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J.D. Han, Ph.D. Professor of Economics and Finance Chairperson - Department of Economics, Business and Mathematics Ruth Ann Strickland, CPA, CGA Lecturer,

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Presentation on theme: "J.D. Han, Ph.D. Professor of Economics and Finance Chairperson - Department of Economics, Business and Mathematics Ruth Ann Strickland, CPA, CGA Lecturer,"— Presentation transcript:

1 J.D. Han, Ph.D. Professor of Economics and Finance Chairperson - Department of Economics, Business and Mathematics Ruth Ann Strickland, CPA, CGA Lecturer, Management & Organizational Studies Thursday, October 30,

2 Technology and Pedagogy Conference 2

3 Technology in the Classroom! 3

4 What is High-Impact Learning? Students are engaged in the learning process Students think at a deep level Students experience learning in a way that they can integrate into other contexts 4

5 Fostering Engagement Engagement does not start with the student It starts with those responsible for the class / course Here are some key questions: How engaged is the department with the course? How engaged is the instructor with the course? 5

6 Our International Partnership: 2(at Partner Universities)+2(at KUC) Partner University since about students in each year of the 3 rd, and 4 th years. 6

7 One of the Biggest Challenges of Our Partner University Students is: BUSINESS

8 Why Business 2257? Academic Challenge -Very challenging; -Compact; -Foundation course, feeding into all modules/programs in MOS -Ivey uses its Grade for HBA admission Pedagogic Challenge -Active Learning -Student Engagement Business Challenge -If students do not do well in this course, their program progression is impossible; -Our partnership is in jeopardy. 8

9 The 2013 Solution We offered a Prep course for BUS 2257 at Partner University - “MOS 2200” We got a highly qualified instructor for MOS 2200, using a traditional pedagogy. No coordinated efforts between the department and the instructor for pedagogical reinforcement on student engagement or active learning…. 9

10 The Result Effectiveness of the MOS 2200 on the partner university students was evaluated by their academic performances/Marks/Grades in Business 2257 The result was not good. Despite the additional prep-course of MOS 2200, Students from Partner did poorly in Bus

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12 The 2014 Solution We offered MOS 2200 for the incoming Partner University Students in the summer of 2014 We needed High Impact Teaching: An Intensive Compacted Course Best Teacher with a proven track record Coordinated efforts between the dean’s office, the department and the instructor for pedagogical improvement 12

13 New Pedagogy: New Teaching Strategy High Impact Teaching through -Active Learning(students)/Active Teaching(instructor) -Student Engagement -Multiple Layers of Teaching Supports TAs(5) for small groups TA Leader/Facilitator Instructor plus (Marker) 13

14 Engagement between the Instructor and the Department The department was fully engaged with every aspect of the course and its delivery, and the student support system. The instructor, and the chair/MOS coordinator/Academic Program Assistant had many meetings, discussing every aspect of the course, its delivery and strategy. The department/instructor used their own resources to provide extra supports which are not covered by the Schools. 14

15 A very Clear Goal… 15

16 Low-Tech Classroom 16

17 Three Challenges 1. Case-based exams 2. Super-T paper 3. Class participation 17

18 Only Kindness Brings Peace….. 18 https://www.flickr.com/photos/markabel/ /galleries/

19 Pedagogy: Three Approaches 1. Traditional Classroom 2. Flipped Classroom 3. Blended Classroom 19

20 Blended Learning 20 https://www.google.ca/search?q=clip+art+group+discussion&biw=1024&bih=688&tbm=isch&tbo=u&source=univ&sa=X&ei=HcFCVI q8JITR8AHz04CACg&ved=0CCkQ7Ak#tbm=isch&q=clip+art+blended+learning&imgdii=_

21 The Theory of Sponges… SOAK, SOAK, SOAK – SQUEEZE; SOAK, SOAK, SOAK – SQUEEZE 21

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23 Five Fabulous TAs 23

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27 This was not easy! 27 Two challenges: 1. NO TEXTBOOKS! 2. NO COURSE MATERIALS! (overnight creations….)

28 Two Surprises 1. NOISE! 2. You can go now…. 28

29 Lessons Learned Of course, you know…. We Chat Class Monitors 29

30 The Impact/Result of the 2014 Teaching at Partner School Great Improvement over the previous year. Dramatically Different. Surpassing Everyone’s Expectations. 30

31 31 Marks/Grades

32 32 Marks/Grades

33 33 Marks/Grades

34 What does it mean? To a large extent, difference in results are to be attributed to Different Contributions of MOS 2200 Courses of 2013 and 2014 respectively, and their Pedagogical Differences. The 2013 MOS 2200 – Traditional Teaching The 2014 MOS 2200 – High Impact Teaching 34

35 Other Perspectives Student’s Comments Other TA comments…. This year’s students must have been… If ONLY…. 35

36 High-Impact Learning 36

37 Aesop's Opinion on Pedagogy 37

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39 What’s next???? Thoughts about next year. 39

40 https://www.google.ca/search?q=clip+art+no+textbooks&biw=1024&bih=688&tbm=isch&tbo=u&source=univ&sa=X&ei=CuBCVNvCNI2tyATF84H QDA&ved=0CBwQsAQ#tbm=isch&q=clip+art+question+mark 40


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