Innovative Instructor Article Compendium

Table of Contents

February 2018 – Vol. 17 Best Practices Writing Effective Multiple Choice Questions Amy Brusini, Instructional Tech. Spec., Center for Educational Resources Pedagogy Grading in the Fast Lane with Gradescope Scott Smith, Professor, Computer Science, JHU Technology TCrunch John Hickey, PhD Candidate, Biomedical Engineering, JHU July/August 2017 – Vol. 16 Best Practices Writing Course Learning Goals Richard Shingles, Lecturer, Biology Department Michael J. Reese Jr., Director, Center for Educational Resources Pedagogy Ancient Space in a Digital World Marian Feldman, Professor, Art History and Near Eastern Studies Technology SketchUp Reid Sczerba, Multimedia Developer, CER May 2017 – Vol. 15 Best Practices Visual Clarity Reid Sczerba, Multimedia Developer, CER, JHU Pedagogy Empowering Students with Simulated Negotiations Elizabeth Mendenhall, Ph.D. Candidate, Political Science, JHU Technology ArcGIS® Bonni Wittstadt, Geospatial Service Librarian, MSE Library July 2016 – Vol. 14 Best Practices Formative Assessment Richard Shingles, Lecturer, Biology Department Pedagogy A Low Tech Approach to Digital Literacy Jennifer Kingsley, Lecturer and Assistant Director, Museums and Society Technology Reveal Reid Sczerba, Multimedia Developer, Center for Educational Resources December 2015 – Vol. 13 Best Practices Writing Effective Learning Objectives Richard Shingles, Lecturer, Biology Department Pedagogy Using a Course Blog as a Class Ice-Breaker Anindya Roy, Postdoc, Department of Materials Science and Engineering Technology CATME Amy Brusini, Instructional Tech. Spec., Center for Educational Resources

April 2015 – Vol.12 Best Practices Bloom’s Taxonomy, Actions Speak Louder Richard Shingles, Lecturer, Biology Department Pedagogy Making Learning Click Kathryn Tifft, Lecturer, Biology Department Technology Piazza Reid Sczerba, Multimedia Developer, CER November 2014 – Vol. 11 Best Practices Creating Rubrics Louise Pasternack, Teaching Professor, Chemistry Pedagogy Getting to the Source of the Problem Bill Leslie, Professor, Department of Science and Technology Technology Prezi Macie Hall, Instructional Designer, CER April 2014 – Vol. 10 Best Practices Preparing an Effective Syllabus Richard Shingles, Lecturer, Biology Department Pedagogy Interactive Collaboration Using Facebook Dr. Alexios Monopolis, Lecturer, Earth and Planetary Science Technology Panopto Brian Cole, Information Technology Specialist, CER September 2013 – Vol. 9 Best Practices To the Cloud and Back Again Reid Sczerba, Multimedia Developer, CER Pedagogy Leveraging Peer Instruction Mike J. Reese, Associate Director, Center for Educational Resources Dr. Julie Schell, Educational Researcher, Harvard University Technology Turnitin Brian Cole, Information Technology Specialist, CER April 2013 – Vol. 8 Best Practices To Curve or Not to Curve Michael J. Reese Jr., Director, Center for Educational Resources Pedagogy Bring on the Collaboration Rebecca Pearlman, Senior Lecturer, Department of Biology Technology VoiceThread Amy Brusini, Instructional Tech. Spec., Center for Educational Resources August 2012 – Vol. 7 Best Practices Making Group Projects Work Pam Sheff, Senior Lecturer, Center for Leadership Education Leslie Kendrick, Senior Lecturer, Center for Leadership Education Pedagogy Beyond the Classroom, Into the Community Eric Rice, Lecturer, Center for Leadership Education Dr. Peter Beilenson, Lecturer, Public Health Eva Smith, Undergraduate Teaching Assistant, International Studies Technology Apps for That: Smartphone Reid Sczerba, Multimedia Developer, CER

September 2011 – Vol.6 Best Practices Setting up Guest Access in Blackboard Amy Brusini, Instructional Technology Specialist, CER Pedagogy Visualizing Population Data Geographically Stan Becker, Professor of Population, Family and Reproductive Health Nazish Zafar, 4th year Graduate Student in Sociology Technology Wikis Macie Hall, Instructional Designer, CER Hérica Valladares, Assistant Professor of Classics March 2011 – Vol. 5 Best Practices Calibrating Multiple Graders Pamela R. Bennett, Assistant Professor of Sociology Andrew J. Cherlin, Professor & Chair of Sociology Michael J. Reese, 5th Year Graduate Student in Sociology Pedagogy Digital Labs: Drawing Ancient Inscriptions Kyle McCarter, Professor, Near Eastern Studies Department Technology In-Class Voting (“Clickers”) Richard Shingles, Lecturer, Biology September 2010 – Vol. 4 Best Practices Image Resolution Reid Sczerba, Multimedia Developer, CER Pedagogy Civility in the Classroom Dr. Pier Massimo Forni, German and Romance Languages and Literatures Technology Facebook Macie Hall, Instructional Designer, CER March 2010 – Vol. 3 Best Practices Teaching with Images Adrienne Lai, Art Libraries Society of North America Intern Pedagogy Lectures on Demand Michael Falk, Associate Professor, Materials Science & Engineering Technology Blackboard Amy Brusini, Instructional Technology Specialist, CER November 2009 – Vol. 2 Best Practices Creating a Covenant with Your Students Dr. Pier Massimo Forni, German and Romance Languages and Literatures Pedagogy Embedding Research into the Curriculum Dr. Stephen Plank, Sociology Technology ARTstor Adrienne Lai, Art Libraries Society of North America Intern August 2009 – Vol. 1 Best Practices Teaching Assistant Training Institute Richard Shingles, Director of the TA Training Institute Pedagogy Visualizing Museums Dr. Elizabeth Rodini, History of Art, Museums and Society Technology Timeline Creator Mike Reese, Assistant Director, CER

The Innovative Instructor Best Practice

February 2018 Writing Effective Multiple Choice Questions Amy Brusini, Instructional Technology Specialist, Center for Educational Resources What this is The Innovative Instructor is an article series (http://cer.jhu.edu/ii) and a What it is blog (http://ii.library.jhu.edu) related to Writing test questions is a daunting task for teaching excellence at Johns Hopkins many instructors. It can be challenging to correctly assess students on the comprehension of course objectives. Multiple choice Article categories questions are no exception; despite being Best Practice very popular, instructors often struggle to How to use technologies and apply create well-constructed questions. innovative instructional methods Pedagogy Why does it matter Hopkins professors share successful Multiple choice questions have several ad- strategies for teaching excellence vantages. They lend themselves to cover- Technology ing a broad range of content and assessing Information about emerging a wide variety of learning objectives. They questions are made up of two parts: the technologies, who is using them, are very useful when testing a student’s stem, which identifies the question, and and why you should know lower level knowledge of a topic, such as the alternative responses which include the factual recall and definitions, but if writ- correct answer as well as incorrect alterna- ten correctly, they can be used to assess tives, known as distractors. Coming up with For information on at the higher levels of analysis, evalua- plausible distractors for each question can how to contribute to tion, and critical thinking skills. Multiple be a difficult task. And, while some higher The Innovative Instructor choice questions are scored efficiently level thinking skills can be addressed, mul- or to read archived articles (even automatically, if an electronic test tiple choice questions cannot measure a stu- please visit: is used), therefore, they are frequently the dent’s ability to organize and express ideas. http://cer.jhu.edu/ii evaluation method preferred by instruc- Another thing to consider is that student or email: tors of large courses. success when answering multiple choice [email protected] questions can be influenced by factors There are some disadvantages, including the unrelated to the subject matter, such as fact that this type of question can be time- reading ability, deductive reasoning, and consuming to construct. Multiple choice the use of context clues. About the CER The Center for Educational Resources partners with faculty, postdocs, How to use it and graduate students to extend The following guidelines are offered to help streamline the process of creating multiple instructional impact by connecting choice questions as well as minimize the disadvantages of using them. innovative teaching strategies and instructional technologies I. Writing question stems

A. When possible, prepare the stem as a clearly written question rather than an incomplete statement. Poor example: Better example:

Psychoanalysis is… What is the definition of psychoanalysis?

B. Eliminate excessive or irrelevant information from the stem.

Poor example: Better example: Best Practice

Jane recently started a new job and can finally afford Which of the following are factors that her own car, a Honda Civic, but is surprised at the high affect the consumer price of gasoline? cost of gasoline. Gasoline prices are affected by: C. Include words/phrases in the stem that would otherwise be repeated in the alternatives. Other thoughts If you are interested in using technol- Poor example: Better example: ogy to create a test in an online environ- Which of the following statements are true? Which of the following techniques can ment, there are several programs avail- • Slowing population growth can prevent global be used to prevent global warming? able to help with this task. Blackboard, warming • Slowing population growth • Halting deforestation can prevent global warming • Halting deforestation the university’s course management • Increasing beef production on viable land can • Increasing beef production on system, has a robust test creation tool, prevent global warming viable land which includes automatically graded • Improving energy efficiency can prevent global • Improving energy efficiency multiple choice questions, as well as six- warming teen other types of questions to choose from. Respondus is an exam authoring program that allows you to create tests D. Avoid using negatively stated stems. If you must use them, highlight the negative word that can be imported into Blackboard or so that it is obvious to students. printed out on paper. Panopto, the university’s video presentation and hosting Poor example: Better example: platform, has recently introduced an Which of the following is not a mandatory Which of the following is NOT a manda- interactive quizzing feature which in- qualification to be the president of the tory qualification to be the president of the cludes multiple choice and other types United States? United States? of questions. CER staff are available to discuss the test creation process and/or help with any of these tools. II. Writing alternative responses Additional Resources A. Make sure there is only one correct answer. • Brame, C., (2013) Writing good multiple choice test questions. B. Create distractors that are plausible to avoid students guessing the correct answer. Retrieved December 14, 2016 from https://cft.vanderbilt.edu/guides- Poor example: Better example: sub-pages/writing-good-multiple- Who was the third president of the United Who was the third president of the United choice-test-questions States? States? • Burton, S. J., Sudweeks, R. R., Mer- a. George Washington a. George Washington b. Bugs Bunny b. Benjamin Franklin rill, P.F., and Wood, B. (1991). How c. Thomas Jefferson c. Thomas Jefferson to Prepare Better Multiple-Choice d. Daffy Duck d. John Adams Test Items: Guidelines for Univer- sity Faculty. Provo, Utah: Brigham Young University Testing Services C. Make sure alternative responses are grammatically parallel to each other. and The Department of Instruc- tional Science. Poor example: Better example: • “Multiple Choice Questions.” The Which of the following is the best way to Which of the following is the best way to University of Texas at Austin Faculty build muscle? build muscle? Innovation Center, 14 Dec. 2016, a. Sign up to run a marathon a. Running on a treadmill b. Drinking lots of water b. Drinking lots of water https://facultyinnovate.utexas.edu/ c. Exercise classes c. Lifting weights teaching/check-learning/question- d. Eat protein d. Eating lots of protein types/multiple-choice. Author’s Background D. When possible, list the alternative responses in a logical order (numerical, Amy Brusini, Blackboard Training alphabetical, etc.) Specialist, CER, JHU Poor example: Better example: Amy Brusini works How many ounces are in a gallon? How many ounces are in a gallon? at the Center for Ed- a. 16 a. 4 b. 148 b. 16 ucational Resources c. 4 c. 128 (CER), a teaching d. 128 d. 148 and learning center for Homewood faculty. Amy provides E. Avoid using ‘All of the above’ or ‘None of the above’ to prevent students support and training for Homewood fac- from using partial knowledge to arrive at the correct answer. ulty on Blackboard, the university’s current course management system, as well F. Use at least four alternative responses to enhance the reliability of the test. as instructional design support. Amy has a Master’s Degree in Education from Johns Hopkins University. The Innovative Instructor Pedagogy

February 2018 Grading in the Fast Lane with Gradescope Scott Smith, Professor, Computer Science, JHU What this is The Innovative Instructor is an article series (http://cer.jhu.edu/ii) and a The issue blog (http://ii.library.jhu.edu) related to Grading can be one of the most time con- teaching excellence at Johns Hopkins suming and tedious aspects of teaching a course, but it’s important to give prompt and meaningful feedback to your students. In Article categories large courses, aligning grading practices Best Practice across multiple teaching assistants (TAs) How to use technologies and apply necessitates a level of coordination that innovative instructional methods includes scheduling grading meetings, re- Pedagogy viewing materials for correct answers, and Hopkins professors share successful calibrating point evaluations, all of which Faculty solution strategies for teaching excellence can take up valuable time during the semester. About year and a half ago, a colleague intro- Technology duced me to an application called Gradescope Information about emerging In courses that teach programming, we to manage the grading of assignments and ex- technologies, who is using them, typically assign students projects that re- ams. I spent a relatively short amount of time and why you should know quire them to write programs to solve prob- getting familiar with the application and lems. When instructors grade this type of used it in a course in the fall of 2016, for both assignment, they not only have to observe student-submitted homework assignments For information on the program’s results but also the student’s and in-class paper exams. In the case of the how to contribute to approach. If the results are not correct or the homework, students would upload a digital The Innovative Instructor program doesn’t run, we have to spend time version of the assignment to Gradescope. or to read archived articles reviewing hundreds of lines of code to debug The application would then prompt the stu- please visit: the program to give thoughtful feedback. dent to designate the areas in the document http://cer.jhu.edu/ii where their answers can be found so that or email: In the past, my method for grading assign- the application could sort and organize the [email protected] ments with my TAs may have been arduous submissions for the ease of grading. For the but it worked. However, last year, no TAs in-class exams, I would have the students were assigned to my Principles of Program- work on a paper-based exam that I set up ming Languages course. Concerned that in Gradescope with the question areas es- About the CER I wouldn’t have enough time to do all the tablished. I then would scan and upload the The Center for Educational Resources work, I looked for another solution. exams so that Gradescope could associate partners with faculty, postdocs, the established question areas to the student and graduate students to extend Why does it matter submissions automatically. The process of instructional impact by connecting Consistent grading and providing meaning- digitizing the completed tests and correlat- innovative teaching strategies and ful feedback for student’s every submission, ing them to the class roster was made easy instructional technologies especially with multiple teaching assistants with a scanner and Gradescope’s automatic (TAs) can be challenging. Typically when roster matching feature. Gradescope be- grading, I would schedule a time to sit down came a centralized location where my TAs with all of my TAs, review the assignment and I could grade student work. or exam, give each TA a set of questions to grade, pass the submissions around until all The real power of Gradescope is that it re- were graded, and finally calculate the grades. quires setting up a reusable rubric (a list of When a TA had a question, we could address competencies or qualities used to assess cor- it as a group and make the related adjustments rect answers) to grade each question. When throughout the submissions as needed. While grading, you select from or add to the rubric this system worked, it was tedious and time to add or deduct points. This keeps the grad- consuming. Occasionally, inconsistencies in ing consistent across multiple submissions. Pedagogy the grades came up, which could prompt re- As the rubric is established as a part of the as- grade requests from students. I kept think- signment, you can also update the point values ing that there had to be a better way. at any time if you later determine that a point

- - - Scott Smith has has Smith Scott of beenprofessor a Science Computer al- for Hopkins at His 30 years. most specialty research programming is ditional information: http://ii.library. information: ditional jhu.edu/2018/02/15/grading-in-the- fast-lane-with-gradescope Gradescope site: https://gradescope.com site: Gradescope post with Blog ad Instructor Innovative Gradescopeof version institutional The JHU faculty to available currently is you If program. a pilot through users about more learning in interested are your for work might Gradescope how Reid Sczerba contact in the courses, at Resources Educational for Center [email protected]

Author’s background Author’s Scott Smith, JHU Science, Computer Professor, he severalthe past years, For languages. Software courses, main two taught has project-based a 100 student Engineering, Programming of Principles and class, a mathematically-oriented Languages, small pro and both with written course assignments. gramming Additional resources Additional • • • ized that it could be could useddetect cheating. to it izedthat see to submissions you allows Gradescope making in sequence, questions specificto identical, are that submissions spot easy to it Whilenot a answers. copied for a red-flag It bonus. undocumented an is it feature, shouldadheres Gradescope that be noted also and Rights Educational (Family FERPA to tools. educational for standards Privacy Act) After using Gradescope for a year, I real I year, a for Gradescope using After ------to Student’s submission with rubric items used in grading used in submission with rubric items Student’s , larger in scope, , larger Other thoughts assign when preparing that found I have ments with Gradescope, I am more willing more I am Gradescope, with ments With mini-assignments. multiple create to be cre to the tendency would courses, large assignments fewer ate lessen the amount of grading. When there grading. When of lessen the amount students for points too submission few are they find I that deadline oriented, whoare start the assign to till days few the last wait process the learning make which can ment, assignments, more adding By effective. less incrementally to learning the scaffold I can in class. taught topics on build ing the work with detailed rubrics and test detailed with and rubrics the work ing in the grading saved time is cases, more scales preparation of this value The process. the rubrics and increases, enrollment as teach be can when reused you scripts and time during more With again. the course the streamlining by freed the up semester to able I were and TAs my process, grading benefi more is hours, which office increase the students. runcial for in the long much easier is regrading for process The Before instructors. and both students for de- meant request a regrade Gradescope, question, graded that which TA termining then them, and with therequest discussing the theWith grade. adjusting potentially a regrade submit students feature, regrade question’s that to routed which gets request, for comments with the TA) grader or (me The grader thencan the consider. grader to the to directly points the regrade award I the instructor, As assignment. student’s over can and see can all requests, regrade the reduce to which helps ride if necessary, with logistics involved and bureaucracy regrade Additionally, regrading. manual sta- assignment Gradescope’s and requests is pinpoint to you allow may tistics feature well how or a particular with sues question a topic. understood have students

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Gradescope is only effective if your ru your if effective only is Gradescope Results reducedOverall, has Gradescope the use of the improves and grading timespent pro to able I am that feedback of quality vide students. when I release instance, For re to able they are thegrades students, to that rubrics theview descriptive each of used when their submissions, grading were Auto- comments. additional any as well as in this feature thegrader star really was their submit to able were case.Students make run, and would if it code, determine the deadline increase to before corrections are There grade. a better of their chances allowed of the number reduce to features set to a limit I choose not but submissions, iterative use an could the students so that solution. the right getting to approach thought well are criteria grading and brics require scripts the auto-grading and out, the grading Creating set time to up. some assignments the programming for scripts frontload by but seem time intensive, may in each student’s submitted program. submitted student’s in each adjustment is advisable, and the grade the grade and advisable, is adjustment have wouldn’t I that informed After being Program of Principles my for TAs any calculations will update automatically. automatically. update will calculations the following course Languages ming of use one to motivated I was semester, the programming [features, Gradescope’s Being platform. auto-grader assignment grades and provide automatically to able code submitted students’ for feedback who instructors of been dream a long has a offers Gradescope programming. teach in which environment language-agnostic and the components setsthe up instructor programs the students’ needed for libraries a grading establishes run.to instructor The pro the analysis, the for basis is that script found issues for feedback gradesviding and Screenshot of Gradescope’s Review Grade for an assignment for Grade Review of Gradescope’s Screenshot

