Technology soft skills

TECHNOLOGY + SOFT SKILLS =100 PERCENT

STUDENT ENGAGEMENT

Presenters:

Beverly AugustineMichael Segreto

Elgin Community College

Elgin, IL

© 2009 Beverly Augustine & Michael Segreto

Educators’ Use of Technology ► Since 1970s► Expanded in last decade► Examples

• Software• Videos• Clickers

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Today’s Technology►Advanced PowerPoint►Used in game format

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Types► Academic – for learning► Non-academic – for fun

Played under rules togain specific objective

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►Active learning

►Participation

►Socialization

►Learning transfer

Rationale

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Students transfer

• What they learn

• Who they become

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Active Listening► Focus on others while they speak

► Wait your turn to speak

► Ask for clarification

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Teamwork► Contribute to common goal

► Own responsibility for team task

► Respond positively if asked to help

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Self-Management► Self-control

► Self-motivation

► Adaptability

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“In today’s working environment, where customers and employees are demanding more, instilling the use of soft skills in your team members is something you simply can’t survive without.”Nicolaides, Carole. “Focus on Soft Skills: A Leadership Wake-up Call” http://www.businessknowhow.com/growth/softskills.htm.Accessed February 25, 2009.

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Why CEOs Fail

► Inability to

• Place right people in right jobs

• Fix people problems timelyBock, Wally. “They May Be Soft Skills, But They’re Real Important.”http://www.mondaymemo.net/020204/feature.htm.Accessed February 25, 2009.

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Good soft skills are in fact scarce in the highly competitive corporate world.Challa S.S.J. Ram Phani. “The top 60 soft skills that work.” http://in.rediff.com/getahead/2007/jan/08soft.htm.Accessed February 23, 2009.

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“There are a high number of workplace cultures that encourage bullying because of high levels of competition.”

Sarah Tracy, Director of the Project for Wellness and Work-Life, Arizona State University.

Bryner, Jeanna. “Study Reveals Widespread Office Bully Problem.” http://www.livescience.com/health/070402_workplace_bully.html.Accessed February 23, 2009.

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“Bullying, by definition, is escalatory. This is one of the reasons it’s so difficult to prevent it, because it usually starts in really small ways.”Sarah Tracy, Director of the Project for Wellness and Work-Life, Arizona State University.

Bryner, Jeanna. “Study Reveals Widespread Office Bully Problem.” http://www.livescience.com/health/070402_workplace_bully.html.Accessed February 23, 2009.

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CEOs, Students

►Leaders

• CEOs lead their companies

• Students lead their lives

►Critical decision makers

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Business Communications17

►18 each of three formats• True or False• Multiple Choice• Fill in the Blank

►Any number playedin any order

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Scoring► Points each

• True or False – 1• Multiple Choice – 1• Fill in the Blank – 2

► Not preprogrammed

or

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Strengths – 1 of 2►Three- or four-member teams

►Each member chooses task• Question caller • Answer giver• Writer• Researcher

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Strengths – 2 of 2►Tracking sheet ensures participation

• Members called for contribution• Contribution confirms (not decides)

team’s action

►Balancing via Triple Play questions, bonus round

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Triple Play Questions►Two per format► Initial team correct

• Triple points►MC or FITB, initial team incorrect

• Question offered to all other teams• If other team(s) correct, triple points• If no other team correct, no score

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Bonus Round►Last round►All teams answer all questions►Writers confirm answers on paper,

reveal when asked►All correct answers score

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Lifelines► “Who Wants to be a Millionaire?”

adaptation

► Three per team• Individual, One Group, All Groups

► One per question

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Lifeline Scoring ScenariosLIFELINE TEAM POINTSCorrect Accepts BothCorrect Rejects Lifeline Incorrect Accepts NeitherIncorrect Rejects Team, if correctIncorrect Rejects Neither, if team is incorrect

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Team Setup►Random selection

• Lifelines typed on colored paper slips• Slips chosen blindly

►Paper, dry erase markers provided

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Timing► Initial team – 30 seconds to answer,

use lifeline

► If lifeline used – 10 additional seconds

► Initial team accepts, rejects lifeline’s answer

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Strengths►Clockwise, counterclockwise labeling,

game playing►Players’ engagement, enthusiasm

spreading within entire class

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T ogether

E ach

A ccomplishes

M ore

RESULT100% Participation, Increased Learning

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TRUE ORFALSE MULTIPLE CHOICE FILL IN

THE BLANKCorrect Correct Correct

Incorrect Incorrect (throw out) IncorrectTriple Play, Lifeline Lifeline

► Reach variety of learning styles

► Offer students• Experience with technology• Opportunity to observe, practice soft skills

►Build, reinforce student comfort ofcourse material

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► Socially benefits students• Feel better about themselves• Reach out more to other students,

tutors, instructor

► Engages students in learning

► Provides immediatefeedback to students

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Student Comment – 1 of 2

“Playing this game helps us to remember a lot of things from the chapter. We should do it more often.”

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Student Comment – 2 of 2“Playing the game as a testing review was a great refresher. To obtain information I need to see the content in two different ways. I usually have to figure that out on my own. The game was a great help, and I thought it was fun.”

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Closing Thoughts – 1 of 2► Positive addition

Engage – even require – participation

Encourage student learning, fun while satisfying other stakeholders

Prepare students for learning they will encounter in their professional lives

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Closing Thoughts – 2 of 2► Help faculty

Focus on learningEmbrace effective, alternate pedagogies

► Accept as learning tools rather thantime fillers

► Create lifelong learners

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“The collaborative problem solving, research, critical analysis, and diplomatic skills are fundamental in today’s society and will become increasingly integral in the future.”

Bryant, Todd. “From Age of Empires to Zork: Using Games in theClassroom.”http://www.academiccommons.org/commons/essay/gamesinclassroomAccessed October 28, 2008.

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▶ Bryant, Todd. “From Age of Empires to Zork: Using Games in the Classroom.” http://www.academiccommons.org/commons/essay/gamesinclassroom.Accessed October 28, 2008.

▶ Cruickshank, D. R. & Telfer, Ross (2001). Classroom Games and Simulations.Theory into Practice, 19(1), 75-80.

▶ Kumar, Rita, & Lightner, Robin (2007). Games as an Interactive ClassroomTechnique: Perceptions of Corporate Trainer, College Instructors and Students.International Journal of Teaching and Learning in Higher Education, 19(1),53-63.

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▶ Laun, Christina. “Virtual Learning: 25 Best Sims and Games for the Classroom.” College@Home.http://www.collegeathome.com/blog/2008/06/03/virtual-learning-25-best-sims-and-games-for-the-classroom. Accessed October 30, 2008.

▶ Robinson, Sherry (2007). “Games, Clickers, and Study Habits: Increasing Students’ Motivation to Study and Participate.” Management Review: An International Journal, 2(2), 98-111.

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Questions, comments?Please contact us:

baugustine@elgin.edumsegreto@elgin.edu

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Thank you for your attention!48