Marquee Room | Wayfinding: Designing to Enhance Student Experience in Online and Blended Learning Environments
Jonathan Klein and Theresa Pesavento, L&S Learning Support Services
This session will introduce “wayfinding strategies” for online and blended courses. Wayfinding describes the thoughtful integration of course components, visual cues, and organizational tools. In face-to-face courses, the physical presence of an instructor often provides this structure. In moving to an online or blended format, providing navigational cues and a predictable rhythm can be a challenge. Join us as we discuss wayfinding strategies and invite you to consider them within the context of your own experiences.
This session will: 1) Define wayfinding (structures, cues, symbols, and tools which learners use to become oriented and to navigate an online/blended learning environment), and discuss its relevance to online learning and overlap with instructional design. 2) Convey online and blended courses examples that exemplify how wayfinding principles can be deliberately woven into course design structures to support students and to enhance pedagogical goals. 3) Identify and discuss alternate wayfinding possibilities that leverage participant experience in an online learning environment
Northwoods Room | Deepening Student Learning with Innovative Writing Assignments Across the University
Elisabeth Miller and Brad Hughes, Writing Across the Curriculum
Jim Brown, English, Digital Studies
Jennifer Gipson, French and Italian
Katherine Robiadek, Political Science
Andrew Lokuta, Neuroscience
This workshop spotlights UW-Madison faculty and staff using innovative writing assignments to deepen undergraduate student learning. Presenters will share their successful assignments from Political Science, Neuroscience, French, and Digital Studies courses, such as writing about archival artifacts, engaging in cross-institutional collaborations to create and publish academic comics, writing peer-reviewed science research for a class publication, and integrating short writing assignments into large lecture courses. Participants will have the opportunity to begin drafting new innovative writing assignments of their own.
This session will introduce participants to various innovative ways the high-impact practice of writing can help deepen students’ learning across disciplines. Workshop participants will have the opportunity to think critically about creative and successful approaches to writing assignments in four different disciplines. They will gather sample teaching materials and pose questions to the faculty and academic staff who designed these innovative assignments. Importantly, through these discussions, participants will gain insight into ways to align learning goals with writing assignments. In addition to discussion with presenters and peers, participants will begin drafting a new writing assignment for one of their courses and will discuss their draft ideas with colleagues in the workshop. They will also have a chance to follow up individually with the Writing Across the Curriculum program staff.
Landmark Room | Mindfulness in Education: Research Findings and Classroom Applications
Lisa Thomas Prince, Center for Investigating Healthy Minds, Waisman Center
Simon Goldberg, Counseling Psychology
This session explores a potential role for mindfulness in the lives and classrooms of teachers and students. Contextualized with a brief review of some key findings from the scientific literature, this session will primarily focus on mindfulness practices that can be used within educational settings. Based in part on our work with young children, teenagers, and teachers as well as others’ work with adults, practices are designed to promote emotion regulation, prosocial behavior, and attention.
Our session will begin with a mindfulness practice (PAUSE exercise) in order to provide participants with an initial experience of our topic. We will then provide a brief (10-15 minute) introduction to mindfulness, including defining the term and examining research evidence broadly and specifically related to mindfulness and education. The bulk of the session (25-30 minutes) will include opportunities for participants to experience several other mindfulness practices, some of which our research group is currently testing with young children (e.g., breath awareness). We will also present other practices that have previously been used with young adults and teachers (e.g., Just Like Me, dropping in). Throughout the experiential portion there will be opportunities for discussion of participants‚ and experience with the practices. The final portion of the session (10-15 minutes) will explore ways that participants might integrate mindfulness exercises like those provided into their lives and into the lives of students in the classroom. We plan to provide some suggestions and anticipate that participants may have recommendations as well
Agriculture Room | Addressing Teacher Issues of Power and Authority in the Classroom
Michael Wagner, Journalism and Mass Communication
Lori Lopez, Communication Arts
Sarah Miller, DoIT Academic Technology
Emily Utzerath, Madison Teaching and Learning Excellence
Issues of race, gender, ethnicity, age, and many other demographics can get in the way of student learning and impact the classroom experience for both instructor and student. The purpose of this session is to examine some of the issues that can contribute negatively and positively to classroom situations that affect power and authority in the classroom, from the perspective of both students and instructors.
As a launchpad for this discussion, we will use quotes from Chavella T. Pittman’s recent study, “Race and Gender Oppression in the Classroom: The experiences of women faculty of color with white male students” (Pittman 2010, Teaching Sociology 38:183). Through facilitated discussion and a guided worksheet prompts, participants will engage in reading excerpts from Pittman’s article, discuss the emergent issues, and identify strategies to address them in their own classrooms. This session will be led by Madison Teaching and Learning Excellence Faculty Fellows and Staff.
Fifth Quarter Room | Improving Learning and Authentic Assessment: A Rubric Approach
Mo Noonan Bischof and Jocelyn Milner, Office of the Provost
At UW-Madison faculty and instructors rely on a variety of assessment activities to evaluate student learning to inform curricular planning and program improvement. The use of rubrics to assess learning, particularly for academic and co-curricular programs, provides a rich opportunity for faculty and instructors to deepen their understanding of student performance through students’ own work. The presenters will draw on their experience working with faculty to implement an institutional-level rubric project. They will outline the key elements and questions frequently asked about the development and use of rubrics, and identify challenges and lessons learned. Importantly, participants will engage in a hands-on calibration exercise to evaluate examples of student work, and consider validity, reliability and rubric modification issues when conducting rubric-based assessments.
Participants will learn about a rubric-based assessment approach and the key elements necessary for evaluating student work using a rubric. The session will highlight challenges and lessons learned, and identify best practices for implementing a rubric project, particularly at the department or program level. Participants will engage in a hands-on calibration exercise and consider validity, reliability and rubric modification issues when conducting rubric-based assessments.
Industry Room | Developing Engaging Assignments in the Graduate Blended Learning Classroom
Elizabeth Rice, Nursing
This session will help familiarize attendees with the basic tenents of blended learning as well as how to design engaging and challenging assignments for both online and in-class sessions with graduate students. Objectives: 1) Attendees will understand the UW-Madison definition of Blended Learning. 2) Attendees will be able to explain the educational frameworks for Blended Learning. 3) Attendees will evaluate what types of assignments work best in the online learning environment, and what types of assignments are best for in-class sessions. 4) Attendees will create assignments for Blended Learning classes that reflect their academic areas of interest. This workshop will blend lecture with small group activities to design engaging assignments that challenge graduate students.
Attendees will have the opportunity to learn about basic tenants of blended learning and then in small groups design challenging assignments for graduate students in their academic area of interest.