Pedagogy The Innovative Instructor Technology

February 2018 TCrunch John Hickey, PhD Candidate, Biomedical Engineering, JHU What this is The Innovative Instructor is an article series (http://cer.jhu.edu/ii) and a What it is read, and analyze dozens of blog (http://ii.library.jhu.edu) related to Tcrunch is a mobile appli- exit tickets or other forma- teaching excellence at Johns Hopkins cation that enables more tive assessments for each efficient and frequent in- class. While there are exist- structor-student communi- ing classroom polling apps, Article categories cation. You can think of it as they proved not as useful Best Practice an electronic version of the for gathering and analyzing How to use technologies and apply teaching strategy called an the more complex formative innovative instructional methods exit ticket. A traditional exit assessments he wanted to Pedagogy ticket is a 3x5 index card implement. John introduced Hopkins professors share successful given to students at the end the Tcrunch concept at strategies for teaching excellence of class; the instructor asks a the CER’s first Educational Technology question to solicit formative Shark Tank event at Johns Information about emerging feedback from the students. Hopkins in 2016, and was technologies, who is using them, With Tcrunch you can do awarded seed funding to and why you should know the same thing, but the app start the project. eliminates the paper, per- forms all collecting and analyzing activities For information on in real-time, and emails the results to you. Why it matters how to contribute to Finding time to implement effective teach- The Innovative Instructor As an instructor you can create a question to ing strategies can be challenging, especially or to read archived articles get feedback on your class structure, teaching for professors whose teaching is only one please visit: techniques, or student comprehension. The of their many responsibilities. The app can http://cer.jhu.edu/ii app format decreases administration and save instructors time in the following ways: or email: analyzation time enabling more frequent [email protected] implementation. Designed specifically to a. Question creation - There are many improve recurrent feedback, a question preset questions that can be selected. bank is available to assist you in prepopulat- b. Elimination of paper - All processes ing the question field. are consolidated in the mobile app. About the CER c. Easy Access - Instructors can create The Center for Educational Resources questions or analyze results anywhere partners with faculty, postdocs, Who produced it and results can be accessed anytime. and graduate students to extend The app was developed by John Hickey, d. Consolidation of class accounts - instructional impact by connecting PhD candidate, department of Biomedical Instructors can go to one place for innovative teaching strategies and Engineering at Johns Hopkins University. all their classes, avoiding the need to instructional technologies Coding was done largely by two JHU create unique codes or accounts. undergraduates, Tony Jiang and Gabriel e. Simple analysis - The graphical/ Fernandes. Significant guidance and support chronological interface makes it easy was given by JHU’s Center for Educational to see results quickly. Resources (CER). f. Complex analysis - Results can be downloaded to Excel to further analyze. Why it was made John developed Tcrunch due to his own struggles with improving learning in the classroom while facing time constraints. He understood the value of regular feedback Technology on his teaching style, classroom activities, and student comprehension, but knew he didn’t have the time to hand out, collect,

- - - Immunoengineering event at Hopkins to be able be to able Hopkins at event Who is using it using is Who students and Both instructors found they have that report They like being valuable. Tcrunch - ques answer and create to able - plat a having and the go on tions all in one their classes for form Ease been useplace. has of noted personally has John plus. a big as him helped Tcrunch that found - as time and classroom restructure determine to and load, signment class. missing were students why University Towson at Professors faculty and used Tcrunch have expressed have Hopkins Johns at in trying theapp. out interest How to get started get to How for search app, use and this find free To Google or App in the Apple Tcrunch ques have you If download. and stores to like would or the app, about tions be can Hickey ideas, John contribute contacted [email protected] at Where is it going Where extend to is term, the push the short In faculty. more to Tcrunch of the reach will efforts development Additionally, be a web-based focused plat adding on form that would connect users without without users connect would that form a mobile phone. term, the the long In orga edtech partner larger to with is aim a supported this as establish to nizations direct who want instructors for solution feedback. student - Teaching Shark Tank and developed the curriculum for two the two developed curriculum and for . Preparing Future Faculty Program Faculty Future Preparing John Hickey is a PhD candidate in the Biomedical Engineering Department at Johns Hopkins. He He Hopkins. Johns at Department Engineering in the Biomedical candidate a PhD is Hickey John the completed and is developing an online online an developing is and Research as in Teaching participates currently He Hopkins. whilecourses at the first of the winners of one was He class. level Masters Tcrunch develop to Google Play Store link: https://play.google.com/store/apps/details?id=com.toniebalonie.tjiang11.tcrunch&hl=en Google Store Play Apple store link: https://itunes.apple.com/us/app/tcrunch/id1287291189?mt=8 store Apple

• • Author’s Background Author’s JHU Engineering, Biomedical Candidate, PhD John Hickey,

Additional Resources Additional tion that pertains to the lecture could be asked to solicit responses in class, to evaluate evaluate to class, in responses solicit to be could asked pertains the lecture to that tion of outside be can created needed. is Or a question a concept of if further explanation you question one is “What as, such their teaching, plan instructors help time to class just-in- With tomorrow?” discussion class our for the reading assigned about have to class the next before the answers analyze can instructors responses, time student useful. deems as instructor the be often as can made Assessments adjustments. make Tcrunch can be used to get feedback both in and outside of class. For example, a ques example, For class. of outside be both in and feedback can used get to Tcrunch How it can be used How and create can Instructors Tcrunch. for portal student and teacher is a both There a create can teachers a course, sections. Within and labs, courses, multiple manage see Students Tcrunch. through their students to it release and prompt or question the into come answers Student it. answer and the question, on click this question, or the app within the results evaluate can Instructors real-time. in app instructor’s Other functionalities spreadsheet. Excel an of in the form the results themselves email improve help to questions pre-existing a bank of questions, choice multiple include the students. for setting anonymous an and teaching, The real value of Tcrunch is not having to wait until the end of the semester to find to find of the semester end the until to wait having not is Tcrunch of real value The time enough not time and lecturing too spend much think you students your that out for allows It reading. the course doing not are students that or work, group promoting the term. throughout learning and teaching of evolution a dynamic Various screenshots showing question listings, submissions, and analytics. submissions, question listings, showing screenshots Various

Technology The Innovative Instructor Best Practice

July 2017 Writing Course Learning Goals Richard Shingles, Lecturer, Biology Department What this is Michael J. Reese Jr., Director, Center for Educational Resources The Innovative Instructor is an article series (http://cer.jhu.edu/ii) and a blog (http://ii.library.jhu.edu) related to teaching excellence at Johns Hopkins What it is Effective teaching starts with thoughtful course planning. The first step in preparing a course is to clearly Article categories define your course learning goals. These goals describe Best Practice the broad, overarching expectations of what students How to use technologies and apply should be able to do by the end of the course, specifi- innovative instructional methods cally what knowledge students should possess and/or Pedagogy what skills they should be able to demonstrate. Instructors Hopkins professors share successful use goals to design course assignments and assessments, and strategies for teaching excellence to determine what teaching methods will work best to achieve the desired outcomes. Technology Information about emerging technologies, who is using them, Why does it matter and why you should know Course learning goals are important for several reasons. They communicate the instructor’s expectations to students on the syllabus. They guide the instructor’s selection of appropriate teaching approaches, resources, and assignments. Learning goals inform colleagues who For information on are teaching related or dependent courses. Similarly, how to contribute to departments can use them to map the curriculum. A syllabus usually includes a The Innovative Instructor Departmental reviews of the learning goals ensure learning goals section that or to read archived articles prerequisite courses teach the skills necessary for begins with a statement such please visit: subsequent courses, and that multiple courses are as, “At the end of this course, http://cer.jhu.edu/ii not unnecessarily teaching redundant skills. students will be able to:” that is or email: followed by 4-6 learning goals [email protected] Once defined, the overarching course learning clearly defining the skills and goals should inform the class-specific topics and knowledge students will be teaching methods. Consider an example goal: At able to demonstrate. the end of the course, students will be able to apply About the CER social science data collection and analysis techniques. The Center for Educational Resources Several course sessions or units will be needed to teach students the knowledge and skills partners with faculty, postdocs, necessary to meet this goal. One class session might teach students how to design a and graduate students to extend survey; another could teach them how to conduct a research interview. instructional impact by connecting innovative teaching strategies and instructional technologies How to use it I. Brainstorming Goals Faculty should start with a general list of course learning goals and then refine the list to make the goals more specific. Edit the goals by taking into consideration the different abilities, interests, and expectations of your students and the amount of time available for class instruction. How many goals can your students accomplish over the length of the course? Consider including non-content goals such as skills that are important in the field.

Content goal: Analyze the key forces that influenced the rise of Japan as an Best Practice economic superpower. Non-content goal: Conduct a literature search. II. Writing Goals Examples The following list characterizes clearly-defined learning goals. Consider these Here are examples of learning goals for suggestions when drafting goals. several different disciplines using a common introductory statement. Specific - Concise, well-defined statements of what students will be able to do. Measurable - The goals suggest how students will be assessed. Use action verbs “By the end of this course, students will be that can be observed through a test, homework, or project (e.g., define, apply, propose). able to do the following... Non-measurable goal: Students will understand Maxwell’s Equations. “Propose a cognitive neuroscience Measurable goal: Students will be able to explain in words and pictures the full set of Maxwell’s Equations in a vacuum. experiment that justifies the choice of question, experimental method and Achievable - Students have the pre-requisite knowledge and skills to achieve the goals. explains the logic of the proposed ap- Relevant - The skills or knowledge described are appropriate for the course or the proach.” (Cognitive Science) program in which the course is embedded. Time-bound - State when students should be able to demonstrate the skill (end of “Articulate specific connections between the course, end of semester, etc.). texts and historical, cultural, artistic, social and political contexts.” (German and Romance Languages and Literature) III. Verb Choice “Design and conduct experiments.” The most difficult aspect of writing learning goals for most instructors is ensuring (Chemistry) the goals are measurable and achievable. In an introductory science course, students may be expected to recall or describe basic facts and concepts. In a senior humani- “Design a system to meet desired needs ties course, students may be expected to conduct deep critical analysis and synthesis within realistic constraints such as eco- of themes and concepts. There are numerous aids online that suggest action verbs nomic, environmental, social, political, to use when writing learning goals that are measurable and achievable. These aids ethical, health and safety, manufactur- are typically structured by Bloom’s Taxonomy – a framework for categorizing educa- ability, and sustainability.” (Biomedical tional goals by their challenge level. Below is an example of action verbs aligned with Engineering) Bloom’s Taxonomy. Additional Resources Bloom’s Taxonomy article. http://cer.jhu.edu/files/InnovInstruct- BP_blooms-taxonomy-action-speaks- louder.pdf

Blog post on preparing a syllabus. http://ii.library.jhu.edu/2017/02/23/ lunch-and-learn-constructing-a- comprehensive-syllabus

Avoid vague verbs like “understand” or “know” because it can be difficult to come to consensus about how the goal can be measured. Think more specifically about what students should be able to demonstrate.

Author’s Background Richard Shingles Michael J. Reese Jr. Lecturer, Biology Department, JHU Associate Dean and Director, CER Dr. Richard Shingles is a faculty mem- Mike Reese is Associate Dean of Univer- ber in the Biology department and also sity Libraries and Director of the Cen- works with the Center for Educational ter for Educational Resources. He has a Resources at Johns Hopkins University. PhD from the Department of Sociology He is the Director of the TA Training at Johns Hopkins University. Institute and The Teaching Institute at JHU. Dr. Shingles also provides pedagogical and technological support to instructional faculty, postdocs and graduate students. The Innovative Instructor Pedagogy

August 2017 Ancient Spaces in a Digital World Marian Feldman, Professor, Art History and Near Eastern Studies What this is The Innovative Instructor is an article series (http://cer.jhu.edu/ii) and a The issue blog (http://ii.library.jhu.edu) related to One of the more challenging aspects in de- teaching excellence at Johns Hopkins veloping a new course is choosing an appropriate educational technology to achieve my learning goals. The material in my course Article categories “Creating Sacred Space in the Ancient and Best Practice Medieval World” lent itself to a visually How to use technologies and apply focused approach to help students under- innovative instructional methods stand these sacred spaces and interpret the Pedagogy intents of their creators and builders. The Hopkins professors share successful course engaged students with undertaking strategies for teaching excellence their own research about ancient spaces and Technology the culture that surrounds them by study- tions, development of a website, or a custom Information about emerging ing floor plans, technical drawings, photo- design solution. These alternatives to a re- technologies, who is using them, graphs, and other relevant images. Ideally, search paper allow students to take creative and why you should know the way to explore broad questions about ownership of the form or the structure of what makes a place sacred and how it differs the project. Providing students with alterna- from other spaces is to include visual refer- tives to a research paper can foster a richer For information on ences to provide spatial context that can be and more memorable student learning how to contribute to aligned with material meaning. experience. The Innovative Instructor or to read archived articles My goals for the students’ learning out- please visit: comes were to be able to define a vari- Faculty solution http://cer.jhu.edu/ii ety of different sacred spaces from the I wanted the students to directly express or email: ancient world, to identify architectural, their research about these sacred spaces [email protected] decorative and other physical features by creating a digital representation of one that created a sense of sacredness, and to of the scared spaces for their final project. articulate the unique ways in which each They were asked to research a site, provide feature contributed to this sense. It was a written argument as to what made that About the CER difficult to find a solution that not only space sacred, and support it with visual evi- The Center for Educational Resources met these course goals but also didn’t hin- dence. This necessitated exploration into a partners with faculty, postdocs, der the student’s ability to achieve them. technical solution that would allow for a and graduate students to extend Learning to use a new educational tool deeper understanding of these ancient sites instructional impact by connecting can be overwhelming and distracting for and a means for students to present their innovative teaching strategies and students as they attempt to engage with research visually. instructional technologies the course content to prepare and present final projects. Initially, I thought the students could create a website for their final projects, so I began investigating platforms offered at Hopkins. Why does it matter After a consultation with the Center for Finding an appropriate educational tech- Educational Resources (CER), I discovered nology application or tool for a course can that they had developed an image annota- be difficult but there are benefits to consider. tion program called “Reveal” that would al- For example, students may learn new skills low students to create contextual notes on applicable to their future careers, build- images of sites they were researching. In or- ing their confidence, and potentially, their der to better understand the program, my resumes as they enter the workforce. Fur- teaching assistant and I met with the CER Pedagogy thermore, educational tools can be used by staff. The details of the final project were- ad students to produce interesting and creative justed to make sure the goals for the course final projects such as professional presenta- would be met with students using Reveal. - - - - Other thoughts to tools educational into looking When consider to important is it use in a course, and both the students for thetimefactor the time the students, For the instructor. use the to tool in learning investment the against be carefully weighed should should Time gains. learning for potential provide to the syllabus into beto factored support. and training appropriate be need to students humanities Today, their for in preparation digitally literate how Understanding post-academic life. some knowing images, with work to law, property intellectual basicsabout visual mate cite and source to learning century 21st skills for important rialsare I will this course time I teach Next career. on these present to staff inviting consider skills- add more to a way as concepts the course. based to training Another factor that eased that the grading factor Another Reveal built. is itself how was process to users for allow doesn’t application The a building as styling or the layout change Because the students have. would website overwhelm select an to from have didn’t ing number of optional features, they features, optional of number ing their organizing focus on to able were look- were we the elements and content, form. in a consistent grade were to ing in the end, that realize to came Students over control have would their viewers dis and a site through navigate to how on relationships and connections cover im Reveal’s and This, terms. their own pushed display, content hierarchical plicit their organizing think to about students for allow would that in a manner content topics, by whether governed exploration, otherwise. or space, physical categories, ------er-order learning outcomes than they than outcomes learning er-order pa research a traditional with have might eval positive received the course and per, met projects of the majority The uations. the for required objectives the learning several exemplary were there assignment; aspectsthe the main of of One examples. whether was students evaluation project con and argument a clear included had challenge the biggest clusion—perhaps did find Students faced the students. that particularly the exercises, the scaffolding their developing in be to helpful outline, arguments. - teach both grading, my to came it When a using I benefited from and assistant ing follow. to us for created I rubric grading normal and our This alignedthinking - proj the student across grading izedour with ects.is particularly important This expressive or a creative have that projects stick and bias reduce to helps it as form performance. evaluating with Results high achieved the students Overall,felt I scaffolding for their learning ensured that that ensured learning their for scaffolding complicat more to on they moved before ed foundations they tasks, the main had place. in the project of - - - - - Marian Feldman teaches the art and archaeology of ancient ancient of archaeology the art and teaches Feldman Marian Mediterranean eastern East, and the Near Mesopotamia, 3500 BCE classes 500 BCE. to Her approximately from contri the arts’ art and ancient of the socialstress context civilizations. ancient about knowledge our to bution Marian Feldman, Art History Studies Eastern and Near Professor, Reveal, image annotation tool: http://cer.jhu.edu/tools-and-tech/reveal tool: annotation Reveal, image

• Author’s background Author’s Additional resources Additional In preparation for the course, a case a case the course, for preparation In to the students for developed was study Reveal be could how idea of them an give the sequence depicting used. Floorplans Mesopo ancient an of reconstructions of the CER have to allotted timewas Class use Reveal. to how on workshop a present answer to up session follow a was There us after had students that questions any the as guidance the students give To project created we progressed, course as- of incremental series scaffolding—a the final make steps—to and signments sub first Students daunting. less project tamian temple were selected refer and were temple tamian entryways where to as made were ences located. were objects significant and - also the stu had We the application. ing Center Resources Visual meet with dents to useto ArtStor how about to learn staff their visual content. source a thesis of thein form proposal a mitted they that site sacred a for statement top project wanted the After research. to they began their research accepted, ic was an using by their content organized and served site that inform to format outline developed in Reveal. Students creation - cita image provided and a bibliography used. Providing the resources for tions

Case study of the Sin Temple in ancient Mesopotamia and student project site in Reveal showing contrasting view points of a subject points view contrasting showing project in Reveal Mesopotamia and student in ancient site Temple study of the Sin Case Pedagogy The Innovative Instructor Technology

