I went to a workshop a while ago under the title of Teaching During Budgetary Crises. Among the topics covered were alternative teaching methods and free or inexpensive methods of interacting with your students other than traditional the 50 minute lecture.
We were given a list of a variety of web 2.0 platforms and suggested ways to use them in a classroom setting. The workshop participants spanned a variety of departments across the university, so as I glance through the list, I can see how some platforms would lend themselves to use in certain departments, while others might make more sense for the physical sciences.
Here’s the list we were given, with links to information about the site. Have any of you seen any of these technologies used in a classroom or seminar setting? If so, how were they implemented? Were they successful? Would you have done it differently?
I think I could see myself using Jing as a resource to walk through out-of-class examples of more complex or complicated synthesis problems and mechanisms. Jing is a screen-capture technology that allows you to upload video of your onscreen actions. I could propose a synthesis problem, jump to my slides covering the needed concepts, and jump to ChemDraw to illustrate my thought process and the correct answer.
Times and technology are certainly changing before our eyes. Are educators going to stick with the traditional lecture model, or are we going to move with the trends to bring content to students in new and exciting ways? Or, if we do move with the trends, are we going to end up sacrificing quality to increase curb appeal?
Tools for Interactive Questioning
- Audience Response Clickers (more)
- Surveys/Discussion boards w/i the universities course management system (like Blackboard)
- Google Forms
- Harvard’s Berkman Center’s Live Question Tool
- Broadcasting classroom lectures for students taking the course online
- iMovie or Windows Movie Maker
- CamStudio (open source screen capture)
- iTunes U
- Ning (create your own social network) (more)