New England Faculty Development Consortium
Reclaiming Innovation: Promoting Student
Ownership of Learning through Social Media
November 13, 2015 New England Institute of Technology
East Greenwich, Rhode Island
Conference Overview
8:00 Continental Breakfast Service Begins
8:30 – 9:00 Conference Registration
9:00 – 9:15 Welcome and Introductions
9:15 – 10:30 Keynote Address
Justin Reich, Executive Director of the MIT Teaching Systems Lab,
Fellow at the Berkman Center for Internet and Society, Lecturer at the
Harvard Graduate School of Education, and Lecturer in the Scheller
Teacher Education Program at MIT
10:30 – 10:45 Break
10:45 – 11:40 Concurrent Session 1
11:40 – 12:45 Lunch
12:45 – 1:40 Concurrent Session 2
1:40 – 1:55 Break
1:55 – 3:10 Workshops
3:10 – 4:30 Poster Session; Wine and Cheese Reception
9:00 – 9:15 Welcome and Introductions (Room N206)
Tom Thibodeau, Program Chair
Dakin Burdick, NEFDC President
9:15 – 10:30 Keynote Address by Dr. Justin Reich
Dr. Reich will explore alternatives to learning management systems and the benefits of giving students
control over the means of their intellectual production.
10:30 – 10:45 Break
10:45 – 11:40 Concurrent Session 1
Room N212 - Creative Teaching Linda Del Vecchio-Gilbert ([email protected]) - New England Institute of Technology
Participants at this session will be discuss creative, innovative methods of teaching to promote optimal
learning and will learn how to apply a variety of methods of teaching with integrating virtual journal,
book, and movie clubs.
Room N213 - Survive or Die: An Active Learning Exercise Chad Raymond ([email protected]) - Salve Regina University
Simulations, role-play, and games are increasingly becoming an important part of the college
instructor’s pedagogical repertoire. In terms of classroom engagement, skill development, and the
understanding of content, these methods can have a demonstrable impact on students. This interactive
sessions introduces faculty members to the benefits and drawbacks of simulations as well as practical
tips for employing them in the classroom. Participants will play different versions of the quickly-learned
Survive or Die card game. The experience of playing the game will provide insights into how this form
of active learning can be applied across many different academic disciplines.
Room S105J - Faculty-Centered Teaching Development: The Role of the Institution
in Supporting Learner-Centered Teaching Emilie Clucas ([email protected]) - Endicott College
This interactive session will facilitate participants’ learning and sharing about current practices related to
supporting learner-centered teaching development among faculty at their institution. Faculty will be
encouraged to reflect on their own teaching and discuss what has (or has not) influenced them to commit
to developing a learner-centered approach. Findings from a doctoral dissertation will be briefly explored
and discussed. The strategies used during this session will embody the five tenets of learner-centered
teaching, according to Weimer (2002) and Blumberg’s (2008) definition.
Room S207 - Enhancing Learning & Engagement through Video Assignments Francis Melaragni ([email protected]), Lana Dvorkin Camiel ([email protected]) -
MCPHS University
MCPHS University students were surveyed in 2014 about their preferences regarding educational
technology. Over 80% indicated videos from TED or YouTube are highly effective tools in learning. We
have several courses that successfully utilize social media tools to engage students. Based on the
literature, up to 65% of people are considered visual learners. Learning how to create assignments that
target visual learning style is essential for educators interested in student engagement and creativity.
Highly engaged students are more likely to retain concepts learned in the course long-term and become
life-long learners.
Room S207 - Kahoot! An App to Motivate, Teach, and Assess Heidi Allen ([email protected]) - New England Institute of Technology
Kahoot! is a game-based blended learning platform that can be used on a smartphone or computer,
allowing both educators and students to research, create, collaborate and share knowledge. This
presentation explores the possible uses of Kahoot! for student learning and engagement. Participants will
play Kahoot! as students and learn to create a Kahoot! for their own classroom. Kahoot! is not a social
media tool but there is a social element. The quizzes, discussions and surveys created in Kahoots! can be
shared within Kahoot! itself, or on social networks such as Facebook, Twitter and Pinterest.