August 2017 SketchUp Reid Sczerba, Multimedia Developer, CER What this is The Innovative Instructor is an article series (http://cer.jhu.edu/ii) and a What it is blog (http://ii.library.jhu.edu) related to SketchUp is a three-dimensional rendering teaching excellence at Johns Hopkins application that uses a sketch-based approach for creating models. It may be beneficial to anyone looking to visualize three-di- Article categories mensional structures, spaces, or objects. Best Practice With a free-to-use version available for How to use technologies and apply download, SketchUp is an affordable innovative instructional methods way to develop 3D models. It is easy Pedagogy to learn compared to professional Hopkins professors share successful 3D graphic software packages. strategies for teaching excellence program ranging from exploring building Technology structures, conceptualizing mechanical Information about emerging Who produced it objects, teaching complex structures, and technologies, who is using them, The application was created in 2000 by remodeling houses. and why you should know @Last Software. Google purchased Sketch- Up in 2006. Under Google’s ownership, the program was developed further and Why it matters For information on integrated with Google Earth to allow im- Using your imagination to conceptualize how to contribute to porting models for geo-location. In 2012, physical spaces is difficult. Communicating The Innovative Instructor Google sold SketchUp to Trimble Inc., a ideas and concepts that involve spatial and or to read archived articles mapping, navigation, and surveying equip- volumetric relationships in space, such as please visit: ment company. Trimble continues to develop comparison of size and distance between ob- http://cer.jhu.edu/ii the application and support SketchUp’s grow- jects, is often more effectively accomplished or email: ing community of users. by sharing visualizations and renderings of [email protected] the subject. This allows viewers to have a common point of reference in which to talk Why it was made about details. Three-dimensional rendering software is About the CER typically complex and requires a significant Three-dimensional models offer immersive The Center for Educational Resources time investment to learn and use. SketchUp and engaging aspects that are potentially excit- partners with faculty, postdocs, was developed to be intuitive and easy to ing to viewers. For example, sharing a virtual and graduate students to extend learn with the intent to bring “3D model- walkthrough of an ancient city or a 360-degree instructional impact by connecting ing to the masses.” It was used early on by view of a design prototype can make the ex- innovative teaching strategies and architectural firms to provide quick concept perience memorable for your students, which instructional technologies renderings of buildings and environments. helps them retain the information presented. Today, the application is used by interior designers, landscape architects, civil and Creating three-dimensional models for mechanical engineers, and film and video pedagogical purposes has traditionally re- game creators. There are use cases for the quired the use of expensive professional modeling applications and highly skilled staff. SketchUp’s free modeling tools make the process of creating models an intuitive experience. This can be a great starting point for faculty to produce three-dimensional models and environments. Moreover, your students may not have developed the ability Technology to think spatially. Assigning a course project that involves the use of SketchUp creates an opportunity for learning these skills. - - - - - ing process, the Extension Warehouse Warehouse the Extension process, ing the answer. have may Other Thoughts the from the best resources of One the 3D Ware is community SketchUp shar for repository online an house, mod The models. user-generated ing be can in the 3D Warehouse found els projects. own your for point a starting that of companies number a are There created professionally uploaded have are so if you their products of models a of a specificsay, model for looking it find may you appliance, household there. giving highlyis extendable, SketchUp with plugins develop to theusers ability The language. programming the Ruby of a repository is Warehouse Extension instance install in your may you plugins but free, are all plugins Not SketchUp. of pol- a photo-realistic need have to if you model a streamline to a way find or ish How to get started get to How the of a free version offers Trimble Make. called SketchUp application the all basic features of includes It for modeling. a full is Pro SketchUp features includes that version featured importing tools, solid modeling as such dynamic imagery, satellite and terrain export and importing and components, ing file formats necessary for use in othernecessaryuse in for formats file ing and educator an are you If applications. can you SketchUp, with teaching on plan use the to license a free one-year request are Students Pro. SketchUp full-featured a one-year on a discount get to also able enrollment. of proof license with for available tutorials video are There are tutorials These SketchUp. learning learn to the way efficient most the often a start on a quick get and application project. ------At Hopkins, Bill Leslie, Hopkins, At a professor of History - Tech Science and of in the past had nology, to students required di- shoebox a build a museum of orama featuring exhibition Universities have been in have Universities technologies vestigating Google as such Cardboard, Micro and Oculus Rift, Currently, HoloLens. soft content of lack a is there use of make to available technolo these emerging find could gies. SketchUp be to a in a position itself the cre for point starting can 3D spaces that of ation be experienced in a highly environment. immersive Where it is going Where reality augmented in virtual and Interest Companies years. in recent increased has and new developed technologies have peofor - opportunities offer methods to experience to virtualple environments. a topic of their choice. After discovering discovering After their choice. of a topic option the students offered he SketchUp, 3D. space in their exhibition create to choos in unanimous were students The both the which improved SketchUp, ing the logis and the projects of consistency Students class. them to presenting ticsof engagement and creativity demonstrated in the project. - - - - Example diagram of Example diagram and folio verge mechanism created in SketchUp - - - A staff member at the Center for Educational Resources, Reid provides training on a variety of programs, programs, of on a variety training provides Reid Resources, Educational for at the Center member A staff design with graphic and expertise information on shares and development, resources in educational aids Maryland Digital a MA in Arts from and in Illustration a BFA holds He campus. the Homewood faculty at Art. College of Institute Reid Sczerba, Resources for Educational Center Multimedia Developer, https://3dwarehouse.sketchup.com/?hl=en models: Repository of https://extensions.sketchup.com/en extensions: and plugins Repository of Sketchup website: https://www.sketchup.com website: Sketchup licensing: educational about Information https://www.sketchup.com/buy/resellers?type=education

• • • • Author’s Background Author’s

Additional Resources Additional SketchUp can be can particularly useful for SketchUp disciplines in engineering design projects the develop require that SketchUp provides accurate tools for for tools accurate provides SketchUp As spaces. objects and of the rendering CAD (Computer for easy entryan point can SketchUp Aided Design) software, techni require be that used in disciplines example, For diagrams. and cal drawings ur be can used conceptualize to SketchUp think to through initiatives planning ban a com to changes proposed of the impact be can models shared Resulting munity. walk with complete stakeholders with to annotations and animations through information. additional provide such prototypes, of ment de- to a design as project a radio transmitter velop a size within receiver and could that specification impact an withstand force. of 100 pounds of use could Team-members the out map to SketchUp the electricircuitry for de and cal components There the housing. velop use methods a to are create model to SketchUp with prototype a physical a 3D printer. How it can be used How

Technology The Innovative Instructor Best Practice

May 2017 Visual Clarity Reid Sczerba, Multimedia Developer, CER, JHU What this is The Innovative Instructor is an article series (http://cer.jhu.edu/ii) and a What it is blog (http://ii.library.jhu.edu) related to Visual design, in the form of advertisements, teaching excellence at Johns Hopkins entertainment, functional signage, etc., can be seen everywhere. You are constantly processing visual information to make sense Article categories of the world and, often unconsciously, you Best Practice place value judgements on what you see. How to use technologies and apply It is important to consider this when de- cause you to think the presenter is obscur- innovative instructional methods signing or creating visual content for pre- ing information or doesn’t have a consistent Pedagogy sentation, as there are a number of design message. Poorly crafted visual content may Hopkins professors share successful strategies that will make that content clear, also communicate that the presenter is not strategies for teaching excellence persuasive, perhaps even beautiful. Visual professional, thus reducing the authority or Technology clarity will help to improve the delivery of trustworthiness of the content. Information about emerging the message. This article provides principles technologies, who is using them, that will help you to create clear and concise Learning/Memory and why you should know visual design. The main objective is to ensure that your content is as easy to understand as possible. This is achieved by organizing and For information on Why does it matter arranging ideas so that they can be read how to contribute to Truth/Professionalism with minimal effort. If the viewer can The Innovative Instructor Whether you consider what you see as perceive the content without the frustra- or to read archived articles beautiful, ugly, discordant, complex, or tion brought on by poor design, they are please visit: otherwise, it will affect your opinion on more likely to be engaged. Well-designed http://cer.jhu.edu/ii that subject. When seeing displays of re- visual displays are more accessible, easier or email: search, data, or ideas, there is tendency to to comprehend, and more memorable, [email protected] distrust content that is overly complex or even if the viewer disagrees with the ideas difficult to read. These perceptions may expressed.

About the CER How to use it The Center for Educational Resources The strategies offered in this article apply to all forms of design including PowerPoint partners with faculty, postdocs, presentations, conference posters, brochures, and graphics for products, advertise- and graduate students to extend ments, or promotional videos: instructional impact by connecting innovative teaching strategies and I. Visual hierarchy/Emphasis instructional technologies Visual hierarchy is about controlling the Example show- flow of information you want your viewers ing visual order to see and remember. This is accomplished starting from the by emphasizing the design elements (text, center callout, fol- graphics, images) to establish the order of lowed by the most importance, guiding the viewer to an un- emphatic header derstanding of your message. Importance to the least is implied by adjusting the element’s characteristics to increase its visual contrast and setting it apart from other elements.

There are many ways to emphasize the visual elements in your message. You can make the text font larger, bolder, or choose a color that is brighter or darker than the colors that sur- Best Practice round it. To highlight a visual element, such as an image, icon, or chart, consider making it larger or adding more space around it to set it apart. You can also consider placing the most important content prominently, in the center or at the top of the display. II. Spacing/Alignment V. Fonts White space is a design There are thousands of fonts to choose from and it can seem concept that refers to overwhelming to find the right one. A well-selected font can the empty space found help set a tone but the best choice is a font that is easy to read. in a document, illus- There are two main types of fonts each with their own advantages. tration, or other visual display. When laying A serif font has graphic characteristics adorning each letter, out content, consider called serifs, that are reminiscent of a chiseled edge or a cal- how the elements fit ligraphic brush stroke. These give the serif font a classic ap- together. Being aware pearance. Serif fonts are best of the empty space can for large sections of body text help you to align your Gridlines and other guides can because your eyes are able to content consistently and help you visualize empty space identify the unique shape of comfortably and clarify each word quickly. This is the information relationships in the visual hierarchy you have why most print publications established. Use consistent units of measure to separate title use serif fonts. headers, blocks of text, and graphic elements so that the content isn’t randomly placed within the layout. The san-serif font does away with the serifs leaving the basic letterform, which is more modern looking. San-serif fonts III. Contrast/Color are easier to read from a distance because the letters don’t Attract attention to your most impor- have the graphic complexity of a serif font. San-serif fonts tant messages by using color and con- are used in street and directional signs because they need to trast. The best approach is to create a be read from a distance. Consider using san-serif fonts for color scheme with one bold shade to titling and headers to make them easy to read. be used selectively to maintain its impact. Colors that stand out are more vibrant in hue and either brighter in Other thoughts value against dark colors or darker in One of the most difficult tasks when preparing content for value against light colors. Use color to presentation is constructing a concise and engaging narra- codify and categorize information (be tive. Start by choosing a narrative structure (e.g., narrative mindful of the color blind). Color can arc, process analysis, compare and contrast) that will assist direct a viewer to specific data relation- your viewers in understanding your content. With a clear ships in maps, diagrams, and charts. focus on your intended message, you will be able to cut out extraneous information. Then you can make the best design Colors can be suggestive of mood, positive and negative decisions to support your narrative. feelings, and levels of energy. Consider using the connota- tive meaning of colors to communicate ideas quickly and set a tone. For example, neon-bright colors suggest energy and excitement, a muted, neutral palette can convey sophistication. Additional Resources • Reynolds, Garr. Presentation Zen: Simple Ideas on Presen- IV. Repetition/Branding tation Design and Delivery. New Riders, Berkeley, CA. 2012 An important aspect of design is the repetition of visual ele- • Dabner, David. Stewart, Sandra. Vickress, Abbie. Zem- ments in headers, outlines and footers. Develop a unique pol, Eric. Graphic Design School. John Wiley & Sons, Inc. style that will be your visual voice. Your color scheme, font, Hoboken, NJ. 2017 bullets, borders, and other graphic elements, including • Malamed, Connie. How Visual Clarity Affects Learning. icons and symbols, should be used consistently throughout http://theelearningcoach.com/learning/visual-clarity- your design to give it a unique and memorable appearance and-learning or brand. Using conflicting elements, such as multiple color schemes or changing the way you outline images, reduces the impact of your visual voice. The distinctiveness of your Author’s Background style—your brand—helps people remember your message. Reid Sczerba, Multimedia Developer, Center for Educational Resources, JHU A staff member at the Center for Educa- tional Resources, Reid provides training on a variety of programs, aids in educational resources development, and shares expertise on information and graphic design with faculty at the Homewood campus. He holds a BFA in Illustration Example of two PowerPoint slides with a consistent ap- and a MA in Digital Arts from Maryland pearance to express a uniquely “branded” presentation Institute College of Art. The Innovative Instructor Pedagogy

May 2017 Empowering students with simulated negotiations Elizabeth Mendenhall, PhD Candidate, Political Science, JHU What this is The Innovative Instructor is an article series (http://cer.jhu.edu/ii) and a The issue Nations was gearing up to negoti- blog (http://ii.library.jhu.edu) related to In the global environmental politics ate a new treaty to govern the teaching excellence at Johns Hopkins classroom, the problem of student high seas. This provided me attitude is often acute: students with the opportunity to of global environmental gover- design a politics simu- Article categories nance are particularly prone lation that hewed as Best Practice to negative emotional reac- close to the real How to use technologies and apply tions, including feelings of world as possible, innovative instructional methods helplessness and hopeless- where students Pedagogy ness, which can engender could practice ne- Hopkins professors share successful apathy and cynicism. gotiating a treaty that strategies for teaching excellence addressed many of the Technology problems they had learned Information about emerging Why does it matter about in class. technologies, who is using them, Students come to believe that the com- and why you should know plexity and depth of problems like climate I started by assigning students to polity teams change make effective action impossible. in the week before the simulation began. I Students who do not believe a problem can chose countries that have had the most For information on be solved are unlikely to seek solutions to influence on ocean governance historically, how to contribute to that problem in their post-college careers. and groups that would likely have influence The Innovative Instructor in the upcoming negotiations: The United or to read archived articles As college educators we want our students States, China, Russia, the G77 coalition, please visit: to acquire more knowledge and be better Singapore, and NGOs. I asked students http://cer.jhu.edu/ii critical thinkers, but also to feel empowered to do the assigned readings for the next or email: and energized about their future contribution week—each of which contained a specific [email protected] to society. Students who are motivated and proposal for ocean governance—with their ambitious are more likely to pursue personal team in mind. opportunities and inventive ideas. Although a positive attitude often comes from within The basic structure of the course influenced About the CER the student or outside the classroom, the the simulation design. I had 15 students, The Center for Educational Resources structure of learning also has an impact. and we met twice a week for a total of 2.5 partners with faculty, postdocs, hours. The simulation was divided into two and graduate students to extend days. On day one, students worked within instructional impact by connecting Solution their teams to answer a series of questions innovative teaching strategies and Using active learning techniques like simu- like “Who are the primary ocean inter- instructional technologies lations (situational role-play) can combat est groups in your country?” “What are negative attitudes by giving students the your priorities for ocean governance?” and opportunity to collectively investigate and “What treaty design best serves your inter- tackle barriers to international action. ests?” Students were instructed to work with their teammates, and to do supplementary I designed a simulation for the last week of in-class research to help flesh out their posi- my fall 2016 “Politics of the Ocean” class, tions. Additionally, the Singapore team had because I noticed that the students often left to determine how the negotiations ought to class in despair. Solutions to over-fishing, be run, because of Singapore’s historic role plastic pollution, dead zones, ocean acidi- as a leader in organizing past Law of the Sea fication, coral bleaching, and other ocean negotiations. issues seemed out of reach because of po- Pedagogy litical and economic barriers. The number On day two, students entered the classroom and complexity of ocean issues seemed to discover groups of tables designated with overwhelming. Yet we knew that the United small flags. Singapore ran the negotiations - - - Benefits to easy relatively is simulation of This type a exists there and implement, design and spe design to game relating literature broad Other thoughts made in de- I the mistake biggest The the asking was this simulation sign of role take a leadership to team Singapore the of the basic designing structure by on the leading class and negotiations, students two I chose Although two. day they qualities, leadership obvious with authority command to difficult it found effi- for push to and the teams, among They also seemed ciency in negotiations. role, they a “special” had displeased that as participating in interested more and re the students of Most team. a regular cific cognitive and attitudinal goals. Even goals. attitudinal and cognitive cific stu imperfect, was thisthough simulation evaluations their course on reported dents something doing theyappreciated that work to chance the having and different, a group. as consensus to obstacles through usedcan be with a of simulation This type teams. more adding size by class larger start the simulation to ported wanting so they could in the semester, earlier the details into time getting more have to solution a workable constructing of in the ocean. collective problems they feel about it. While the survey While it. results they about feel optimism, in improvement slight a showed optimistic more started out the students I expected.than - - - - Second, the format shows students that students shows the format Second, intractabil as the same not is complexity work designgroup allows two-day The ity. collective a of the structure down break to policya construct agenda problem, action vari consider and strategy, negotiation and policyous described models - in the litera students allow negotiations the Third, ture. consensus barriers to encounter directly to agree to obstacles Confronting formation. of the utility illustrate may this way ment there that demonstrate and issue-linkages, forward. move willing to coalitions are attitudinal of I assessed the achievement and pre- a short using outcomes learning - stu which asked survey, post-simulation with agreement of their level rate to dents parties get can relevant “All like statements “The and the oceans” from they want what in the high seas too is complicated situation surveyThe also management.” effective for of the importance rank to students asked international an for conditions different edu “public and will” “political like treaty, open- were questions final The cation.” word use one to students asked and ended, how the ocean and of describeto the state - - - - Elizabeth Mendenhall is a PhD candidate in International Relations. Last fall, she taught “Politics of of “Politics Last taught fall, she Relations. in International candidate a PhD is Elizabeth Mendenhall in dissertation her defending After program. Fellowship Teaching the Dean’s part as of the Ocean” in the Rhode of Island the University at professor 2017, Elizabethsummer will begin assistant an as . Affairs Marine of Department , no. 1 (January 2006): 1–18. 1 (January , no. Glazier, Rebecca A. “Running Simulations without Ruining Your Life: Simple Ways to Incorporate Active Learning into Learning into Active Incorporate to Ways Simple Life: Your Ruining without Simulations Rebecca A. “Running Glazier, 4 (October 2011): 375–93 7, no. Education Science Political of Journal Teaching.” Your Baranowski, Michael K., and Kimberly A. Weir. “Political Simulations: What We Know, What We Think We Know, and and Know, We Think We What Know, We What Simulations: “Political A. Weir. Kimberly K., and Michael Baranowski, 4 (October 2, 2015): 391–403. 11, no. Education Science Political of Journal Know.” to Still Need We What - Edu Science Political of Journal Science Education.” Political for Simulations “Creating Elizabeth L. Blake. and Victor, Asal, cation 2 4 (De - 29, no. Politics and Science PS: Political Simulations.” In-Class “Designing A. Boyer. Mark and ElizabethSmith, T., 1996): 690. cember

• • • • Author’s background Author’s JHU Science, Political Candidate, PhD Elizabeth Mendenhall, Additional resources Additional dinal goals in three ways. First, role-playing role-playing First, ways. dinalthree in goals - policy pro formulate to students required - gov and posals the ocean problems from in they models learned had about ernance practicing advocacy ideais The that class. they have that recognize students willhelp ocean issues, about opinions informed change. of agents as see themselves and Results attitu achieve to I designed this simulation List of potential topics and example of discussion results from class from of discussion results and example topics List of potential in minor some with while notes, took I an started with Each team terventions. their inter key about statement opening - rebut short with concerns, main and ests each asked Singapore Then tals following. topics, priority of a list submit to team the original While four. the top chose and through turn in each address to was plan - the stu discussion, open speeches and all address to deciding ended up dents ten the last In simultaneously. the issues collected specific Singapore minutes, new six of Each proposals. treaty language individually, on rules voted proposed was affirm teams of those a majority with and treaty. became upon the agreed ing

