Reinventing the classroom - Professors Fedel and Sweet - EMU

Maximizing Personalized Learningand Interactivity

Frank J. Fedel, MS, CES& James J. Sweet, MS, ATCSchool of Health Promotion & Human Performance

College of Health and Human Services

Reinventing the classroom with today’s technology

Oct. 26, 2012

What is your level of experience with using “clickers” in the classroom?

A. No experienceB. Little experienceC. ExperiencedD. Very Experienced

Clicker Poll

What is your level of experience with using “lecture capture” in the classroom?

A. No experienceB. Little experienceC. ExperiencedD. Very Experienced

Clicker Poll

What is your level of experience with using “smart devices” in the classroom?

A. No experienceB. Little experienceC. ExperiencedD. Very Experienced

Clicker Poll

EMU Demographics

• 23,000 Students (commuter)• HPHP

• ~600 Undergraduate• ~200 Graduate

• O and P• 40 Graduate

• Athletic Training• 43 Undergraduate

• Physical Education• 175 Undergraduate

Athletic TrainingExercise ScienceHealth EducationPhysical EducationRecreational MinorSport Management

Exercise PhysiologyHealth EducationOrthotics & ProstheticsPhysical EducationSport Management

Teaching Philosophy

• What do you mean by learning?• What do you mean mastery?• How does technology fit into your

philosophy?– Why are you trying to use it?

• Take place of sitting in a classroom• Flip the classroom• Dynamic vs Static learning• Or are you just trying to take attendance

Guiding principles1. Create a flexible, engaging environment for

learning2. Accommodate diverse learning styles (UDL)

– Presenting information and content in different ways (the "what" of learning)

– Differentiating the ways that students can express what they know (the "how" of learning)

– Stimulating interest and motivation for learning (the "why" of learning)

3. ECAR study

Why Use Technology?

http://en.wikipedia.org/wiki/File:Blooms_rose.svg

Getting “there” from “here”

• Student-centric (UDL concept of interactive learning based on individual differences)

• Participatory (reduce barriers to participation)• Individualized (provide feedback/support for

"strugglers", customized learning paths)

Conscious Competence Learning Model

Image courtesy of Will Taylor, Chair, Department of Homeopathic Medicine, National College of Natural Medicine, Portland, Oregon, USA, March 2007

• Whiteboard• Course Management System (eCompanion)

• Panopto (Lecture Capture System)

• i>Clicker (Student Response System)

• iPad, iPhone, iPod Touch (Portable smart devices)

• Todays Apps for smart devices• WiBS (Wireless iPad Broadcast System) • GradeCam (Optical Scanning & Grading)

Technologies

Benefits

• Clearly visible notes and drawings• Automatic save feature• Facilitates engagement

Whiteboard

vs.

Benefits

• Eliminate Geographic Barriers• Remove Time Constraints• Serially Accessible• Portable (iPod, .mp3, desktop)• Searchable

Panopto

Benefits

• Enhanced Attendance • Increased Engagement• Immediate feedback (i2s-s2i)

• Review (live/later)

i>Clicker

Students follow along; small group discussions can be initiated

i>Clicker

Benefits

• Portability• Dynamic learning• Foster critical thinking• Educational Freedom

iPad, iPhone, iPod Touch

Benefits

• Varied – based on use• You can make your own!

apps

Benefits

• LIVE, interactive• Enhance critical thinking• Remote broadcasting• Reinventing our “lectures”

WiBS

Benefits

• Fast, Accurate Scoring• Increased Accountability• Immediate feedback

GradeCam

Putting it all together

BeforeLIVEAfter

Review is accomplished LIVE by addressingtopics from recent classes; the LATER review incorporates Panopto Lecture Capture

Putting it all together

Putting it all together -- LIVE

Setup clicker question by directing question to random student (Based on previously recorded Panopto “lecture”)Direct student to video record process (activity) “Have patient flex hip to 80 degrees” “Reduce hip flexion moment while increasing hip flexion”WiBS broadcasts student’s activity to classClass discusses and critiques activity

________ at the knee joint in these images is usually initiated by _____ contraction of the _____ muscle(s).

A. flexion, concentric, quadricepsB. flexion, eccentric, quadricepsC. flexion, eccentric, hamstringsD. flexion, concentric, hamstringsE. None of the above

= COM= Axis

Putting it all together -- LIVE

DEMO

Special Thanks to:

• i>Clicker• Halle Library’s Faculty Development Center (FDC)• Extended Programs/Extended Outreach (EPEO)• Department of IT at EMU (DOIT)• EMU• eFellows (EMU)• School of Health Promotion & Human Performance• Elizabeth Roth

Thank You

Questions?

Additional Sample Questions

Scenario discussions

• You are covering a football game. You see the following - http://www.youtube.com/watch?v=yGMp5QRyQ_g

How do you respond? (In order of first to last; you may not need to do all, depending on information provided)

A. Call 911

B. Wait to be waved on field

C. Check for responsiveness/Airway

D. Control Head

E. SAMPLE

F. OPQRST

Time Response

Short Answer – Followed up by oral practical

• EMS arrives. As a team you decide the next step would be to spine board the athlete. Please provide a specific guideline to spine board the athlete.

Matching (Differentiating between similar topics)

Match the following: • Hormone 1) Creatine• Endocrine 2) Testosterone • Exocrine 3) Directly into blood stream• Anabolic 4) Masculine affect• Androgenic 5) Into ducts to Blood Stream• Amino Acid Derivate 6) Building up• 1 step 7) DHEA• 2 step 8) Andro

You are told that an athlete has collapsed at the finish line of a cross country race. Today’s temperature is 75 degrees F. What is your initial assessment of this situation? (Choose only those that you have reason to believe are essential to the resolution of the case at this time)

A. Ask athlete what happened

B. Determine what place they finished

C. Determine if the athlete has a pulse

D. Visually check the athlete’s body position

E. Determine if the athlete is breathing

F. Determine athlete’s level of consciousness

G. Ask athlete about health history

H. Determine color of athlete (pale, flushed, etc.)

I. Ask athlete if this has happened before

You have determined that the athlete is conscious. Athlete is pale and slightly sweaty. She does not have any pain. She is being held up by 2 teammates. She says that when she finished the race about 3 minutes ago she felt weak, exhausted, and nauseous. She would like a drink of water. She states that she has no medical conditions. Determine the extent of the athlete’s condition.

A. Palpate athlete’s ankle

B. Check the skin temperature

C. Smell athlete breath

D. Ask athlete if she is allergic to anything

E. Ask athlete about her fluid consumption

F. Check athletes pulse rate

G. Check athletes breathing rate

H. Ask athlete about last meal

I. Hold athletes head

J. Check athletes Blood Pressure