Room S215 - Minute-Minded: Engaging Users in 60 Seconds with Powtoon Lindsey Gumb ([email protected]) - Roger Williams University
You don’t need expensive software and a degree in animation to create engaging educational tutorials
for your students: all you need is a learning outcome and a little creativity! This workshop will introduce
users to Powtoon Animation Software to create short, engaging, and educational videos for student
learning. Participants will learn the basics of using Powtoon, as well as the fundamentals of planning,
scripting, and publishing to Youtube. Walk away from this workshop with the knowledge and
confidence to embed your new videos into your teaching using social media or your LMS!
Room S228 - LinkedIn to Teach Concise Writing, Ethics, & Professionalism Arlene Nicholas ([email protected]) - Salve Regina University
More than a “resume that never sleeps,” LinkedIn can be used for researching people, jobs and possible
internship opportunities. This social media tool also requires students to develop concise, clear and
dynamic writing skills. Studies support the benefits of students using social media for serious business
applications and learning accountable behavior. Teaching LinkedIn can create critical awareness of
using positive, truthful and conscientious words that are disseminated to the world. This session is an
interactive opportunity for learning and integrating LinkedIn into the classroom.
11:40 – 12:45 Lunch
12:45 – 1:40 Concurrent Session 2
Room N212 - Collaborative Learning through a Practice of Creation Anthony Mangieri ([email protected]) - Salve Regina University
Rachel Foulk ([email protected]) - Ferris State University
Are students in your classes passive “consumers” of course content or are they innovative creators? This
session explores how to use a practice of creation as a way to empower students to take ownership of
their own learning experiences. We will discuss how group projects that require students to create
something foster an in-depth understanding of a subject or problem. In this teaching strategy, social
media becomes a forum through which students can share their “creation,” such as a photograph, video,
or computer model or simulation. In short, we demonstrate how the historical craft of “making” can be
translated into a classroom practice that engages students in innovative ways.
Room N213 - Learning through Social Storytelling Tools Sandra Mohr ([email protected]), Jonathan Small ([email protected]) - Wentworth Institute of
Technology
Are you looking for ways to engage your students during the learning process? Storytelling has been a
powerful tool for centuries that can be used in the learning process. Have you thought about including
storytelling in your teaching toolbox? Learn how technology allows us to electronically use storytelling
as part of an engaging and interactive learning process for our students.
Room S105J - The Road to Innovation begins with Faculty Development Annette Torrey ([email protected]), Laura O'Toole ([email protected]), Michelle Lariviere
([email protected]) - Salve Regina University
Every campus has innovative instructors and champions of pedagogical change, but they are often
isolated with a small sphere of influence. To have a substantial impact on students, new pedagogies have
to infiltrate an entire department or campus, which requires a team effort of faculty, administration and
support staff for success. This session presents a framework to help innovative pedagogies spread on
your campus. We’ll discuss leveraging opportunities for change, tapping existing resources, and using
backward design for a faculty development program to achieve your outcomes.
Room S207 - Get to the Point: The Twitter Book Review Todd Harris ([email protected]) - Bridgewater State University
In the Spring of 2015, I began to experiment with the use of Twitter in a number of my upper-level
Management courses. The Twitter-related assignment that appeared to work best, based on both student
feedback data and my own observations, required students to convert a 1,000 word "traditional" book
review of a Leadership-themed book of their choosing into a series of Tweets, culminating in one Tweet
that captured the central essence of the book. Students in the class then voted on one another's Tweets,
with a small prize awarded to the top three vote-getters.
Room S207 - Using Twitter to Encourage Effective Research Techniques
Paul Barrio ([email protected]), Carrie Salazar ([email protected]) - Middlesex
Community College
Examine how using Twitter can help students learn about current social events and build upon current
conversations and research to create a proposed program in response. This presentation will describe the
research scaffolding and how students create the connection between the scholarly article and Twitter.
Room S215 - (De)Constructing Identity Through Social Media Kellie Deys ([email protected]), James Deys ([email protected]) - Nichols College
Social media offers the potential for creative modes of learning that address the changing needs of
students. Too often, though, students do not consciously reflect on the implications of social media.