Pedagogy The Innovative Instructor Technology

May 2017 ArcGIS Bonni Wittstadt, Geospatial Service Librarian, MSE Library What this is The Innovative Instructor is an article series (http://cer.jhu.edu/ii) and a What it is blog (http://ii.library.jhu.edu) related to ArcGIS is a powerful data teaching excellence at Johns Hopkins mapping application that helps you visualize, analyze, and understand spatial data Article categories mapped to a coordinate Best Practice system. Used in the sciences, engineering, make informed decisions about interactions How to use technologies and apply and the humanities ArcGIS can reveal re- with complex geographical situations. Arc- innovative instructional methods lationships, patterns, and trends related to GIS can be an excellent educational tool for Pedagogy physical spaces in ways that may not have students who wish to explore spatial datas- Hopkins professors share successful been initially apparent. In addition to map- ets in the context of existing environments. strategies for teaching excellence ping objects on the Earth’s surface, there are The skills that students gain from using a Technology 3D solutions that allow above and below GIS application will give them a foundation Information about emerging surface examination. It is also possible to for how to use similar applications in their technologies, who is using them, work on expansive scale, e.g., the universe own research (or simply for their intellec- and why you should know or on a small scale, e.g., the human body. In tual curiosity) in the future. essence, if it can be mapped, ArcGIS is the tool to use. For information on How it can be used how to contribute to A popular use of ArcGIS is mapping the The Innovative Instructor Why it was made wide variety of demographic information or to read archived articles ArcGIS was developed by ESRI (Envi- available from the decennial census. For please visit: ronmental Systems Research Institute), a example, students in an introductory Sociol- http://cer.jhu.edu/ii company formed in 1969 with a focus on ogy course overlay poverty, racial, disability, or email: land use and urban plan- unemployment, and gender [email protected] ning. ESRI has since helped variables by census tract with cities worldwide with their vacant buildings to determine redevelopment plans, in whether there are correlations addition to assisting with among different Baltimore About the CER emergency management ef- City neighborhoods. The Center for Educational Resources forts. ArcGIS has become partners with faculty, postdocs, a professional grade Geo- Data sets that might not and graduate students to extend graphic Information System otherwise seem to be re- instructional impact by connecting (GIS) that allows researchers lated may be found to have innovative teaching strategies and to investigate distributions commonalities based on instructional technologies across existing environments, geographic location. Engi- identify clusters or randomly neering students use GIS dispersed data points, and to analyze meteorological analyze the significance of the patterns and create models distributions. that predict the destructive results of weather occurrences by calcu- lating who (people) and what (buildings Why it matters and natural structures) would be affected. With an ever-growing number of valu- Using the same weather pattern data, GIS able datasets being created, applications could model alternate power sources by are needed that are capable of performing analyzing energy-needs data to determine extensive calculations to make sense of the which energy source would be most effi- Technology data. Applications such as ArcGIS have cient and sustainable based on a location’s become a necessary tool for researchers to conditions. illustration, http://doc.arcgis.com/en/arcgis-online/reference/geo-info.htm - - - - - http://welch.jhmi.edu/ Where it is going it is Where ver desktop fulla has featured ArcGIS get started to How learn for options of a variety are There sion and an online version that can be can that version online an and sion While browser. a web accessed using be more Onlinemay in ArcGIS features your using maps create can you limited, and the them world, with share data, own ESRI Recently, others. with collaborate both versions of the versatility combined Through Pro. ArcGIS application, in one release this latest integration, online its functional a user greater with provides desktop using high-end computing for ity collaborate to the ability as well as power, others. with the only through not offered ArcGIS ing ESRI. also from Library but MSE training provide - GIS staff Workshops the on and campus the Homewood on in association campus East Baltimore regular Library’s Medical the Welch with classes. offered ly welchone/welchcourses Hopkins - Johns Training Web-Based take to authorization request can users Self- via cost ESRI’s no at courses web E-Learning https://www.esri.com/ Paced training cus- offer staff GIS - Classroom Training instruction sessions classroom tomized on focus faculty their efforts can so that the than they use GIS rather the way GIS tools. the various of to” “how pro - GIS staff Consultations Research consultations group and videindividual and tools find the best you help can and needs. research your fit to resources Other thoughts Collecting half the is battle data the right helping to addition In GIS project. in any GIS & Data a GIS application, with users Services usersthe find right help staff making for advice provide sets and data decisions. informed ------image, http://desktop.arcgis.com/en/apps image, Business students (and those in related fields) can access can fields) those in related (and students Business Analyst. Business extension, ArcGIS an from data business markets favorable locate a user to allows Analyst Business com efforts, marketing evaluate expansion, business for able Future, part of the Bloomberg School of Public Public SchoolHealth, of the Bloomberg part of Future, able times allwithin food surveyed outlets multiple have Availability Food Healthy determine to City Baltimore where residents informing of hopes in (HFAI) Indexes Exposing the foodthe Deserts Food located. envi are policythe necessary gives makers in this way ronment - atten needin of are that areas prioritize to information also survey with students businesses Health Public tion. high with areas to their location correlate to ads tobacco pub launch to in order residents juvenile of populations lic service in locations. those efforts same On in ArcGIS a map published students Anthropology determine to data crowd-sourcing which allowed line, the neigh concerning perceptions whether the safety where were campus theHomewood borhoods around actually occurring. deepercrimeswere They delved then the view of the community’s seeto if they change could deemed falsely unsafe. areas that infographics business impressive create and sites, pare data. relevant other and financial, demographic, show Public Health students and staff in the Center for a Liv a for in the staff Center and students Health Public

• • • Who’s using it using Who’s being usedGIS is in the classroom: how of Examples Bonni Wittstadt works in the Data Services in the Data specializing works group Bonni Wittstadt GIS of 15 years over Having consultations. in GIS research experience, along training and GIS support Bonni provides staff and students, faculty, to consultation advanced with Degree Bonni a Master’s has within community. the Hopkins University Drexel Science from Information in Library and Science Degree Information Geographical in Master’s a and from Johns Hopkins University. Hopkins Johns from -

Everything about Pro - http://pro.arcgis.com Pro about Everything - http://mdfoodsystemmap.org Map Systems MD Food ArcGIS, of Example GIS guide - http://guides.library.jhu.edu/gis The Library’s - http://resources.arcgis.com website Resources ESRI’s - https://learn.arcgis.com tutorials ArcGIS

• • • • • Author’s background Author’s Bonni Wittstadt, GIS Specialist, Geospatial Service MSE Library Librarian, Additional resources Additional

an a historical analy an a historical catastrophes cant housing overlay, housing overlay, cant natural sis of U.S. - with va in Baltimore uses, unemployment unemployment uses, Examples of ArcGIS Examples of ArcGIS Technology The Innovative Instructor Best Practice

July 2016 Formative Assessment Richard Shingles, Lecturer, Biology Department What this is The Innovative Instructor is a series of published articles (www.cer.jhu.edu/ii) What it is and a blog (ii.library.jhu.edu) related to Traditionally instructors have used assess- teaching excellence at Johns Hopkins ments such as midterm exams, final projects or papers, or recitals to measure how much students have learned up to a particu- Article categories lar point in time. These are referred to Best Practice as summative assessments; the goal is How to use technologies and apply to evaluate student learning at the end innovative instructional methods of an instructional unit. However, many Pedagogy instructors use assessments throughout Hopkins professors share successful the semester to help students identify strategies for teaching excellence their strengths and weaknesses. These Technology activities are called formative assessments Information about emerging and are generally low stakes, meaning that technologies, who is using them, they have low or no point value. Forma- and why you should know tive assessments focus on learning and teaching, rather than on evaluation or grading. It has been shown that both For information on students and instructors benefit from assess the effectiveness of their teaching how to contribute to regular, ongoing assessment when it is methods and to make mid-course cor- The Innovative Instructor used to “promote and diagnose” learning rections to their course delivery. When or to read archived articles (Huba and Freed 2000). Students can see formative assessment is integrated into please visit: which topics that they need to focus on the learning process, students begin to www.cer.jhu.edu/ii and are motivated to work harder in those differentiate between what they already or email: areas. Faculty can identify both students know and what they need to learn. [email protected] who are struggling and topics that the class may be struggling with. Employing frequent formative assessments in class is not meant to punish students Examples of formative assessment include but rather, to guide where instruction About the CER asking students to goes next. Instructors often pause at a The Center for Educational Resources • summarize and reflect on what they point in their class and ask for any ques- partners with faculty, postdocs, have just heard, seen or read. tions. After a short silence with no hands and graduate students to extend • organize information through lists. going up, they are likely continue to the instructional impact by connecting • produce a visual representation of next topic, and then may be surprised on innovative teaching strategies and information through concept maps the midterm exam that students didn’t instructional technologies or posters. understand the concepts taught. Using • collaborate and communicate with formative assessments in class may slow other students to demonstrate their down the pace of instruction as instruc- understanding of a topic. tors find they need to re-teach material • turn in a research proposal or draft of that students did not grasp with the first a paper for early feedback. introduction.

Center for For both students and instructors, the c Educational e r Why does it matter low-stakes aspect of iterative formative Resources Formative assessment can be used to assessment sets up a positive feedback monitor student learning, but has the process wherein students are made aware of additional role of providing feedback, the gaps in their learning and instructors of Best Practice not only to the student learners, but also the gaps in their teaching. Both are moti- to the instructors. Instructors are able to vated to make timely corrections. - - What do you like about my teaching? my about like do you What like? not do you What change? you would What the same? keep you would What about point the clear least was What lecture? todays’

• • • • • Open-response VI. Open-response Surveys Surveys Open-response be can written at hand-in students that cards index on include might Questions class. of the end the following: thoughts Final a means provides assessment Formative instruction differentiated towards be can all the needs students of where is 2010). This (Greenstein, addressed the in di consideration important an verse university classrooms of today. today. of classrooms university verse a for instruction allows Differentiated environment classroom inclusive more responsive is in which the instructor purpose needs, plans individual to in guides learning ful instruction, and lead to These strategies theclassroom. instruction. student-focused - Example of a Likert scale

Richard Shingles is a faculty member in the Biology department and works with the Center for Educational Educational for the Center with works and in the a faculty Biology is member department Shingles Richard and Institute Training TA the Homewood of the Director is He University. Hopkins Johns at Resources instructional to support pedagogical technological and provides Shingles Dr. Institute. the JHU Teaching students. graduate post-docs and faculty, . Needham Heights, MA: Allyn & Bacon. Heights, . Needham Learner-centered assessment on college campuses: Shifting the focus from teaching to teaching focus from the Shifting campuses: college on assessment (2000) Learner-centered Freed J.E. M.E. and Huba, learning VA. Alexandria . ASCD, Assessment Formative about know to need Really Teachers L. (2010) What Greenstein, How satisfied are you with the in-class discussions? in-class the with you are satisfied How Do you like the way I use Clickers in class? I use Clickers the way like Do you the class? of the pacing is How being usedClass time is effectively.

• • • • • • Richard Shingles Biology Department, JHU Lecturer, Author’s Background Author’s Additional Resources Additional V. attitudes Behavioral surveys be in-class can a Likert assessed through using scale as attitudes Behavioral statements: and questions Possible below. shown One-Minute or Three-Minute Paper Three-Minute One-Minute Paper or IV. paper of a piece take out in which students Paper Three-Minute or One-Minute the topic. they learned about so what far describing several minutes for write and Use admit/exit slips (written responses to a question or questions an instructor instructor an questions or a question to responses (written slips admit/exit Use a question answer to students ask to a class) of end the beginningposes or at use whether at to of determination The the lesson. idea of a main targets that and bethe beginning objectives based learning should the end on or class of the class. for activities planned ciated with them. For example, using clicker questions after teaching part of part of teaching after questions clicker using example, them. For with ciated well how to as students a and instructors to feedback lesson immediate provides a concept. they understand II. Short in-class quizzes value. point no or little with quizzes in-class Short slips III. Admit/Exit Active learning exercises learning exercises I. Active asso component assessment a formative have often exercises learning Active How to use it use to How understanding: for check to ways a few are Here

Best Practice The Innovative Instructor Pedagogy

July 2016 A Low Tech Approach to Digital Literacy Jennifer Kingsley, Lecturer and Assistant Director, Museums and Society What this is The Innovative Instructor is a series of published articles (www.cer.jhu.edu/ii) The issue and a blog (ii.library.jhu.edu) related to Humanities scholarship has made progress teaching excellence at Johns Hopkins in examining the usefulness and effectiveness of digital tools for addressing core disciplinary questions and for launching Article categories inquiries that stimulate new interdisci- Best Practice plinary perspectives. Fewer models exist How to use technologies and apply for integrating digital research approaches innovative instructional methods into teaching, particularly around objects. Pedagogy Yet digital technologies have transformed Hopkins professors share successful how we create knowledge about and how strategies for teaching excellence we experience things. Technology Information about emerging My objective was to engage students in the Why does it matter technologies, who is using them, practice of making knowledge from and Digital tools provide rich resources for and why you should know about objects available for the public, on- those engaged in humanistic studies. Learn- line, without having to learn coding. Each ing how to evaluate online sources is a student was asked to research three objects crucial skill for all students to develop, as is For information on found in artist Mark Dion’s Archaeol- understanding the importance of data and how to contribute to ogy of Knowledge, a cabinet of curiosities metadata standards in managing information The Innovative Instructor style installation of Johns Hopkins Uni- acquired in the research process. Despite or to read archived articles versity collections in the Brody Learning their theoretical understanding that online please visit: Commons. The students collaborated to sources vary in reliability and their intuitive www.cer.jhu.edu/ii produce a web-based exhibition of their use of the internet, undergraduate students or email: findings. I wanted students to work directly are underprepared to evaluate sources and [email protected] with primary materials in a wide range of don’t understand digital processes of creat- media and approach them both conceptu- ing, disseminating, and making discoverable ally and through practice. information. These practices correlate with how we make sense of collections. Introduc- About the CER ing students to the challenges of curating The Center for Educational Resources objects in a web-based environment can partners with faculty, postdocs, build their sense of how content is effectively and graduate students to extend developed and disseminated online. instructional impact by connecting innovative teaching strategies and instructional technologies Faculty solution With the award of a Humanities and Social Sciences project grant from the Center for Educational Resources, I decided to use Omeka to develop a hands-on approach in this course for students to learn how to work with objects and collections using digital Center for tools. Omeka is a free, open-source, web- c Educational e r publishing tool developed at George Mason Resources University for creating digital collections and exhibitions that has been successfully used at museums and in academic contexts. Pedagogy The grant funding was used to hire programmers to customize our instance of Omeka so that students’ interpretive work could be

- - - - - findings as part of scholarly and public public and of as scholarly part findings knowledge-scapes. Other thoughts customize to the developers with Working the course meetof the goals to Omeka the about think to me broadly allowed by presented rewards and challenges the Creating projects. digital humanities in provided this project for framework to information present to how on sight in work digital humanities about class my do so to how particularly on and general, or teaching my burdening overly without technical detail. with the students had started to engage with Omeka as they as Omeka with engage started to had scholarship additional to access then had creating. they were what to relate to students as the semester Over of the course their objects, interpreted and cataloged a series challenges of they encountered These dis discussed we a group. as that of component a valuable were cussions process. collaborative and the research students data inputting after Sometimes a have object didn’t an find that would they as expected. had linkedrelationship the about questions leadto would This the of accuracy their interpretation of their data, of evidence, the construction conclu their historical how about and to their objects correlated about sions of their interpretations and the findings had student The trajectory. historical ent determine to research her re-evaluate to its and model the identified had she that express to then had and story correctly, at data both the accurately findings her levels. narrative and questions and These types issues of in the practice research to central are an build to Omeka Using humanities. allowed collaboratively online exhibition experience to first-hand students my undertaking of research: the process data using sources; of critical evaluation their sharing objects; and rial culture collaborators. student one a challenge, of example an As a scale the Homewood model of researched the JHU campus), on (located House had models multiple that found and differ a slightly with each been created, evidence-based standards; metadata and mate of interpretation and cataloguing

- An object’s Explore page Explore object’s An Results in valuable is assessment formative Using especiallyit so course, time the first any the semester through Midway taught. is challenges I discussed and expectations feedback for asked and the students with Students survey. anonymous an through teaching for the course the of goals felt were but being met, were digital concepts finding were and learn more, to thirsty history overwhelm- university on lessons too had the course I realized that ing. refocus to me prompted This goals. many - exclusive more the semester of the end found Students virtual museums. on ly they after beto helpful these readings by the technology they as con developed by necessary. as revised it and tested tent, use to how on documentation with Along as created was content example Omeka, would the students so the tool part that of work. their own for a basis have - - - Jennifer Kingsley is Lecturer and Assistant Director of the the of Director Assistant and Lecturer is Kingsley Jennifer A specialist in medieval Society. and in Museums Program on center interests teaching and research her art history, - historiogra memory-making, aesthetics and theory, image art in the museum about courses of array an teaches She phy. virtual museums. about and context Course site in Omeka “JHU Collections Web”: http://collectionsweb.jhu.edu Collections Web”: “JHU in Omeka Course site Mason George from collections and archives for publishing web Omeka, http://omeka.org University:

• • Jennifer Kingsley, JHU and Society, Museums and Assistant Director, Lecturer Author’s background Author’s Additional resources Additional Screenshot from the Connections tab the Connections from Screenshot in processes computerized to confronted 1) considering of the aim time with real and their conclusions of the robustness of 2) thenature local constructed and models in a microcosm the site The data. the Internet knowledge of connectivity linked relation displaying by provides A series of templates and plugins were were plugins and A series templates of the that ensure to in Omeka developed the curating and cataloging of process - the stu across consistent objectswas data and Metadata collaborators. dent made and developed were standards was It itself. in the platform transparent be burdened not students that important ships among the objects shown. The les The the objects shown. among ships are students for offers this approach sons describe story a tell to and how threefold: hap what objects online, material about digital, becomes object when it an pens to object an of understand we what how and objectsand other linked to is it as changes resources. related

Pedagogy The Innovative Instructor Technology

July 2016 Reveal Reid Sczerba, Multimedia Developer, CER What this is The Innovative Instructor is a series of published articles (www.cer.jhu.edu/ii) What it is and a blog (ii.library.jhu.edu) related to Reveal is a web application for annotating teaching excellence at Johns Hopkins images with multimedia content. Using Reveal, you can create a website where highlighted areas, called hotspots or an- Article categories notations, placed on an image link to other Best Practice pages with images, audio, and/or video How to use technologies and apply resources. Because the application allows you innovative instructional methods to build a hierarchical website, the individual Pedagogy pages created can be annotated further with Hopkins professors share successful hotspots that link to ‘child pages’, allowing strategies for teaching excellence you to express another level of information. Technology For example, a map of the United States Information about emerging could have hotspots that provide links to Why it was made technologies, who is using them, pages of regional maps, which in turn may The application was originally developed and why you should know contain their own hotspots. The application for a general biology course to facilitate is particularly useful for expressing visual a collaborative digital field assignment for relationships and spatial context. small teams of students in a large lecture For information on class. The interactive environment used how to contribute to a map of the Johns Hopkins Homewood The Innovative Instructor campus divided into approximately 60 or to read archived articles mini-environments – called biomes – to please visit: which the teams of students were assigned www.cer.jhu.edu/ii for the academic year. The groups received or email: assignments biweekly that required them to [email protected] conduct field observations and collect data from their biome. They then entered that data through the application so that they could conduct analyses and make compari- Illustration of Reveal’s functionality About the CER sons to other student groups’ biomes. For The Center for Educational Resources example, students would be asked to identify partners with faculty, postdocs, the amount and type of lichen that grows in and graduate students to extend Who produced it their biome and upload pie charts represent- instructional impact by connecting Reveal was developed at the Center for Edu- ing their biome’s percentages of lichen types innovative teaching strategies and cational Resources (CER) by a small group and then place them over their region on the instructional technologies of dedicated undergraduate students from campus map. After the data collection was the departments of Computer Science, complete, students could see which lichen Computer Engineering, and Applied Math type was more susceptible to the harsher and Statistics, working with CER staff. An conditions found nearer to the streets. earlier version of the application, called the Interactive Map Tool, was built using Flash (a proprietary application for deliver- Why it matters Center for ing rich media content on the web). As web Reveal offers a more streamlined, intuitive c Educational e r standards evolved, expectations as to how interface for creating image annotations. Resources content should be delivered online changed. No web development knowledge is neces- Hence, Reveal was written using HTML5 sary. Faculty seeking to assign engaging and and Javascript to improve access to mobile creative course projects will find that Reveal Technology devices and browsers without the need for is an ideal platform for students to explore 3rd party plugins. visual context and spatial relationships. ------. . [email protected] op content within the course site or their or site the course within content op in the example mentioned As sites. own assess an is there the biology course, of to instructor an allows that feature ment within content of analyses student assess be can their graded on Students the site. in groups collaboratively work projects, compare viewand and the tool, within created. their peers have content Reveal to be can uploaded All content intel use and fair address to restricted added an As concerns. property lectual videoand con audio, allbenefit, image, upontent format the proper to converted is worry to have don’t users so that upload formats. file and types managing about been the CER has considering Recently Reveal open the an code as for releasing others allow would This project. source share and tools additional develop to communi a development them across include forward directions Possible ty. in a site, categorical content tagging of and image, an on overlays icon and text you If app. a mobile of the development Revealof in the prospect interested are project, source open an as being released Reid [email protected] Sczerbacontact at Other Thoughts service,Reveal,hosted a as avail is in faculty who teach Hopkins to able and Engineering School of the Whiting Arts School & Sciences of the Krieger Although campus. the Homewood on about inquire can division Hopkins any service. the hosted to To alternatives information, more for or a site request contact How it can be used How for a Reveal site create can instructor An spatial view to visual and/or students devel to students assign or relationships it is going Where - Example of gallery mode Example of image display A staff member at the Center for Educational Resources, Reid Resources, Educational for at the Center member A staff in educational aids programs, of a variety on training provides expertise information shares on and development, resources campus. the Homewood design faculty at with graphic and a MA in Digital Artsfrom and in Illustration a BFA holds He Art. College of Maryland Institute Explore a demo site: http://maptooldev.cer.jhu.edu/reveal site: a demo Explore Reveal info page: http://www.cer.jhu.edu/reveal Reveal page: info A Museums and Society course developed 15 museum case studies to explore the explore to Society casestudies and 15 museum developed course A Museums use the to the opportunity offered were design. Students exhibition history of own casestudies. their they created where project a final for application tomical components of the brain and their functions. their functions. and the brain of components tomical local by painted murals public of the location map to Sociologyused it have courses neighborhoods. Baltimore’s artists of the varied cultures document to and in Baltimore to used course the application Technology Science and of in a History Students course Another their choice. of a topic on virtual a museum curate design and the of the importance illustrate to D.C. Washington of maps usedhistorical institutions. scientific on focusing developed, the sciences the city as of culture A Neuroscience course developed an online study guide that mapped out the ana out mapped guide that study online an developed course A Neuroscience

