1. David Kaus Instructional Media CONTENT DELIVERY APPROACHES IN INSTRUCTION

2.  What is your preferred method of delivering content?  What about this method do you find effective?  What do you think could be improved?  Are there any limitations? STOP AND THINK

3.  What do you consider to be effective content delivery?  What specifically makes it effective? STOP AND THINK

4.  Chunking material  Breaking down information into bite-sized pieces  Allows brain time to process  What is easier to remember?  8425558756 or 842-555-8756  Aligned with brain’s working memory EFFECTIVE CONTENT DELIVERY

5.  Chunking material continued  Divide modules into smaller related chunks  Continue to the topic level  15 minute presentations  Minimize extraneous content  Do students need to see it?  Less is more EFFECTIVE CONTENT DELIVERY

6.  Provide relatable examples/ activate prior knowledge  Provide script for online presentations EFFECTIVE CONTENT DELIVERY Thermodynamics of pizza

7.  Clear objectives at the beginning  What will students need to do at the end of the lesson  Students will be able to identify two pharmacologic treatments for low back pain in the patient with underlying cardiovascular GI disease  Added opportunities for reflection and assessment  Insert prompts, questions, and activities EFFECTIVE CONTENT DELIVERY

8.  Open the Socrative app on the iPad  Enter in the room #149145 REFLECTION TIME

9.  Present information or teach a specific subject  Look at us!  Socratic method emphasizes asking and answering questions  Stimulate critical thinking  Continuously probe students with questions LECTURE/SOCRATIC METHOD

10.  Learn content through experience of solving a problem or challenge  Develop a deeper understanding  Fosters critical thinking skills  Students are active in learning PROBLEM-BASED LEARNING

11.  For example: The fasted growing source of nitrogen pollution to the Chesapeake Bay is polluted runoff. What practices could be put in place to reduce the pollution? PROBLEM-BASED LEARNING

12.  Are you currently using problem-based learning in your classes? PROBLEM-BASED LEARNING

13. Bloom’s case study exercise

14.  Students learn content online before class  Students communicate with peers and instructor at home  Classroom time is spent engaging in activities and rich classroom discussions  Use class time to reinforce material learned outside of class FLIPPED CLASSROOM

15.  Other advantages:  Extra support for students  Less frustration from students  Revisit concepts students don’t understand  Use these content delivery tools for the flipped classroom FLIPPED CLASSROOM

17. 5 MINUTE BREAK!

18.  Different content delivery tools  Focused on teaching Bloom’s Taxonomy CONTENT DELIVERY TOOLS

19.  Microsoft Office software  Features:  Linear and non-linear presentations  Synchronous or asynchronous  Add videos hyperlinks, images, text, etc.  Example: Us! POWERPOINT

20.  Web 2.0 tool  Create non-linear presentations  Features:  Zoom and pan feature  Insert images, text, YouTube videos, audio clips, etc.  Example Example PREZI

21.  Found in HCC classrooms  Live picture using a projector  Features:  Real-time image capture  In HCC classrooms DOCUMENT CAMERA

22.  Web 2.0 tool  Create 10 minute screencasts  Features:  Capture anything on your computer screen  Accompanying audio  Example Example SCREENCAST-O-MATIC

23.  Software from HCC  Create screencast videos  Features:  Capture video and audio  Share via web-link  Stored on Mediasite  Example Example MEDIASITE DESKTOP RECORDER

24.  Web 2.0 Tool  Create online presentations  Insert images, PPTs, etc.  Can add text, audio, and video to presentation slides  Students can make comments on VoiceThread presentations  Example Example VOICETHREAD

25.  Web 2.0 tool  Create 5 minute online presentations  Annotate using digital ink  Add images from camera and saved photos  Share via web-link  Example Example EDUCREATIONS

26.  eLearning software  Self-paced, interactive, online presentations  Features:  Insert all types of multimedia  Assessment questions and interactivity  Branching capability  Attach resources  Make script available  Example Example ARTICULATE

27.  What are the differences between these approaches? DIFFERENCES

28. Think of a lecture or activity you currently implement. Which approach we covered could be used facilitate your/lecture/activity? If applicable, which tech tools would you use? ACTIVITY

29. Contact info: David Kaus dkaus@howardcc.edu 443-518-4621 Amy Chase Martin amartin@howarcc.edu 443-518-4848 http://hccfacultysupport.wikispaces.com/ QUESTIONS