Asking students to analyze the conventions of social media, we aim to understand how/why we engage
in this mode of communication and identity building. Ultimately, we hope students become better
critical thinkers by analyzing how identity is constructed through different social media, and, as a result,
engage more purposefully with social media and their own learning. We will share easily adaptable
assignments aimed at deconstructing the conception of social media.
Room S215 - Facebook in the Classroom John Szymkowicz ([email protected]) - New England Institute of Technology
This session will address the use of social media as an out-of-class engagement tool. User groups on
Facebook can be used to increase student interaction through the creation of “works-in-progress” to be
critiqued by their peers. Use of Facebook will be contrasted with the use of an LMS for similar ends,
and participants will learn how to set up and enroll students into Facebook groups.
Room S228 - The Problem Space: Moving Beyond the Case Study Linda Grisham ([email protected]) - Massachusetts Bay Community College
This session examines the design and use of a Problem Space as a tool to promote student ownership of
learning as well as to develop critical thinking and deep, subject-matter understanding. Students are
given an open-ended, real-world challenge to research using the rich resources, data analysis and
visualization tools provided in the Problem Space. They select their own questions to answer as opposed
to being given specific questions to evaluate from a case study’s packet of information. The use of
resources for Problem Spaces in science, history and social sciences will be presented.
Room S228 - Blogging Their Way to Understanding Learning Donna Qualters ([email protected]) - Tufts University
Classrooms are really about learning, not teaching! While our students have been in classrooms for most
of their lives, many have not taken the time to think about their own learning preferences and what they
should do to adjust their study habits for more effective learning. This teaching tip will demonstrate how
blogging to learn gave students the opportunity to think about their own struggles to understand their
learning preferences, discuss those with classmates and use this information going forward.
1:40 – 1:55 Break
1:55 – 3:10 Workshops
Room N212 - Digital Filmmaking & Community-Based Engagement Pedagogy
Bridget Franco ([email protected]) - College of the Holy Cross
I will present the overall organization of a course which fused the mastery of digital technology with
focused language (cinematography in Spanish) through the development of a short documentary or
promotional film for a local community organization serving Spanish-speaking populations. The first
part of the session will explain the implementation of this blended learning model and assess the specific
outcomes for this type of community engagement pedagogical model. The second part of the session
will be a hands-on introduction to using the iPad and iMovie for student-produced short films. BYOD
(bring your own device); we will work in small groups to include participants without iPads.
Room N213 - The Pedagogy of Creativity & Innovation Myra Edelstein ([email protected]) - Salve Regina University
This fun, interactive, engaging and memorable workshop will demonstrate the pedagogy of creativity
and innovation. Both practical and entertaining, this workshop will give you tools & techniques your
students need for creative problem solving - individually, in class or in teams. Improve student outcomes
by deliberately facilitating productive, creative and innovative lessons. Learn the thinking skills students
need to practice creative problem solving. In this workshop participants will practice at least 5 creativity
techniques to encourage innovative thinking in any discipline.
Room S105J - How to Use Social Media Advocacy to Inspire Engagement William Murphy ([email protected]) - New England Institute of Technology
Social media like Twitter and Facebook provide excellent opportunities for inspiring passionate
engagement in significant learning and civic participation. College students are familiar with social
media and invested in using it as a learning tool. Workshop participants will: (1) review assignments
that offer students opportunities to advocate for issues they care about using social media, (2) participate
in social media advocacy dialogue, (3) create an assignment for one of their courses, and (4) use digital
tools to submit and discuss questions both during and after the session.
Room S215 - Prezi-Collaborative Presenting Unleashed Jamie Kleinman ([email protected]) - University of Connecticut
During this workshop, Jamie Kleinman, recently named to the International Prezi Educators’ Society
will guide participants through a number of sample Prezis and lead a discussion about the pros and cons
of different features. Participants will create two Prezis during the session using templates and images
that will be provided. They will receive technical assistance from Jamie and at the conclusion of the
workshop, participants will come together and discuss ways that they might consider integrating Prezi
into their courses, for example by using it during their lectures or by having their students use Prezi to
create work products.