• •

Author’s Background Author’s Reid Sczerba, Resources for Educational Center Multimedia Developer,

Additional Resources Additional • • • • Example assessment functionalityExample assessment Example of navigation interface Example of navigation Since its first use in biology, other courses have benefited from using the application: application: the using from benefited have other courses biology, use in first its Since Who’s using it Who’s When projects require considerations of intellectual property rights, Reveal offers a Reveal rights, offers property intellectual of considerations require projects When server and housed is Reveal’s beMoreover, can restricted. access where solution Google like Apple or party company a 3rd at not Hopkins, Johns by maintained service of that terms agreements. may compromising or confusing have

Technology The Innovative Instructor Best Practice

December 2015

Writing Effective Learning Objectives What this is Richard Shingles, Lecturer, Biology Department The Innovative Instructor is a series of published articles (www.cer.jhu.edu/ii) and a blog (ii.library.jhu.edu) related to teaching excellence at Johns Hopkins What it is Why does it matter Effective teaching depends upon effective Instructors should be thinking about planning and design. The first step in pre- what a successful student in their course Article categories paring a high quality should be able to do Best Practice course is to clearly upon completion. How to use technologies and apply define your educa- Questions to ask innovative instructional methods tional goals, which are: What concepts Pedagogy are your broad, over- should they be Hopkins professors share successful arching expectations able to apply? What strategies for teaching excellence for student learning kinds of analysis Technology and performance should they be able Information about emerging at the end of your to conduct? What technologies, who is using them, course. The next step kind of writing should they be able to and why you should know is to determine your learn- do? What types of problems should they ing objectives by writing be solving? Learning objectives provide a explicit statements that de- means for clearly describing these things For information on scribe what the student(s) will be able to do to learners, thus creating an educational how to contribute to at the end of each class or course module. experience that will be meaningful. The Innovative Instructor This includes the concepts they need to or to read archived articles learn, and the skills they need to acquire Clearly defined objectives form the foun- please visit: and be able to apply. dation for selecting appropriate content, www.cer.jhu.edu/ii learning activities and evaluation plans. or email: Learning objectives are made up of [email protected] three parts: Learning objectives allow you to • plan the sequence for instruction, allocate 1. Behavior - a description of what the time to topics, assemble materials and learner will be able to do plan class outlines. About the CER 2. Criterion - the quality or level of • develop a guide to teaching allowing you The Center for Educational Resources performance that will be considered to plan different instructional methods partners with faculty, postdocs, acceptable for presenting different parts of the and graduate students to extend 3. Conditions - a description of condi- content. (e.g., small group discussions of instructional impact by connecting tions under which the student will a common misconception). innovative teaching strategies and perform the behavior. • facilitate evaluating students, evaluat- instructional technologies ing instruction and even evaluating the curriculum.

After completing this class students will be able to 1. write an Center for historical article 2. in chronological order 3. when given a c Educational random list of events about the Second World War. e r Resources

Example learning objective with each of the Best Practice three parts listed above. - the main the main among a list a list among

the four major major the four their own fiscal and fiscal their own and summarize recall recall the appropriateness of the the of the appropriateness events of a story in grammatically cor a story in grammatically of events English. rect Applying fractions in will multiply students The 90% accuracy. with class Analyzing will discriminateStudents which determine to steps possible of reliability lead increased to would one(s) a concept. a testing for Evaluating Evaluate study in a research reached conclusions presented. based the data on Creating economic thecurrent studying After student States, the United policies of will design groups monetary policies. food groups without error. without food groups Understanding will students The Remembering will students The

- Learning objectives serve as the Learning foundation for developing a course. developing for foundation using when construct using consider to verbs Richard Shingles is a faculty member in the Biology department and also works with with also works and in the a faculty Biology is member department Shingles Richard the Director is He University. Hopkins Johns at Resources Educational for the Center the Homewood on Institute Teaching Summer The and Institute Training the TA of to support pedagogical technological and also Shingles provides Dr. JHU. of campus students. post-docs graduate and instructional faculty, when writing a learning objective. The following verbs following The objective. a learning when writing avoid to verbs goals of the curriculum. of goals Writing learning objectives. http://sites.uci.edu/medsim/files/2015/03/Writing-learning-objectives.pdf objectives. learning Writing Taxonomy of educational objectives: The The objectives: educational of (1956). Taxonomy D. & Krathwohl, W., E., Hill, M. Furst, Englehart, B., Bloom, Green. Longmans, Toronto: York, . New domain I: Cognitive Handbook goals. educational of classification assemble, construct, create, develop, compare, contrast, appraise, defend, defend, appraise, contrast, compare, develop, create, construct, assemble, interpret, illustrate, demonstrate, examine, distinguish, support, judge, name, list, define, cite, summarize, identify, explain, describe, solve, relate verify, perform, measure, order, state, recall, acquainted become study, familiarize, of, aware be realize, cover, appreciate, understand learn, know, comprehend, of, knowledge gain with, - objectives that are clearly stated and consistent with the the with consistent and stated clearly are that Specific - objectives learning. student be can collected measure - data to Measurable the learner. of the level - for Appropriate doable. are that Realistic - objectives stuff. important or the worthy - to Tailored

• • Author’s Background Author’s Richard Shingles JHU Biology, Lecturer, Aditional Resources Aditional ing learning learning objectives: ing be there performed, should the action that distinguish clearly above the verbs While of a number are to measure: difficult or too vague are educational categorizing for a framework establishes Taxonomy Blooms Since planning useful is for these categories of understanding an having goals, the on list The objectives. learning writing for ultimately, activities and learning in the six levels each of at written objectives learning of examples provides right taxonomy. Bloom’s Leverage III. Leverage Taxotomy Blooms of list definitive, not a selected, is but Here Use Behavioral Verbs Behavioral II. Use are that verbs use behavioral to is objectives learning useful for Another tip such of a list provides taxonomy Bloom’s Fortunately, observable measurable. and which at achievement of the level to according categorized these are and verbs Speaks Louder” Action Taxonomy: be (See performing. should “Bloom’s students your keep to verbs concrete Best Practiceseries.) Use Instructor’s thein Innovative concise. and clear objectives Use S.M.A.R.T. attributes attributes S.M.A.R.T. I. Use attributes. SMART the following have should Learning objectives How to use it use to How objectives: learning while creating strategies a few lists following The

Best Practice The Innovative Instructor Pedagogy

December 2015 Using a Course Blog as a Class Ice-Breaker What this is Anindya Roy, Postdoc, Department of Materials Science and Engineering The Innovative Instructor is a series of published articles (www.cer.jhu.edu/ii) and a blog (ii.library.jhu.edu) related to teaching excellence at Johns Hopkins The issue In the fall of 2014 I taught a course, Stuff of Dreams: How Advances in Materials Article categories Science Shape the World, in the new Best Practice Whiting School of Engineering Hopkins How to use technologies and apply Engineering Applications & Research innovative instructional methods Tutorials (HEART) program. The pro- Pedagogy gram introduces undergraduates to en- Hopkins professors share successful gineering research in specific disciplines strategies for teaching excellence in a small class taught by advanced gradu- Technology ate students or postdoctoral fellows. The Information about emerging classes meet once a week for two hours technologies, who is using them, for six weeks. The challenge of teaching and why you should know these one credit, pass/fail courses with no Faculty solution requirement of the students beyond Materials science is a very broad field. My class attendance, is getting the students research uses computational methods based For information on engaged. on quantum chemistry not likely to be how to contribute to accessible to beginning students. Before the The Innovative Instructor The students in my class were freshmen, course started I polled the students using a or to read archived articles sophomores, and one junior. Not all were Google survey to determine which social please visit: engineers, there was one from the School media platform they would be willing to www.cer.jhu.edu/ii of Public Health. The students had a mix use. Facebook and Twitter were among the or email: of backgrounds, interests, ambitions. choices that students rejected. I decided to [email protected] With a two hour class session, I did not use a blog based on their responses. There want to lecture; I wanted the classes to are a number of options for blogging be discussion based. With no require- platforms, including Blackboard, which ments to do assignments, I had to rely on offers both course and individual blogs. I About the CER intrinsic motivation to get students to do used Blackboard for other course materials, The Center for Educational Resources reading outside of class and participate in but the blog tool didn’t have some features I partners with faculty, postdocs, discussion. My first priority was getting wanted, including making the blog available and graduate students to extend them engaged by relating materials sci- to the public, so that it would stand as a re- instructional impact by connecting ence to their interests. I thought I could cord and could be referred to after the course innovative teaching strategies and use a blog to determine what they wanted ended. WordPress is the free, easy-to-use instructional technologies to learn. option that I selected.

I introduced the blog in the first class session, Why does it matter asking the students to spend up to an hour In general, blogging can be an effective way outside of class to pick an area of interest, for students to respond to course readings then research and post two links to resources or to work collaboratively in groups. Blogs on their topic on the blog. The students Center for can also be used to improve students’ writ- were then asked to do enough background c Educational e r ing along while developing their critical and reading on their topic to give a five minute Resources analytical thinking skills. In this case, I used presentation in class at what I called a Wiki- blogs as a way to get to know my students pedia level. When the students presented and their interests, specifically those that in the second class, I used the links they Pedagogy intersect with materials science. had provided to teach them how to think critically about information on the web. Students collected a wide range of content, - limited use of blogging use of limited but class, HEART in my be could thistechnique if effective even more a tradi- usedthroughout I certainly course. tional willblog use a course have and in the future more write students in perhaps extensively, assigned to response the idea I like readings. them do peer having of classmates’ review of take posts. Students in their writing, pride especially is when it and the public to open their peers. by judged - forma give to Beingable students to feedback tive assignment the first for teaching valuable a was Other thoughts dis no were perspective there my From WordPress a blog. using to advantages the students and set easy was to up there said, That use. to intuitive it found set up you how think a needis to about instance. blog other or the WordPress the pages organize to important is It to where about clear are students so that will also want You post assignment. each aspects theblog of what consider to As to applicable. is if that public make make can you administrator the site - the as only blog my On thesechoices. are comments my posts, and signments, post view to and the public; to visible be to registered. have users comments, which comments, spam prevents This at blog can be The seen becan a problem. https://h2stuffofdreams.wordpress.com strategy. I think the students benefited benefited from I think the students strategy. evalu- to how of understanding an gaining the web. on content ate - - List of Discussions Results very an icebreaker, as well worked blog The in the course interested students getting Stu in discussions. engaged and content another was class of outside interaction dent running the course with me, for challenge a way provided blog The six weeks. only outside their work continue to students for and researchers As collaboratively. class of 5:00 at stop doesn’t work our instructors be discussion class should PM; neither spend in the students to the time confined reading are students When classroom. they are post what they immediately can thinking, with their peers respond can and was case This the with theeven comments. topics for discussion in these first couple couple in these discussion first for topics on teaching I was that meant it weeks, of know I didn’t If extent. some to feet my have I would a question, to the answer research, do just-in-time the students de mobile other or their laptops using vices right there in class to figure it out. it figure to in class there vices right

- - Anindya Roy received his Ph.D. in 2011 from Rutgers University. As a computational physicist, physicist, a computational As University. Rutgers in 2011 from Ph.D. his received Roy Anindya energy harvesting, storage for important materials understanding focus on is primary research Roy’s he Besides research, materials chemistry. based quantum calculations on using management, and the pedagogical aspects understanding of and level, the undergraduate at in teaching interested is education. engineering and physics Course blog using WordPress blog using Course Author’s background Author’s Roy, Anindya Department JHU Science and Engineering, of Materials Fellow, Postdoctoral For the second blog assignment, the the assignment, blog the second For review to the posts asked were students the of their peers, some read by made them. This on articles, comment and each know to get the students helped in see theirinterests to where and other science aligned. They engaged materials posts. Be other’s each on commenting by everything from Buzzfeed lists to high- to everythinglists Buzzfeed from journals. scholarly in articles research level they evaluate could how the class I asked being were claims What the materials. those Were cited? sources Were made? to gooda was way It credible? sources - con evaluating on the students educate purposes, something research for tent forward they as they move know need to I didn’t this course, In in their education. the exercise through go to the students ask more or find time to better a second tra in a more but materials, appropriate be this could a two-part course, ditional exercise. the determining were the students cause

Pedagogy The Innovative Instructor Technology

December 2015 CATME Amy Brusini, Instructional Technology Specialist, CER What this is The Innovative Instructor is a series of published articles (www.cer.jhu.edu/ii) What it is and a blog (ii.library.jhu.edu) related to CATME, which stands teaching excellence at Johns Hopkins for ‘Comprehensive Assessment of Team Member Effectiveness,’ Article categories is a free set of tools de- Best Practice signed to help instruc- How to use technologies and apply tors manage group innovative instructional methods work and team assignments more effectively. instructors decide which criteria will be Pedagogy It was developed by a diverse group of used to create the teams and then assign Hopkins professors share successful professors with extensive teaching experi- weights to each of the criteria. Team Maker strategies for teaching excellence ence, as well as researchers and students then uses the weights in an algorithm to Technology from across the U.S. First released in 2005, create the teams. Instructors are free to adjust Information about emerging CATME takes away much of the adminis- the teams, if necessary, to their satisfaction. technologies, who is using them, trative burden that instructors face when Once the teams are finalized, the instruc- and why you should know trying to organize and manage teams, tor releases the results to students, who are communicate with students, and facilitate provided with their team members’ names, effective peer evaluation. It is now used by email addresses, and a schedule matrix For information on over 1200 institutions in 63 countries. showing member availability. how to contribute to The Innovative Instructor ‘Peer Evaluation,’ the other core component or to read archived articles Why it matters of CATME, is used by students to evaluate please visit: Many instructors recognize the value of their teammates’ performance as well as www.cer.jhu.edu/ii having students work collaboratively on their own. The web-based ratings page is or email: team-based assignments. Not only is it pos- presented on one screen, making it easy to [email protected] sible for students to experience a greater fill out and submit results. Students select understanding of the subject material, from a set of behaviors which most closely but several life-long learning skills can be describes themselves and their peers. There gained through active engagement with is also a place where students can include About the CER team members. Managing team-based as- confidential comments that are only seen by The Center for Educational Resources signments, however, is not something most the instructor. Once completed, instructors partners with faculty, postdocs, instructors look forward to; the administrative can decide when to release the evaluation and graduate students to extend tasks can be quite cumbersome, especially results to students. Peer ratings are anony- instructional impact by connecting with large classes. CATME can help instruc- mous to students, but are identified for innovative teaching strategies and tors with this process. instructors. instructional technologies Another tool included in CATME is the How it can be used ‘Rater Calibration’ tool, which helps train ‘Team Maker,’ one of two main parts of students in the peer evaluation process. CATME, assists with the team creation Students are asked to rate a series of fictional process. First, it allows instructors to team members and then receive feedback easily create and send a survey to students. about their ratings. Other tools include the Center for The survey collects various demographic ‘Student Team Training’ tool, designed to c Educational e r data, previously completed coursework, and Resources student availability information. Instruc- tors can also add their own questions to the survey if desired. Once the data are collected, Technology tc _ Screenshot of CATME’s Behavioral Rating Survey for Peer Feedback Peer Rating Survey for Behavioral of CATME’s Screenshot https://www.catme.org/login/request

How to get started get to How and view CATME a video of demo To the visit the product, about learn more ). (http://info.catme.org website CATME CATME in using interested Instructors register to page the following to go can account. an for - - - - Amy Brusini works at the Center for Educational Resources Resources Educational for the Center at works Brusini Amy faculty. Homewood for center learning and (CER), a teaching faculty Homewood for training and support provides Amy management course current the university’s Blackboard, on a has Amy instructional as design support. well as system, University. Hopkins Johns from Degree in Education Master’s CATME Website - http://info.catme.org Website CATME - https://youtu.be/cuNumaXE instructors for video tutorial CATME

• • Amy Brusini, Resources for Educational Specialist, Center Instructional Technology Author’s Background Author’s Additional Resources Additional Also, in recent years the team has created created has the team years in recent Also, so LinkedIn, on Group’ Users a ‘CATME connect can the world around users that use to the best ways on collaborate and the tools. The CATME team is continually improv is continually team CATME The and new features with tools existing ing they are students, For enhancements. Teamwork ‘Student on working currently modulesThese will Modules.’ Training - a series video demonstra of of consist proper students teach designed to tions instructors, skills. For and behaviors team developing of thein process they are Team-Management Faculty ‘CATME informa which will include Guidance’ about literature the research from tion from tips effectiveness, member team tools used CATME who have instructors com of list FAQ an and in their classes, questions. asked monly Where is it going Where help students recognize effective team team be effective recognize students help haviors, and the ‘Meeting Support’ tool, tool, Support’ the ‘Meeting and haviors, students that templates which provides meetings, organize and plan use to can taking charter, a team writing as such etc. minutes,

