Schedule

  • Click on the session titles on the left to view the session titles and full descriptions.

  • Dr. Gary Moore: Searching for the Wizard of Oz--in the College Classroom

    Wyoming Union West and Central Ballroom

    This presentation contains images, sounds and video clips from the Wizard of Oz. The key points are: 

    • We are not in Kansas anymore - we need to make sure what we teach and how we teach is reflective of the present, not the past;
    • We need a brain - we need to utilize our brain by reading and studying the literature of teaching; teaching is not a random act;
    • We need a heart - it is important that we don’t forget the reason we exist is because of students and we need to demonstrate empathy and concern in out teaching,
    • We need courage - we must be willing to try new things in our classrooms, examples are provided, our students need to become engaged and not passive observers; and
    • There is no Wizard of Oz -- We individually can be the Wizard of Oz --at least in our classrooms, we hold our own teaching destiny in our hands 
    Read More >>
  • Likes, tweet, and pins: A best-practice method for integrating social media into the classroom

    Benjamin H. George | Wyoming Union West Ballroom
    Handout

    Social media is an ever-present force in society, and students use social media at an increasing rate. There has been some exploration of the use of social media in the classroom with mixed results. Oftentimes, social media is merely utilized as a tool and engagement technology to pique student’s interests, but fails to further critical learning goals. With the expanding number of social media formats, teachers may find it difficult to select the best format for their needs. This presentation proposes a best practice model for using and selecting social media based on media-synchronicity theory, curriculum design, and learning goals. 

    Icon 08Is There a Virtual Edge? An Investigation of the Use of Virtual Labs to Supplement Traditional Microbiology Labs

    Rachel Watson & Christi Boggs | Wyoming Union Central Ballroom

    The Virtual Edge is a set of online, dry labs that complement all twenty-six wet labs for both General and Medical Microbiology. These virtual labs contain images, text, videos, and interactive content that have all been developed within the UW Microbiology teaching labs. We evaluated Virtual Edge with a quasi-experimental research study in the spring of 2009. Our findings showed that students using the virtual labs rather than the traditional paper-based quiz method had improved practical knowledge. All Medical and General Microbiology students now access the Virtual Edge prior to each lab and use it as a preview of the wet lab to come. For the past six years we have provided this resource as open courseware. Students and educators around the world regularly access the content of the Virtual Edge through the website and YouTube. During this previous summer (2012) the Virtual Edge was reevaluated and redesigned to improve and expand usefulness and accessibility. This session will showcase the Virtual Edge as a supplemental learning tool. We will focus on how the labs are used and by the surprising external audience that has developed for the labs. 

  • Engage, Interest, Excite! Pedagogical Innovation with Technology

    Cody Connor & Athena Kennedy | Wyoming Union West Ballroom
    Resources

    Encouraging pedagogical innovation can be a challenge. This presentation will demonstrate tech tools to hook instructors on using technology to engage students in the online classroom and build trust. The presenters will show multimedia technologies such as Popcorn Maker, Pinterest, TimeToast, PaperRater, Vizify and TedEd. Trust is important between students and instructors; it's integral between instructional designers and instructors. From their perspective in working with faculty and experience with distance education, Athena and Cody will demonstrate ways to encourage instructors to employ technology to build trust online among students. Participants will leave this session empowered to integrate technologies into their online classrooms. 

    Video-Conferencing Between Landcare Inc in New Zealand and the University of Wyoming in the USA: Roadblocks and Advantages

    Steve Williams | Wyoming Union Central Ballroom

    New Zealand's remoteness requires special efforts to bring the extensive natural diversity as well as issues of invasive species to students elsewhere on the planet. In 2012 a course (Invasive Species on a Mad Planet) was presented using standard lecture format as well as direct distance connections to Landcare Inc in New Zealand. Problems with distance communications was linked almost entirely to protective firewalls and not to a absence of technology. This course was transformed into an on-the -ground course in 2013 which presented its own set of problems and issues.

