction that need your time the most)?