Technology The Innovative Instructor BestForum Practice Center for April 2015 c Educational e r Resources Bloom’s Taxonomy, Action Speaks Louder Richard Shingles, Lecturer, Biology Department What it is What this is Created in 1956 by Benjamin Bloom and his The Innovative Instructor is a forum of collaborators, the “Taxonomy of Educational published articles (www.cer.jhu.edu/ii) Objectives” is a framework to categorize and a blog (ii.library.jhu.edu) related to educational goals. It originally consisted of teaching excellence at Johns Hopkins six categories: Knowledge, Comprehension, Application, Analysis, Synthesis, and Eval- uation. The categories after Knowledge About the CER were presented as “skills and abilities” The Center for Educational Resources with the understanding that knowl- partners with faculty and graduate edge was the necessary precondition students to extend instructional for putting these skills and abilities impact by connecting innovative into practice. teaching strategies and instructional technologies In 2001 Bloom’s taxonomy was updated by a group of For information on cognitive psychologists. The how to contribute to authors used verbs to re-label The updated Bloom’s Taxonomy of Educational Objectives The Innovative Instructor the six categories, and includ- or to read archived articles ed “action words” to describe the cognitive called a tool that promotes the use of short term please visit processes by which learners encounter and memory, and usually the information is quick- • www.cer.jhu.edu/ii work with knowledge. The figures accom- ly forgotten unless it is otherwise reinforced. or email panying this article reflect that work. The • [email protected] revised Bloom’s taxonomy is a very useful Another problem with the memory level is tool that can be used by all instructors. that it does not guarantee understanding. We often assume that just because a student can Forum categories produce words, facts, and figures that he or Pedagogy Forum Why does it matter she has understood and “learned” the mate- Hopkins professors share About 90% of the questions students handle rial. That is not the case. Moving beyond the successful strategies for teaching in any class are memory questions. The memory level is not likely to happen with- excellence memory level (Remembering) is perfect- out thoughtful preparation. In instructional Technology Forum ly respectable and even essential in many design, strategies as simple as an intentional Information about emerging learning situations. However, there are progression of questions can lead to higher technologies, who is using them, disadvantages in using pure memory as a levels of thinking and involvement. The and why you should know measurement of learning that an instructor revised Bloom’s taxonomy provides a frame- Best Practice Forum should keep in mind. The memory level is often work for constructing those questions. “How To” workshops on using technologies and applying

innovative instructional methods Forum

How to use it Examples of how to incorporate Bloom’s taxonomy into classes include the following: I. Creating course learning objectives In education, learning objectives are brief statements that describe what students will be expected to learn by the end of a course, unit, or class period. Instructors can benefit from using such a framework to construct and organize learning objectives for themselves and Best Practice for students. Having an organized set of learning objectives helps instructors plan and deliver appropriate instruction, design valid assessment tasks and strategies, and ensure that instruction and assessment are aligned with the objectives. what Goldilocks would Goldilocks would what . this story to reality. What What this reality. story to how the story would be the story would how the items used by Goldilocks used by the items exam questions exam List house. while in the Bears’ was she GoldilocksExplainliked Baby why the best. chair Bear’s Demonstrate house. your to came use she if Compare happen? really not could events Propose the and Goldilocks it was if different Three Fish were actions whether Goldilocks’ Judge opinion. your Defend bad. good or Constructing test or or Constructing test III. learning around arranged is the course If tax- Bloom’s designed around objectives be those can used objectives to onomy, This questions. exam and test construct between alignment will ensure process provide and assessment instruction and students’ of the evaluation to validity class. skills in your and knowledge the home of the Papa, Mama and Baby Baby and Mama the Papa, of the home sleeps in their beds, she bear eats where their in chairs. sits their food, and Remembering: Understanding: Applying: Analyzing: Evaluating: Creating: motives or causes, causes, or motives identifying 2nd edition, Jossey-Bass, San Francisco Southey, R. Southey, Francisco San Jossey-Bass, edition, 2nd . Goldilocks visits Goldilocks. visits Bears Three the and Goldilocks . opinions by making judgments about information, validity validity information, about judgments making by opinions Dr. Richard Shingles is a faculty member in the Biology department and also works with the Center for for the Center with also works and in the Biology a faculty member is department Shingles Richard Dr. The and Institute Training the TA of the Director is He University. Hopkins Johns at Resources Educational pedagogical and also Shingles provides Dr. JHU. of campus the Homewood on Institute Teaching Summer students. graduate postdocs and instructional faculty, to support technological understanding of facts and ideas by organizing, comparing, comparing, organizing, ideas by facts and of understanding information in a different way by combining elements in a new pattern new a in pattern elements combining by way different a in information previously learned material by recalling facts, terms and basic concepts. and facts, recalling terms by learned material previously and defend problems by applying acquired knowledge, facts, techniques and rules rules and facts, techniques knowledge, acquired applying by problems

Tools for Teaching, (2009). Tools B.G Davis, Three Bears (1837) The A taxonomy for learning, teaching, and assessing: a revision of Bloom’s Bloom’s of a revision assessing: and teaching, learning, for (Eds.). (2001). A taxonomy D. & Krathwohl, L. W., Anderson, Longman. York: New objectives. educational of taxonomy of classification The objectives: educational of (1956). Taxonomy D. & Krathwohl, W., E., Hill, M. Furst, Englehart, B., Bloom, Green. Longmans, Toronto: York, New domain. I: Cognitive Handbook goals. educational in a different way. in way. a different Present criteria. based a set of on work of quality ideas or of and break information into parts by parts by into information break Examine and Compile Demonstrate ideas. main stating and descriptions giving and interpreting Solve solutions. alternative proposing or Exhibit Exhibit making inferences, and finding evidence to support generalizations. support to evidence finding and inferences, making

• • • • 6. 4. 5. 2. 3. 1. Action verbs for the six categories of Bloom’s Taxonomy of Bloom’s categories the six for Action verbs Richard Shingles Biology Department, JHU Lecturer, Author’s Background Author’s Additional Resources Additional II. Asking questions be can Questions the complex. to the simple be can varied from questioning In-class examples some are skills. Here cognitive of hierarchy Bloom’s following categorized the story about asked questions of Students should be able to: be able should Students be could taxonomy the revised Bloom’s following objectives learning example, For follows. as constructed

Best Practice Forum The Innovative Instructor PedagogyForum Center for April 2015 c Educational e r Resources Making Learning Click Kathryn Tifft, Lecturer, Biology Department

What this is The issue The Innovative Instructor is a forum of Clickers, also known as in-class polling or published articles (www.cer.jhu.edu/ii) voting systems, can be used in large lecture and a blog (ii.library.jhu.edu) related to courses as a way to promote active learning. teaching excellence at Johns Hopkins Using a small hand-held device, students answer questions posed by the instructor. Their answers are recorded by a software About the CER application on the instructor’s computer The Center for Educational Resources and can be shared with the class to provide partners with faculty and graduate immediate feedback. Recent educational students to extend instructional professional development inspired my impact by connecting innovative colleagues and me to leverage the benefits of teaching strategies and instructional clickers by improving, expanding, and diversify- technologies ing clicker questions to increase student learning in our lecture courses. For information on how to contribute to The Innovative Instructor Why does it matter or to read archived articles Clickers are a simple and versatile way to implement a variety of pedagogical best practices please visit in a large lecture class, including active learning, formative assessment, and group learning. • www.cer.jhu.edu/ii Clicker questions can be used individually, in related sets, or in combination with other or email types of classroom activities. Implementing clicker strategies effectively increases the • [email protected] educational impact of lectures.

Forum categories Faculty solution Pedagogy Forum I team-teach two large (200 plus students) lecture courses − biochemistry and cell biology. Hopkins professors share In these classes, clickers are optional and credit is given based on participation, not correct successful strategies for teaching answers. Students receive a small bonus at the end of the semester for clicker participation. excellence Students can miss up to 20% of the lectures and still get full credit, so absences, dead Technology Forum batteries, and forgotten clickers are not a significant stressor for students or administrative Information about emerging burden for instructors. Following are some of our strategies for using clickers. technologies, who is using them, and why you should know • Clicker questions can be used to adjust the lecture content. Clicker questions can Best Practice Forum evaluate what students know so that instructors can avoid spending lecture time “How To” workshops on using explaining concepts that are already understood by the majority of the class. If a technologies and applying substantial number of students seem to be struggling with the answer, then the innovative instructional methods instructor can review the material. It’s a good idea to include lecture slides that can be used for review if needed. Forum

• Clicker questions can be used as an alternative way of presenting information. For example, ask a series of questions on interpretation of data to lead students to an understanding of the material. This is a more engaging method of content delivery than lecturing. • Carefully designed incorrect answers to clicker questions can quickly, accurately, and specifically identifycommon conceptual difficulties or misunderstandings among all students in the class. Based on the clicker responses, the instructor can immediately Pedagogy make any clarifications or address unclear concepts.

- engaged during engaged me Other thoughts iClicker experience, the current our In campus the used Homewood on system ex- and use, to simple set-up, easy to is technological Outstanding reliable. tremely Cole in the Brian by provided is support Due Resources. Educational for Center will students use, campus widespread to before clicker a registered have likely It is hard for students and instructors to stay to instructors and students for hard is It I appreciate focused lecture. in a traditional are lecturing while students from the break I try plan questions. to clicker answering from break other (or question a clicker lecturing) class. during every 15-20 minutes keep questions Clicker infeel I the excitement I enjoy a lecture. the to seeing theanswers of anticipation of I also the challenge like questions. clicker and effective an generating spontaneously results. the voting to response appropriate - implement While class. in your arriving a range use does present clicker ing of challenges − e.g., the instructor for writing responding questions, effective predicting and answers, to appropriately I − question each for thetimeallotment worth are thebenefits that found have in incorpo success team’s Our the effort. rating sophisticated clicker questions in questions clicker sophisticated rating inspired lecture-based has classes large classroom a blended towards work to me I clickers. on heavily relies experience that do the same. to instructors other encourage

- . An exam exam . An promote discussion . promote

Katie Tifft has taught in the Department of Biology at Biology at of in the Department taught has Tifft Katie in the co-teaches currently 2011. She since Hopkins Johns Biochemistry Cell a seminar as well and Biology as courses . program in the Biology Master’s students for course solving application-type questions solving application-type is crucial. If most students select the right answer select answer the right students most crucial. is If follow-up appropriate question from a previous semester can be broken down down be can broken semester previous a from question follow-up, As questions. clicker several multiple-choice into solving to approaches different compare can students model expert-level can instructors and the problems, the answers, in mixed results a question on a vote If the person with up pair to students ask can instructor next then re-vote. and their cuss answers dis them to to provide or answers specific eliminate can instructor The a before the discussion inform to information additional be can answers correct multiple with Questions re-vote. among discussions productive for point used a launch as class. the entire or students Clicker questions are a great way to to way great a are questions Clicker problem-solving approaches. approaches. problem-solving Clicker questions provide an opportunity to give students students give to opportunity an provide questions Clicker practice

Kathryn Tifft, Biology Department, JHU Lecturer, Author’s background Author’s • • personal my questions, clicker diverse and complex implement design and to striving In ways. in positive changed has experience in the classroom my and teaching to approach can questions clicker how I start thinking about a lecture, designing of During the process I design addition. a last-minute as than rather the lecture, part of be integral used an as I try predict to application. and delivery, content assessment, knowledge for questions efits of challenging clicker questions, including engagement, formative assessment, assessment, formative engagement, including questions, clicker challenging of efits more requested have peers. with Students working and solving, problem practicing “The student: one of the words In questions. challenging more and questions clicker I questions, clicker more were if there that I noticed the better! questions, clicker more parts also what highlighted peers. It my with focused interact willing to and more was the exam. before review carefully to have would and understand I did not the lecture of forthe exam.” preparation in helpful definitely were questions clicker The appropriate plan and answers, for explanations prepare outcomes, voting possible scenarios. various for follow-up the ben of aware are students many surveys class that Our and suggest observations Results Students overwhelmingly is positive. our courses in clickers using to response student The discussions in engaged are class, during correctly the questions answer to hard work the On course exams. for in preparation questions the clicker study and voting, during in “bestthe questions clicker the mention often evaluations students courses, our for the students section the biochemistry 92% of of class, one section. In aspects the course” of “very or helpful.” “helpful” as clickers the use of ranked In all cases,In the address can instructors addition, In explanation. or review the reasoning but their misconceptions. examine to students encourage and answers wrong on a clicker question, little or no follow-up is necessary. However, if a substantial if a substantial However, necessary. is follow-up no or little question, a clicker on a correction, provide only not to important is it incorrectly, answer students of number

Pedagogy Forum The Innovative Instructor TechnologyForum Center for April 2015 c Educational e r Resources Piazza Reid Sczerba, Multimedia Developer, CER What it is What this is Piazza is an online question and The Innovative Instructor is a forum of answer style discussion board that published articles (www.cer.jhu.edu/ii) offers useful features for facilitating and a blog (ii.library.jhu.edu) related to communication among students, teaching excellence at Johns Hopkins teaching assistants, and instructors. It provides a means to gauge student understanding of course concepts About the CER and allows instructors to engage with the How it can be used The Center for Educational Resources students in an intuitive way in real time. Students start by posting questions about partners with faculty and graduate course topics. These could be questions students to extend instructional about an assignment or a subject presented impact by connecting innovative Who produced it in lecture. If other students have answers to teaching strategies and instructional Piazza grew around the idea of students those question, they can provide preliminary technologies sharing knowledge. The developer, Pooja responses. Just as with a wiki page, all of the Sankar, felt there could be a better way for students have the ability to edit answers to For information on students to share their knowledge with improve their clarity. how to contribute to each other in an effort to understand com- The Innovative Instructor plex course topics. As one of three female Students can continue the conversation by or to read archived articles students in a majority male undergraduate posting follow-up discussion threads to please visit computer science class, she found it difficult questions in real-time, giving others the • www.cer.jhu.edu/ii to reach out for help, and suspected this immediate sense that they are not be strug- or email was a common problem. Piazza was created gling alone. Students who are having trouble • [email protected] as way for all students to be able to crowd with the same topic can “pin” a question to source their peers for assistance. bring attention to it. At any point, the instructor can endorse a student’s answer or Forum categories answer a question directly if other students Pedagogy Forum Why it was made are having trouble providing correct infor- Hopkins professors share The power of anonymity in this application mation. Instructors can also gauge student successful strategies for teaching becomes a motivator for students who participation by using the site’s statistics. excellence might otherwise be reluctant seek help. These analytics provide insights on how Technology Forum Instructor involvement is also an important well the students are understanding course Information about emerging aspect of this application. Since all of the concepts. Piazza provides a formative as- technologies, who is using them, questions and posts occur in one place, the sessment that allows instructors to adjust and why you should know instructor can review Piazza activity and their teaching to clarify misunderstandings Best Practice Forum provide support when needed. or confusion. “How To” workshops on using technologies and applying Piazza has a number of features that distin- innovative instructional methods guish it from a standard discussion board

tool. There is a clear scheme for organizing Forum

student posts and instructor feedback so that students can easily locate relevant material. This can reduce the number of duplicate emails sent to the instructor by students asking the same or similar questions.

While anonymity may be useful for some Technology classes, instructors can allow students to submit anonymously or not. If the instructor chooses the latter option, students can still

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How to get started get to How service, online will an is Piazza you As is done This account. an need set to up You process. creation the class through the Piazza review on thecan instructions in created is the class Once page. help Piazza and the students are imported imported are the students and Piazza a link in create can you (via their emails), in another Piazza launch to Blackboard the links to below Please refer window. add a Piazza to how on directions for Blackboard in your it link to and class course. - A staff member at the Center for Educational Resources, Reid provides training training provides Reid Resources, Educational for at the Center member A staff shares and development, resources educational in aids programs, of variety a on the Homewood design faculty at with graphic and expertiseinformation on Maryland a MA in Digital Arts from and in Illustration a BFA holds He campus. Art. College of Institute Piazza: to a link in Blackboard Adding http://help.sset.jhu.edu/display/Bb/Add+a+Piazza+Link+to+Your+Blackboard+Course Piazza: from tips Helpful https://piazza.com/product/best_practices page: help Piazza’s https://piazza.com/support/help

• • • Author’s Background Author’s Reid Sczerba, Resources for Educational Center Multimedia Developer, Additional Resources Additional cation free for educational use. To further To use. educational free for cation developed has Piazza this commitment, - a rev provide use that corporate for tools stream. enue Where it is going Where the appli keeping to committed is Piazza Who’s using it Who’s science and JHU faculty in computer have statistics and mathematics applied years. few the past used over Piazza Piazza has features similar to a learning a learning to similar features has Piazza Blackboard, as such system management post documents, can instructors in that and hours, office videos, syllabi, images, be can linked Piazza information. contact an as system management a learning to do not instructors soexternal tool that environments files in two duplicate to have discussion. for features rich use its can and Another useful feature is the variety of the variety of is useful feature Another as such posting questions, for formats LaTeX). (using equations code and blocks to and be detailed questions This allows why the reasons of specific. one is This Piazza application a favorite become has courses. math and in programming post questions privately, which will only which will only privately, post questions don’t students If be the instructor. seen by in- an for possible is it postanonymously, students to extra credit award to structor or who post particularlygood questions to the benefit of answers who provide class. whole

Technology Forum The Innovative Instructor BestForum Practice Center for November 2014 c Educational e r Resources Creating Rubrics Louise Pasternack, Teaching Professor, Chemistry

What this is What it is The Innovative Instructor is a forum of Instructors have many tasks to perform In addition, the instructor published articles (www.cer.jhu.edu/ii) during the semester. Among those is grading, can supply pre-con- and a blog (ii.library.jhu.edu) related to which can be subjective and unstructured. structed comments teaching excellence at Johns Hopkins Time spent constructing grading rubrics for uniformity in while developing assignments benefits all grading. parties involved with the course: students, About the CER teaching assistants and instructors alike. The Center for Educational Resources Sometimes referred to as a grading schema partners with faculty and graduate or matrix, a rubric is a tool for assessing students to extend instructional student knowledge and providing construc- impact by connecting innovative tive feedback. Rubrics are comprised of a list teaching strategies and instructional of skills or qualities students must demon- technologies strate in completing an assignment, each with a rating criterion for evaluating the Some instructors supply copies of the For information on student’s performance. Rubrics bring clarity grading rubric to their students so they how to contribute to and consistency to the grading process and can use it as a guide for completing their The Innovative Instructor make grading more efficient. assignments. This can also reduce grade or to read archived articles disputes. When discussing grades with please visit Rubrics can be established for a variety students, a rubric acts as a reminder of im- • www.cer.jhu.edu/ii of assignments such as essays, papers, portant aspects of the assignment and how or email lab observations, science posters, presenta- each are evaluated. • [email protected] tions, etc. Regardless of the discipline, every assignment contains elements that address an important skill or quality. The rubric How to do it Forum categories helps bring focus to those elements and Below are basic elements of rubrics, with Pedagogy Forum serves as a guide for consistent grading that two types to consider. Hopkins professors share can be used from year to year. successful strategies for teaching I. Anatomy of a rubric excellence All rubrics have three elements: the objective, Technology Forum Why does it matter its criteria, and the evaluation scores. Information about emerging Whether used in a large survey course or a technologies, who is using them, small upper-level seminar, rubrics benefit Learning Objective and why you should know both students and instructors. The most Before creating a rubric, it is important Best Practice Forum obvious benefit is the production of a struc- to determine learning objectives for the “How To” workshops on using tured, consistent guideline for assigning assignment. What you expect your stu- technologies and applying grades. With clearly established criteria, there dents to learn will be the foundation for

innovative instructional methods Forum is less concern about subjective evaluation. the criteria you establish for assessing their performance. As you are consider- Once created, a rubric can be used every ing the criteria or writing the assignment, time to normalize grading across sections you may revise the learning objectives or or semesters. When the rubric for an as- adjust the significance of the objective signment is shared with teaching assistants, within the assignment. This iteration can it provides guidance on how to translate help you hone in on what is the most im- the instructor’s expectations for evaluating portant aspect of the assignment, choose student submissions consistently. The rubric the appropriate criteria, and determine Best Practice makes it easier for teaching assistants to give how to weigh the scoring. constructive feedback to students. - - - Missing (0) Does not any recognize - of the poten tial errors. Does not recognize of these any procedures. Needs work (1pt) Needs work 1 or Recognizes 2 out of the 3 major losses with a major error. 1 Recognizes but procedure, has other errors in identifying procedures. Acceptable (2pts) Acceptable 2 out Recognizes of the 3 major losses but has in a major error understanding. at Recognizes least 1 with no in major errors identifying or procedures 2 with 1 major error. Criterion and citations. references logical ideas clearly and provides expresses Writer or the use of jargon avoids and writer the audience to is given Attention writing or mechanic issues. no grammatical are There idioms. of the defense for lack suitable references clear but ideas are Writer’s - grammati a few are There or idioms appear occasionally. Jargon ideas. cal or writing mechanics issues. given. are or citations references muddled and few ideas are writer’s The - than 5 gram more are There the audience. or idioms confuse Jargon or writing mechanic issues. matical Excellent (3pts) Excellent all Recognizes 3 of the major losses with no major errors identifying errors. at Recognizes least 2 of these techniques with no major in errors techniques. Acetone was was Acetone added taken to Care transfer minimize loss Solubility of product when Losses filtering losses Transfer paper filter from vial to of water Amount minimized