  • Wyoming Union Central West Ballroom

    Ignite 20x20 is a fun and simple presentation format where you show 20 slides, each for 20 seconds. The slides advance automatically and you talk along to the slides. It's a format that makes presentations concise, and keeps things moving at a rapid pace.

  • Accessibility Update: Tips and Resources for Making Instruction Accessible to All

    UW DSS  | Wyoming Union Central Ballroom
    Handout

    University Disability Support Services staff will offer an update regarding current initiatives to improve the accessibility of course materials and electronic media used at UW for students and consumers with disabilities. Resource materials will be provided for future use and reference.

  • Blogging in the Classroom: Lessons Learned from a Collaborative (and Global) Assignment

    Deb Beck | Wyoming Union West Ballroom

    Can writing in a new mode, for a global audience, spark a deeper learning experience for online students? Can the blog environment foster a group” experience while minimizing the typical “group work” anxieties?

    The presenter will show how creating a class blog accomplished both for students enrolled in an online, survey-level course drawing undergraduate and graduate students from diverse academic backgrounds. She will discuss how she structured the assignment, share the highs and the lows, and offer comments from students that illustrate the assignment’s value in their learning process.


    Assistive Technology for the Ranch & Farm

    Randy Wiegel & Wendy Alameda | Wyoming Union Central Ballroom

    Everyone can utilize tools and technology to make life easier and perform tasks with more efficiency. However people with disabilities face even greater challenges in performing essential tasks in life. These challenges are especially evident with those individuals with a disability involved in agriculture. Ranching and farming is traditionally a labor-intensive profession that involves physically demanding work. With the use of assistive technology, ranchers and farmers with an injury or limitation leading to disability can maintain their independence and productive lifestyle in agriculture.

  • Exploring a New Frontier: UW's New Learning Management System 

    LMS Implementation Steering Committee | Wyoming Union Central & West Ballroom

    The University of Wyoming has adopted Canvas by Instructure as its new learning management system (LMS). UW’s LMS steering committee will describe the year-long review process, and the rationale for the selection of Canvas, and the work of the coming year: Canvas implementation, migration of courses from Pearson eCollege, and most importantly, faculty training and development. Come learn what’s going on in the LMS implementation, and let the implementation team know what you expect. This is a chance to ask and answer questions about this great transition in a key teaching technology.

  • Breakfast & Faculty Panel: Blended Learning

    Topic: Blended Learning

    Classroom Building 219
  • The Blogging Scholar: Learning, Educating and Engaging via Social Media 

    Deb Beck | Classroom Building 219

    Is there a time for sharing your research and your expertise with a broader audience? Is there a place for that sharing? Where would you find that audience, anyway?

    In this workshop, the presenter will discuss how she used her blog (www.boardlearning.org) to translate and discuss her research with practitioner audiences. She will describe how that site evolved into a forum for sharing ongoing work, creating student-friendly resources, and engaging peers around the world in conversations about areas of common interest.

    She also will discuss how social media – especially Twitter – have created a global personal learning network and how that network feeds her ongoing teaching and scholarly work. Time will be set aside to exploring tools of interest to audience members. She will demonstrate how they are used and how they can be used to connect to other scholars, students, and others interested in their expertise.

    Online Group Projects: They Can Be Done!

    Karen Williams & Kari Morgan| Classroom Building 215

    Group work has been utilized to enhance student learning in online classrooms. Group work has been found to create a sense of community, thereby contributing to increased learning and satisfaction (Brett & Nagra, 2005; Dawson, 2006; Outzts, 2006; Rovai, 2002). This presentation will focus on a research study of perceptions of experienced online teachers related to online group projects. Four themes emerged from the analysis of focus group transcripts: 1) Group work is an essential tool for students’ future lives, 2) specific strategies for facilitating online groups, 3) professional development, and 4) characteristics of effective teachers. Discussion and recommendations for practice related to faculty development, supporting outstanding teachers, and successful implementation of online group projects strategies that can be used to make online group projects an effective teaching tool.

  • Technology Petting Zoo

    Classroom Building 215