3:05 – 4:30 Poster Session and Wine and Cheese Reception, Room S330
Digital Simulation to Enhance Critical Assessment Skills Sharon Stager ([email protected]) - Salve Regina University
A simulated patient within a computer-based, asynchronous program was integrated into a hybrid RN to
BSN physical assessment course. It was found that simulation provides a venue for the RN to BSN
student to evaluate and develop a knowledge base and critical thinking in an innovative, hybrid
educational environment. The limitations of the simulated clinical experience include a divide of
student’s chronological age, technological abilities, clinical experience, and the individual’s recognition
of the need for specific skills and knowledge acquisition.
Engaging in Positive Activities to Enhance Learning Joanne Walsh ([email protected]) - New England Institute of Technology
Empirical research in positive psychology has been conducted using positive interventions in a variety
of situations with differing samples of participants. School students have benefited from positive
interventions by increases in love of learning, improved focus and creativity. This session aims to make
our students users of positive interventions in order to increase their motivational levels to learn while
simultaneously reducing stress. This session will provide educators with the background, experience and
tools to engage students in these interventions.
Improved Adjunct Support Approaches Terry D. Pardoe ([email protected]) - Nashua Community College
Courseware materials, hardcopy items, computerized support, and brief attendee workshops can be
developed for a limited number of technology based classes. These materials and support provide up to
date materials to hard pressed technical adjuncts.
Learning Beyond the Classroom Heather Tillberg-Webb ([email protected]), Amy Rutstein-Riley ([email protected]), Susan
Patterson ([email protected]) - Lesley University
Three case studies of instructional use of social media -- Lesley's Girlhood Project, an online graduate
Education course, and an undergraduate online Communications course -- highlight how social media
can engage learners, give them ownership of learning, extend the classroom walls, and demonstrate
knowledge-sharing and creation in a real-world context. Best practices for designing learning activities
with social media are discussed.
The Use of Social Media in the Classroom Krista Hill Cummings ([email protected]), Kathleen Ferris-Costa
([email protected]) - Bridgewater State University
Despite the increasing use of social media in the classroom, the majority of faculty members are not
using social media as a learning tool. Research from 2013 indicates that one of the barriers to faculty
use of social media is the time commitment required to learn how to use these platforms. The purpose of
our presentation is to discuss why social media tools should be utilized in online and mixed method
courses and to demonstrate multiple ways of using these tools effectively.
Using Audio/Video Apps to Engage and Motivate Students Thomasena Shaw ([email protected]) - Bridgewater State University
Research (and our personal experiences as instructors) indicates that the traditional format classroom –
one that emphasizes required readings, multiple choice tests and professor as font of all knowledge - just
doesn't work. What’s the alternative? A more interactive, technology-enhanced classroom where critical
thinking, motivation and engagement are promoted. This session identifies how the integration of audio
and video technologies into the classroom can help instructors improve engagement, satisfaction, and
learning.
Using Experiential Teaching to Master Student Learning Nadia Abgrab Noormohamed ([email protected]) - Salve Regina University
Working with problems and/or opportunities of local clients, creates for real-time hands-on class
involvement.
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NEFDC Spring Conference
Tuesday, May 24, 2016
Inclusive Excellence: Teaching and Learning in an
Increasingly Interconnected World
Tufts University - Collaborative Learning and Innovation Complex
Keynote Speaker: L. Lee Knefelkamp
Professor of Psychology and Education,
Teachers College, Columbia University
Senior Fellow, Office of Integrative
Liberal Learning & the Global Commons
AAC&U
For 30 years, Dr. Knefelkamp has researched & written about student intellectual,
ethical, identity & intercultural development; curriculum transformation; issues of
race, ethnicity, & gender; campus climate assessment; the psychology of
organizational change & resistance to change.
NEFDC is pleased to announce a collaboration with Tufts University’s Center for the Enhancement of Learning and Teaching and Educational Technology Services for this conference.
The New England Faculty Development Consortium (NEFDC) was
founded in 1998 as a not-for-profit, regional organization dedicated
to enhancing the professional development of faculty and
administrators committed to excellence in teaching and learning. The
consortium membership includes individuals and institutions, and
both private and public colleges and universities throughout New
England and beyond.