• • • • • • Objectives Multiplier x1 of Identification errors potential Multiplier x2 used to Procedures errors minimize Evaluation Score Evaluation 10pts Proficient, 6pts Adequate, 3pts Inadequate, ing objective, but they usually require more time to create. When using analytical analytical using When ing create. time to more objective, they require usually but scor a different using the score be weighing necessary may consider to rubrics, it an of example an is Below objectives. the learning for multipliers scale score ing or uses multipliers. a chemistry that lab rubric for analytical Analytical rubricAnalytical own its each with detailed objectives, learning of a list rubric provides analytical An the using to quality be a specificskill to evaluated or corresponds that scheme rating aspectsa learn individual of for scoring Analytical provide rubrics criterion. Holistic rubric over an each with scores, evaluation lists and objectives broad contains rubric A holistic all criterion summary that encompasses multiple skills or qualities of the objective. Thisthe objective. of qualities skills or multiple encompasses summaryall that criterion the criteria. when writing generalizations on relies and simplistic more is approach bulletsmake to as qualities separate or skills the list can descriptions criterion The example an Below is score. evaluation an up makes see a grader to what easier for it assignment. writing a simple for rubric a holistic of Types of rubrics Types II. (detailed). analytical and (simplistic) holistic rubrics: types of main two are There whether or and theSelecting are tasks multi-faceted rubric typehow depends on your student. of on the the part proficiency a high of degree the skill requires not

- - - Louise Pasternack earned a Ph.D. in chemistry from Johns Hopkins. Hopkins. in chemistry Johns from earned a Ph.D. Louise Pasternack was Louise Pasternack lecturer, a senior JHU as to returning to Prior been has She Laboratory. Research the Naval at scientist a research has 2001 and JHU since at chemistry introductory laboratory teaching 250 teaching than more of the help with 7000 students than more taught in 2013. Hopkins at professor became a teaching She assistants. . Author’s Background Author’s Pasternack Louise JHU Chemistry, Professor, Teaching [email protected] Other thoughts beneficial is view to for rubrics It how idea an get to courses similar A work. their course evaluate others rubrics” “grading for search keyword Google like engine search in a web useful examples. many will return have Turnitin and Both Blackboard rubrics grading creating for tools assignments. course of variety a for please contact information, more For Evaluation Score Evaluation criterion the for score The evaluation clear is it as long as schema use any can in Keep grade. a total to equates it how can objectives for the scores that mind can you so that differently beweighted that qualities the skills and emphasize to learning the significance the most have objectives. Criteria evaluation (i.e., the criteria writing When the high describing start by descriptors), the the objective, for result exemplary est credit, for still is acceptable that lowest unaccept be considered would what and between variations express can You able. the lowest and the highest if desired. verbs explicit using Be by concise skill or the quality to directly relate that competency. student demonstrates that with associated verbs of lists are There in Bloom’s found categories cognitive Comprehension, (Knowledge, taxonomy and Analysis, Evaluation, Application, qualities the express These lists Synthesis). knowl achieve to skills required and critical thinking or comprehension edge, Taxonomy”). Bloom’s (Google for “verbs

Best Practice Forum The Innovative Instructor PedagogyForum Center for November 2014 c Educational e r Resources Getting to the Source of the Problem Bill Leslie, Professor, Department of History of Science and Technology The issue What this is Even the smartest undergraduates need to The Innovative Instructor is a forum of be taught that everything worth knowing published articles (www.cer.jhu.edu/ii) won’t be found on a smart phone. Luckily, and a blog (ii.library.jhu.edu) related to the Homewood campus offers endless teaching excellence at Johns Hopkins opportunities for teaching from primary sources. The Hamburger Special Collec- tions and Archives has everything from About the CER rare books, official university records, The Center for Educational Resources and historic photographs to films and partners with faculty and graduate artifacts, including a growing collection students to extend instructional devoted to undergraduate life. Beyond impact by connecting innovative the library there’s another world of primary teaching strategies and instructional documents to discover-artwork, memorials, technologies even the very buildings where our students live and learn. With the right tools, and Faculty solution For information on some help from the Center for Educational For my course Johns Hopkins: The Idea of a how to contribute to Resources (CER), I tried to bring these University, I wanted the students not only to The Innovative Instructor sources to life for the students and get master new research skills, but to learn from or to read archived articles them out of the classroom to experience one another and to present their findings in please visit the campus in an entirely new way. a novel way. There were sixteen freshmen in • www.cer.jhu.edu/ii this writing intensive course, co-sponsored or email by the Program in Museums and Society. • [email protected] Why does it matter The students came from the sciences, social Using new media, our students can interpret sciences, engineering and the humanities; and showcase these primary documents in some were tech savvy and others not. The stu- Forum categories ways that are exciting, relevant and acces- dents selected ‘hot spots’ on the Homewood Pedagogy Forum sible. For students accustomed to Google campus, places where something significant Hopkins professors share searches and textbooks, confronting a pri- had happened. We discussed their initial successful strategies for teaching mary document, on paper or on site, can be choices collectively, did further research excellence a real eye opener. Reading about chemist Ira to assess existing primary sources, then Technology Forum Remsen is one thing. Putting your hands narrowed the list to eight, with two students Information about emerging on his original letter to Daniel Coit Gilman assigned as a team to tell the story of each technologies, who is using them, seeking employment at the new Johns ‘hot spot’. and why you should know Hopkins University is another. So is poring Best Practice Forum over his original laboratory notebooks and I wanted an environment where students “How To” workshops on using student lectures. Suddenly his ashes and the could share their research using a collabora- technologies and applying accompanying memorial plaque in Remsen tive, web-based platform. In consultation innovative instructional methods Hall look very different. You can walk by the with the CER, we selected Google Sites, Greenhouse and the President’s Garden for which provided robust functionality with a Forum

four years and hardly notice. Spend some low learning curve and short setup time. Since time with the photograph collection and the the projects had a strong spatial component, records of the McCollum-Pratt Institute and we also included Google Maps so that the you realize that here was the first laboratory on students could identify the location they the Homewood campus, a working botanical were researching on the campus map and garden, and the birthplace of molecular biology have it embedded in the Google Site. As at Johns Hopkins. Follow a freshman student the students began discovering sources Pedagogy during his or her first year at the university they wanted to include (video, historic through a film, and you appreciate how much has documents, photographs and their own changed since then, and how much has not. interviews), they would upload them to - - - - students quickly overwhelmed it. With the With overwhelmed it. quickly students for the workflow CER, changed of we help a private up setting by material uploading proved Google in This folder Drive. class embed since solution be efficient to an ding resources from Google Drive into the Google into from Drive resources ding the all of allowing simple, was Site Google An place. one in beto stored resources ar to able was being additional advantage collected. had the students what chive project using Google class my first was This be Next the last. won’t it but applications, in the spots’ ‘hot look at we’ll semester For medicine. Hopkins Johns history of the students the I willhave assignment, first have their predecessors what take a lookat scale the could up We it. critique and done now for but class, a larger for applications the seminar with comfortable more I’m a profes from returned I just format. sional my society I shared where meeting the Google tools. with Sites experiences enthu much as showed colleagues My siasm so for the students, as the approach popping maps spot’ see ‘hot similar may we future. thein near universities other at up tuned. Stay - tremely well together. The students almost students The together. well tremely the with comfortable felt immediately a “how-to” on draw could technology and thisfor by CER the developed workflow class early met with the CER staff course. questions student answered in the term and we Initially, the semester. of the course over The allotment. used the storage Google Site the collected by material of amount sheer The student reaction to the project wasproject reactionto the student The from judging positive, overwhelmingly personal discussions and evaluations class Several the of students. individual with on working students continue to asked ended. had class the after theirprojects hidden talents discovered Students often new developed skills. student One and interviewing a fine job a facultydid such - ever consid if he’d I asked that member erednow, until Not in filmmaking. a career learned the students All of answered! he and images in words, stories tell to how be to gifted out turned a few and sounds, word tight with Working designers. web skills. their writing also honed limits ex worked applications The three Google Results Bill Leslie has taught at Johns Hopkins since 1981. His favorite favorite 1981. His since Hopkins Johns at Bill taught Leslie has The Vegas: “Las Memory”, and “Monuments include courses on “Science and field trip), (with the World” of Wonder Eight the university. a history of writing currently is He Display”. Johns on seminar a freshman course, spring upcoming His discussed in the innovations will on medicine, build Hopkins this article. Author’s background Author’s Bill Leslie JHU Department of History of ScienceProfessor, and Technology, Early on, I told the students that the site the site that the students I told on, Early they so could that be public not would feeling focusthe without learning on whole their shoulders. over looking was world I atmosphere, a collaborative foster To another’s one critique the students had written provide and week each work Did pages. the project on right feedback document that Was well? work this image the interview down edit Could clear? you Whatimportant? anything losing without still did you primary material of kinds fully? The the storyneed tell more to valuable each other also gave students technical ef- use the to site how on tips had class the together, Working ficiently. to how post difficulty no almost learning design the layout. and content a class folder in Google Drive, which in Google which folder Drive, a class integrates Over Google with well Sites. impressive an amassed each team time, primarycollection materials. of

Pedagogy Forum The Innovative Instructor TechnologyForum Center for November 2014 c Educational e r Resources Prezi Macie Hall, Instructional Designer, CER What it is Why it matters What this is Prezi is a free, cloud-based, presentation Prezi presentations are inherently dynamic The Innovative Instructor is a forum of tool that allows users to place content on a and this feature can be used with advantage published articles (www.cer.jhu.edu/ii) screen in non-linear order. Prezi uses a to keep audiences engaged. and a blog (ii.library.jhu.edu) related to Zooming User Interface (ZUI) teaching excellence at Johns Hopkins to enable navigation and display Prezi offers lots of options for of content. ZUI is a term used in design. You can choose a preset computing to describe a graphical template, which in Prezi is used About the CER environment wherein users can to refer to a background, or use The Center for Educational Resources change the size of a viewing area a blank canvas. The templates partners with faculty and graduate by enlarging or reducing it, navi- include two different types of students to extend instructional gate by panning across a surface, world maps, either of which impact by connecting innovative and zoom in and out of content. would work for geographic teaching strategies and instructional content. Another template is a technologies subway map-style schema that Who produced it would be useful for demonstrating work- For information on Prezi was in 2008 created by three Hungar- flows or processes. With either the blank how to contribute to ians: Péter Árvai, Szabolcs Somlai-Fischer, canvas or a template, you have a choice of The Innovative Instructor and Péter Halácsy. They wanted to provide an about 20 themes you can use. Further cus- or to read archived articles alternative to the linear, slide-based formats of tomizations are possible, including upload- please visit PowerPoint and Keynote. The word prezi is ing an image file to serve as your back- • www.cer.jhu.edu/ii the Hungarian short form of presentation. ground and creating your own theme. For or email advanced users, there is a CSS editor. Like • [email protected] The Prezi website describes the application PowerPoint or Keynote, preset layouts are as “…a virtual whiteboard that transforms available for the framed content areas. presentations from monologues into conver- Forum categories sations: enabling people to see, understand, Images can be embedded and YouTube videos Pedagogy Forum and remember ideas.” can be inserted in a Prezi. You can insert the Hopkins professors share following video file formats-F LV, M OV, successful strategies for teaching WMV, F4V, MPG, MPEG, MP4, M4V, and excellence Why it was made 3GP. Other videos found online can be linked Technology Forum Prezi takes a different approach to pre- from the presentation. Sound can be an im- Information about emerging sentations. Instead of slides that advance portant component and Prezi supports voice- technologies, who is using them, in linear order, Prezi gives the user a blank over narrations and music as a background and why you should know canvas with flexibility in determining track or applied to specific path steps. Sup- Best Practice Forum the order in which content is presented. ported audio files include: MP3, M4A, FLAC, “How To” workshops on using Think of the canvas as a blank background WMA, WAV, OGG, AAC, MP4, and 3GP. technologies and applying waiting for content. Content is placed in innovative instructional methods bracket-style, rectangular or circular frames. One of the best features of Prezi is the ability

The content can be placed on the canvas to zoom out to see the big picture-the layout Forum

in any order. The user can then create a set of the entire canvas. This kind of visualization path to allow for a planned progression can be very powerful in a presentation. through the material or focus on specific topics as desired. Overall, the interface for Since Prezi is cloud-based, you can present adding and customizing content is easy to from your browser, desktop, iPad, or iPhone understand and use. Because the content and always have the latest version of your appears to float on the Prezi canvas, there is work at your fingertips. Create or edit on the Technology a sense of spatial perspective, or a three go, then auto-synchronize across all your dimensional effect. devices with ease.

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Technology Forum The Innovative Instructor BestForum Practice Center for April 2014 c Educational e r Resources Preparing an Effective Syllabus Richard Shingles, Lecturer, Biology Department

What this is What it is The Innovative Instructor is a forum of A course syllabus can be more than a list published articles (www.cer.jhu.edu/ii) of class topics and readings. It can give and a blog (ii.library.jhu.edu) related to students an immediate sense of what teaching excellence at Johns Hopkins the course will be about, what they will learn, and how they will be evaluated. A syllabus can About the CER provide students with an clear The Center for Educational Resources understanding of expectations, partners with faculty and graduate course support, and proper students to extend instructional conduct in class. It is a stu- impact by connecting innovative dents’ “first impression” of your teaching strategies and instructional course, which will resonate through technologies the semester and excite them about the course content they will soon learn. For information on how to contribute to The Innovative Instructor Why does it matter I. General strategies or to read archived articles Students on the first day of class are highly • Try to anticipate and answer student please visit observant of the tone you set for the course. questions with information provided • www.cer.jhu.edu/ii The syllabus is a great tool for listing assign- in the syllabus. This will help reduce or email ments and readings, but it can also provide confusion and lessen its impact on your • [email protected] students with a clear set of expectations about inbox and office hours. other elements of the course. These can be an • Keep the schedule flexiblewhen possi- attendance policy, the grading protocol, and ble by listing broad topics for the week Forum categories even behavioral considerations. Think of the versus specific topics per class. Pedagogy Forum syllabus as an implicit teaching-learning con- • Consider putting more content in your Hopkins professors share tract to help the students avoid any misun- syllabus rather than less. Whatever is successful strategies for teaching derstandings as the semester progresses. not covered can be useful as supplemen- excellence tal material. Technology Forum At the beginning of the semester students Information about emerging often visit multiple classes to decide which technologies, who is using them, courses will best fit their schedule, seem II. Topics overview and why you should know to be the most exciting, and may be the • Provide basic information and brief Best Practice Forum easiest fit for their class schedule. The background for a topic. This can help “How To” workshops on using syllabus works well as vehicle to excite orient the students to what will be in- technologies and applying your students and convince them that your volved when you begin the topic.

innovative instructional methods Forum course will be well worth their time. The • Restate the course prerequisites. Prior more attention you put into your syllabus, courses’ content help frame the new the more your students will acknowledge content of your course. your own passion for the subject. • Give an overview of the purpose of your course. • State general learning goals or objec- How to do it tives. These are important to include as The following are ideas that have come from they give insight on what students need conversations with faculty about their syllabi to know and how they will be assessed. Best Practice and from other resources: - Final thoughts thoughts Final may syllabi course related Lookingat content what into insight provide help your structure to how and include to faculty other Check with syllabus. own share who might department in your in using harm no is There syllabi. their the improve ideas to instructors’ other the experience students of educational class. in your Using the syllabus the Using the syllabus use of the instructor, For your to it distributing with end doesn’t - an and handy copy a Keep students. progresses. the semester as it notate spend need to find you you Perhaps more that or a particulartimeon topic, better work might assignment the first good have to It’s later. a week came if it that students remind to hand on a copy a no have you that did state you yes, should You quizzes. policy for make-up your to also online post the syllabus site. LMS) course other (or Blackboard design Syllabus an have looks can syllabus your How perceive students your effect how on this class. teaching for passion your be can uninspiring, list a bulleted Since to meaningful images adding consider students your intrigue to syllabus your visually appealing. more it make and programs processing word most Also, can that design templates built-in have your of the appearance enhance only not structure/layout also help but syllabus, a syllaabout Thinking content. your bus as a brochure for your class can help help can class your for a brochure as bus the bulleted typical free from break you choose to persuade students and list Being thoughtful others. over class your syllabus your present you how about your show to opportunity a great is the for care you much how students subject. Give your in them confidence professionalism. professorial

- for your students to to students your for You can state the method state can You such as ethics policies, classroom ethics as policies,classroom such such as the Counseling Center, the Center, the Counseling as such such as add and drop dates and grade and dates drop add and as such which can include information resources, resources, information include which can These could be divided between mandatory These could be divided mandatory between - e.g., lecture-based, active learning, writing intensive, intensive, writing learning, active lecture-based, - e.g., Here is where to state your attendance policies, late sub policies,late attendance your state to where is Here Dr. Richard Shingles is a faculty lecturer in biology and teaches undergraduate and graduate courses at at courses graduate and undergraduate teaches in biology and a faculty is lecturer Shingles Richard Dr. the Center with Specialist Pedagogy Designer and a Senior Instructional as also Shingles works Dr. JHU. Dr. developers. course and students, graduate faculty, counsels and supports He Resources. Educational for October since 2006 University Hopkins Johns at Institute Training the TA of been has Shingles the director JHU. at program TA) (PFF Academy Teaching Faculty Future also he instructsand in the Preparing syllabi displays journal that peer-reviewed online, , An : Students your with a Covenant Creating agreements, student formal Article on http://www.cer.jhu.edu/ii/InnovInstruct-BP_pforni1.pdf post blog Instructor Innovative Related http://ii.library.jhu.edu/2013/11/01/rebooting-your-syllabus http://www.syllabusjournal.org : Curve to Not or Curve, methods, grading To Article on http://www.cer.jhu.edu/ii/InnovInstruct-BP_toCurveOrNotToCurve.pdf Syllabus syllabi university of database online , An Project Open Syllabus http://opensyllabusproject.org

mission grade adjustments, methods for extra credit, etc. To avoid confusion and and confusion avoid To etc. extra credit, methodsfor grade adjustments, mission stated. be clearly policies should your students, with arguments of. aware to be students and the you both for deadlines.is convenient This appeal such as mentors, online resources, tools, etc. tools, resources, online mentors, as aids, such study supplementary Indicate hours. office include your to forget Don’t List important dates for the academic year, the academic year, for List dates important Provide a list of university support offices, offices, support university of Provide a list sign. A formal commitment from the students fosters mutual understanding and and understanding mutual fosters the students from commitment sign. A formal other and emailing, chatting, concerning you and respect between the students with a Covenant the “Creating to refer information, more activities. For disruptive below. listed article Students” Your policies, departmental university List or any Research theLibrary’s Writing Center, Services,Disability Student the of Office etc. Librarians, Consider including a formal covenant or code or conduct of covenant Consider a formal including Stipulate course policies. Stipulate and further sections. and reading etc. blogs, tools, Describe evaluation. and grading, grade distributions diversity of statement a and disabilities, with students for accommodations inclusion. and accommodation listing due dates for assignments and papers and exam exam and papers and assignments for dates due listing Provide a course calendar, class. your for workflow the anticipate students will This help dates. Specify readings. and textbook(s) course, for List materials supplementary Describe your course format Describecourse format your etc. You can also consider listing percentages of how much one format will be used format one much how of percentages listing also can consider You etc. others. over quota use bella to curve, plan will clumping, whether use, you you that grading of these on information more method.For grading criterion-referenced or system, linked below. Curve” to Not Curve, or the “To to methods, refer • • • • • Policy

Additional support Additional info • • • • • • • • • • • • Author’s Background Author’s Richard Shingles, Biology Department, JHU Lecturer, Additional Resources Additional V. IV. Course structure/materials III. Course

Best Practice Forum The Innovative Instructor PedagogyForum Center for April 2014 c Educational e r Resources Interactive Collaboration Using Facebook Dr. Alexios Monopolis, Lecturer, Earth and Planetary Science

The issue a Group solved potential challenges that What this is When I started teaching at Hopkins, might immediately occur to faculty when The Innovative Instructor is a forum of Blackboard was offered as the course considering using Facebook. You don’t published articles (www.cer.jhu.edu/ii) management system and most faculty need to have a formal, online connection and a blog (ii.library.jhu.edu) related to seemed to be using it as their with students for them to teaching excellence at Johns Hopkins primary means of communica- access the site, thus ensuring tion with students. Although their privacy and your own. Blackboard has some useful But you can still keep course About the CER functions, I was looking for a communications open only to The Center for Educational Resources different set of utilities – ideally, students by adjusting the partners with faculty and graduate a class communication solu- Group privacy settings and students to extend instructional tion that students would find requiring students to “request impact by connecting innovative intuitive, easy to use, and to join.” The faculty admin- teaching strategies and instructional interactive. Facebook is an istrator then approves each technologies application that most students are already request ensuring that none but registered quite familiar with and have incorporated students can access the Group content. For information on into their daily lives. It became the obvious how to contribute to choice to help connect and engage my stu- Facebook allows the creation of Pages and The Innovative Instructor dents outside of our formal in-class hours. Groups, which at first glance may appear or to read archived articles similar. Pages allow organizations, business- please visit es, celebrities, and brands to communicate • www.cer.jhu.edu/ii Why does it matter broadly and can be created only by official or email I wanted an online application that would representatives. Groups provide a closed space • [email protected] facilitate communication and collaboration for small groups of people to communicate between faculty and students, allowing for about shared interests; they can be created interaction and the sharing of information by anyone. For my purposes, a group was the Forum categories beyond the confines of our formal classroom. best solution. Groups include the following Pedagogy Forum It needed to be asynchronous so that students features: Hopkins professors share could easily access and use it at any time. • Privacy: In addition to an open setting, a successful strategies for teaching I also wanted a way for students to reflect group can be made closed or secret (not excellence on the content learned in the classroom, searchable). Making the group secret or Technology Forum as self-reflection is an important means of closed will mean that student posts are Information about emerging reinforcing learning. With Facebook, when visible only to you (the instructor) and to technologies, who is using them, one student offers an observation or posts the other students in the group. and why you should know an article, video or link, others can respond Best Practice Forum by commenting on the post. Although • Audience: Group members must be “How To” workshops on using Blackboard offers a discussion board approved or added by the creator/ad- technologies and applying tool, Facebook has the advantage of being ministrator of the group. When a group innovative instructional methods instantly familiar to students, and they have reaches 250 members, some features, no hesitation using it. Its interface is also such as group messaging, are limited. The Forum

simpler and more intuitive. most useful groups will be ones you create with small numbers of students. Faculty solution • Communication: In groups, members receive notifications by default when To be more specific, I created Group pages any member posts in the group. Group in Facebook for the students in my members can participate in chats, Pedagogy fall courses, Environmental Photojournalism upload photos to shared albums, and & Filmmaking in the Era of New Media collaborate on group documents. and Designing Sustainable Wellness. Using or dramatic way – Facebook has simply simply has – Facebook way dramatic or which through space additional addedan engagement, learning, facilitate I can the beyond interaction and reflection, classroom. - Once the group is created, you’ll be taken to the group. To get started, click the “gear” button button “gear” get started, click the To group. the be taken to you’ll is created, the group Once add a group can you here From Settings. and select Group Edit right of the group top the at and manage members. picture, add a group email address, set a group description, tags, After logging in, go to the Groups sectionGroup. Groups the the left on go to in, logging and click Create side menu After select and add members, name, add a group be able to you’ll will appear where A window done. when you’re Click Create group. the privacy your setting for

3. 1. 2. Facebook provides detailed Help on setting up groups. To create a group: create To groups. on setting up Help detailed provides Facebook the highConsidering levels believe I participation, of using enjoyed students additional an as Facebook platform communication useful it during found and the semester. of thecourse the of many addition, In use to continue students and group the Facebook periodically, it to contribute is theeven though semester their course and over long completed. is work teaching believe my I don’t specific in any changed has course, it certainly helped that these classes that certainlyhelped it course, class a larger In enrollment. limited were and track to be could challenging it setting thein group participation students’ assess all of that been fortunate I have discussions. Facebook were students my object did not and users to academ- for Facebook using if the purposes.future, ic In already does not a student to want does not and have account a Facebook open ac an the group, join to commodation would be be would commodation necessary.

- - in class, their class, Environmental Environmental Dr. Alexios Monopolis teaches in the Global Environmental Change & Sustainability (GECS) program (GECS) program & Sustainability Change in the GlobalEnvironmental teaches Alexios Monopolis Dr. doctoral & Health Sustainability JHU’s for manager serves and the program as Hopkins Johns at has Monopolis Dr. Initiative). Innovation Ph.D. the Provost’s being through developed (currently program Dartmouth University, Oxford University, Harvard fields from in a variety of 6 degrees completed dimensions the focuses psychological on research current California. His of College, the University and serves and the strength as Monopolis Dr. students, Hopkins teaching to addition In sustainability. of swim teams. Women’s and the JHU Men’s for coach conditioning Invite by Email Groups in Facebook in Facebook Groups https://www.facebook.com/help/162866443847527

• Dr. Alexios Monopolis, Alexios Monopolis, Dr. Earth and Planetary JHU Science, Lecturer, Author’s background Author’s Additional resources Additional So far, I have not experienced any sig experienced not any I have So far, Results Facebook. using to disadvantages nificant actively were classes in the two Students Of Facebook. on and both in class engaged At the beginning of the semester, I made I made the semester, the beginning of At their participation that aware students - be atten based on not grade solely would comment a prepared making and dance their Rather, session. class each during to which reflect degree the grades would in well-informed engage they actively and both in the classroom discussions, I activity, Facebook For Facebook. on of both the number account take into and engagement of the level posts and posts in students’ other with interaction final student’s each portion of a assessing grade. participation Photojournalism & Filmmaking – to cuts video rough and essays photo faculty additional or preliminary receive finalizing their peer before and feedback work/projects. The Facebook groups allowed students in students allowed Facebook groups The that discussions continue to classes my new ones initiate to and began in class post to able are Students class. of outside com to videos, and links, articles, and As the creator of a group, you will be you the a group, of the creator As who joins control can and administrator join to students invite can You the group. clicking by the group by or settings group your of right the top web remember easy to selecting a unique, the class. with then share you that address postings. They students’ other on ment their created share and alsocan upload my – in the case of content

Pedagogy Forum The Innovative Instructor TechnologyForum Center for April 2014 c Educational e r Resources Panopto Brian Cole, Information Technology Specialist, CER What it is What this is Panopto is a service that enables easy video The Innovative Instructor is a forum of capture, streaming, and sharing. While tra- published articles (www.cer.jhu.edu/ii) ditionally categorized as a lecture capture and a blog (ii.library.jhu.edu) related to service, Panopto can do much more. teaching excellence at Johns Hopkins A common concern among faculty when Who produced it students request lecture recordings is that About the CER Panopto is headquartered in Pittsburgh, students will stop coming to class. Though The Center for Educational Resources Pennsylvania. It was founded by two this is always a possibility, our experience is partners with faculty and graduate Carnegie Mellon University professors as an that using Panopto does not negatively affect students to extend instructional extension of lecture capture/presentation attendance, and often increases student impact by connecting innovative software developed there. Johns Hopkins has satisfaction with lectures. teaching strategies and instructional a contract with Panopto to provide hosting, technologies storage, and streaming of media. Who’s using it For information on More than 1200 recordings have been how to contribute to Why it was made posted to the Panopto service by JHU fac- The Innovative Instructor Panopto simplifies the complex task of re- ulty members and students from disciplines or to read archived articles cording lectures and presenting pre-recorded as diverse as physics, humanities, biology, please visit lecture information. Before Panopto (and and computer science, to name a few. These • www.cer.jhu.edu/ii similar current competitors), recording lec- recordings have been viewed over 50,000 or email tures required a hodgepodge of cameras, times with 4,000 hours of viewing in the last • [email protected] microphones, and screen capture software six weeks alone. as well as many hours of post processing. Panopto, on the other hand, will run on any Forum categories Windows or Mac computer and can record How it can be used Pedagogy Forum anything the computer can “see” – screen Panopto can be used in several ways: Hopkins professors share shots, presentation slides (PowerPoint, • Lecture Capture: Panopto can capture successful strategies for teaching Keynote), and video and audio sources. It audio, video, slides, or screen activity. It excellence packages all of these elements automatically can also capture just audio, just video, etc. Technology Forum and presents them in an easy to view format. Information about emerging • Live Streaming: These same elements can technologies, who is using them, be streamed live, with some restrictions. and why you should know Why it matters • Existing Audio/Video Files: Panopto Best Practice Forum Panopto is important for several reasons. can be used to host and stream existing “How To” workshops on using Lectures are often dense and packed with audio or video files. This alleviates technologies and applying complex information. It is not always possible storage and format issues. innovative instructional methods to stop the lecture, repeat sections, or review.

By capturing the lecture, students can review Forum

specific segments at their own pace after class. Panopto makes it easy to jump to a specific point in the recording and play that segment as many times as needed. Panopto also easily pre-records entire lectures or modules. This is useful in the context of online courses, flipped courses, or when the Technology faculty member must miss a class.

- - - - Should the recordings be publicly be publicly the recordings Should they to be should visible or viewable class? your only Panopto integrate to want Do you Blackboard? with (audio, record to want do you What screenshots)? PowerPoint, video,

• • • Other thoughts unlim - an for license allows Our Panopto unlimited an and recorders of number ited neces longer no is It recordings. of number sary a find server to space enough with videothe correctly videoformat files, for network worry all or about viewers, for recording focus on can You bandwidth. will best what serve your capturing and Panopto. to the rest leave and students, How to get started get to How the consider Panopto, started with get To following: otherwise or a lecture creat Capturing ing a recording requires the Panopto the Panopto requires a recording ing applica- software This software. recorder runs on it and simple, small is and tion is account Panopto A Mac. and Windows required. the primary is adminis Pagano Nicole accounts: stand-alone Panopto for trator [email protected] Black with Panopto integrate to want you If Cole: Brian [email protected] contact board, - inte have or account an have you Once can you Blackboard, with Panopto grated software, the recorder log in, download the capturing, After begin capturing. and ac- hosted our to uploaded is recording serv- the Panopto by processed and count you processing, of completion Upon er. point, At that email. by willbe notified determine to set can permissions you the link. distribute view whocan and be can these automated. steps of Many on focusing are developers Panopto from process the entire streamlining also viewing. to They are recording putting- play enhancing into resources devices, supporting mobile on back creating and browsers, 5 for HTML integration. Blackboard robust more Where it is going Where decisions Each own will school its make theJHU Panopto supporting about future the immediate For license. from a commitment is (2014-2015), there Sciences Arts School and of the Krieger Engineering School of the Whiting and all faculty support to full-time programs use Panopto. to who wish students and this decision feedback, Baseduse and on renewal contract will during be revisited periods.

- - Brian Cole works in the Center for Educational Resources as an an as Resources Educational for in the Center ColeBrian works and support provides Brian Specialist. Technology Information instructional of a number faculty on Homewood for training technologies. IT. enterprise in liberal is arts and background His Author’s background Author’s Brian Cole, JHU Resources, for Educational Specialist, Center Information Technology Some faculty are using Panopto simply to to simply Panopto using facultySome are (replacing lectures from the audio capture the podcasting service). faculty Most use it audio+screen or audio+slides capture to a quick as used it have Faculty activity. a class for a lecture pre-record to way a for a module create they to will or miss, short record faculty class. Some “flipped” core illustrate and explain that segments review them can students so that concepts being used is Panopto time. their own on for reviewpresentations student record to record are peers. departments Some by technolo streaming and capture Lecture Screenshot of Panopto’s recorder interface in Windows (Mac is similar) Windows interface in recorder of Panopto’s Screenshot serve to instructors a as TA Graduate ing critiques. teaching providing for basis use. to hard and complex often gies are By lowering their potential. limits This instructors allows thesebarriers, Panopto accomplish to the best way focus on to how their than pedagogical rather goals, a file. store to where or format to

Technology Forum The Innovative Instructor BestForum Practice Center for September 2014 c Educational e r Resources To the “Cloud” and Back Again Reid Sczerba, Multimedia Developer, Center for Educational Resources What it is Why does it matter What this is The term ‘cloud’ refers to storing files on a Most people have encountered the issue of The Innovative Instructor is a forum of remote server. Services such as Dropbox, having a file that is too large to email to a published articles (www.cer.jhu.edu/ii) Google Drive, and OneDrive provide colleague. Some may have had and a blog (ii.library.jhu.edu) related to cloud storage that keeps your files a portable drive fail or a cor- teaching excellence at Johns Hopkins secure and backed up, ensuring rupt file wreak havoc with that they are available a presentation at a con- when you need them. Ac- ference. These problems About the CER cess to your files will require can be solved by ‘using The Center for Educational Resources an internet connection on the cloud’ for file storage. partners with faculty and graduate your computer or mobile Using a file sharing/cloud students to extend instructional device. Such services typically service like JHBox reduces impact by connecting innovative offer a small amount of storage for workflow delays and guarantees teaching strategies and instructional free with fees charged for upgrading that files are available when the technologies the services. Fortunately for Hopkins unexpected happens. JHBox has faculty, students, and staff, IT@JH offers advantages over non-JHU services For information on a cloud storage service called JHBox with at because of its integration with the how to contribute to least 25 gigabytes of storage per user at no cost. JHED authentication system. The Innovative Instructor or to read archived articles please visit • www.cer.jhu.edu/ii How to do it or email Here is a set of instructions for uploading your files and sharing them in JHBox. • [email protected] Accessing JHBox JHBox can be found in the JHU portal menu (my.jh.edu) or accessed directly from Forum categories https://jh.app.box.com. When using the direct link, be sure that you are placing Pedagogy Forum your Hopkins credentials in the JH authentication screen only. Before using Hopkins professors share JHBox, you must agree to the Terms of Service. successful strategies for teaching excellence JHBox has a preview feature that will display images, documents, and even stream media such Technology Forum as videos and audio. Information about emerging technologies, who is using them, Uploading files and why you should know All of your files are found in the Files tab at the top of the page. Best Practice Forum “How To” workshops on using From the Files tab click the Upload button, found at the top technologies and applying left of the screen, to upload files to JHBox. The button

innovative instructional methods Forum presents two options for uploading files -Upload Files and Upload Folders. When choosing the Upload Files option, your computer’s file browser will appear allowing you to select multiple files, but not folders, by holding down the Shift key.

The option for uploading folders requires the use of JHBox’s Java file upload application. A popup window will appear with the Java uploader. Your browser‘s Java plugin may not be enabled, so you may have to click on the plugin to enable it. A dialog box will appear asking if you would like to run the Java application. Clicking Run or Allow will start the Java uploader. Best Practice You can drag and drop folders or click Add Files to use the Java file browser. The advantage to uploading folders would be to maintain an existing folder structure without having to create folders as you upload.

- - - - button, which button, menu at the top of of the top at menu More New /services/webservices button in the top left of the left in the top button New http://www.it.johnshopkins.edu Other thoughts worth features more many JHBox has the In exploring. book notes, create can the you screen, even docu and webpages, other to marks Google as such Docs/Spreadsheets ments of can which files, each Word/Excel or colleagues. among shared or be private filesas be can tasks set for and Comments communication greater for allowing well, File versioning is collaborators. your with to way a is there and automatically on and files your on statistics review usage your who saw know you so that folders frequently. how and content pro JHBox also free supplemental has features. editing and access for grams, for apps JHBox has access, mobile For workflows, improved For Android. iOS and called Box Sync application the desktop youron files easily manage to you allows al Box Edit the application and computer, and browser files in the on work to you lows JHbox. to directly edits save Hopkins as JShare replaced JHBox has While JHBoxhas many system. filesharing to able be will it not features, convenient on information more For webpages. host please webpages, hosting for options other visit: Creating folders makes it easier to manage manage easier to it makes folders Creating The content. organize and permissions found is a newfolder creating for option in the folder set- additional are There window. the in found tings set - computer, your with syncing include security additional and notifications, ting settings.

- - button. This This will button. button and choosing and button , the files are automati are , the files folder. Deleted content will Deletedcontent folder. All Files All Trash Advanced Settings Advanced link on the item in the item link on provides training on a variety of programs, aids in educational in educational aids programs, of a variety on training provides expertise information shares on and development, resources He campus. the Homewood faculty at design for graphic and a MA in Digital Artsfrom and in Illustration a BFA holds Art. College of Maryland Institute A member of the Center for Educational Resources, Reid Reid Resources, Educational for the Center of A member Share . An options box will appear with a field for adding email addresses, email adding for a field with will box appear options . An IT@JHU info pages on JHBox: on pages IT@JHU info http://www.it.johnshopkins.edu/services/collaboration_tools/jhbox

: If you no longer want to have a link or folder shared, simply simply shared, folder a link or have to want longer no you link: If Remove a item, the re-share you If again. the private link which will it make remove new link will be generated. Individuals you selected to have access or permissions permissions or access selected have to you in this folder: Individuals People is highest This the settings. collaboration/folder See for below in this folder. access. to need a Box account may Users sharing. when level restriction - af company: All Hopkins in your People fortheir JHED Theseprompted users will be a JHED-ID. have who filiates setting permission is default This the content. when accessing credentials the content. share to when choosing Anyone with the link: will This be de - Anyone because in this folder” “People to faulted policy. information sensitive JHU’s of •

• • • • Reid Sczerba, JHU Resources, for Educational Center Multimedia Developer, Author’s Background Author’s Additional Resources Additional the file listing. A popup will appear with a URL a URL with appear will A the file listing. popup selector setting access an and sharing link for 4 options: the following with To change the sharing settings for files and files and for settings the sharing change To folders, the on click cally private unless individually shared. Private in this case means that only you can view the the view can you only that in this case means Private shared. unless individually cally private such engines search by be found JHBox in cannot as Content Googlecontent. or Bing. It is willfolder within that the files all contained of a folder, when sharing that know to important folder. shared previously uploaded to a files This also includes well. as be shared Collaborating col of a list set can up You in folders. collaboration for settings elaborate more JHBox has laborators to work on or view files within a folder by clicking Morethe clicking by viewfolder files or a within on work to laborators Collaborators Invite message. a welcome setting and etc., Uploader, Viewer, Editor, as such permissions setting Also in the row that appears when sharing content is an an is content when sharing appears that Also in the row bring up an options box that allows you to set a custom link, set link expirations, disable link, set set link to expirations, a custom you allows that box options an up bring embedding. for the link resource a direct to create to and content, for button the download Sharing to linkviewhas the who the anyone allowing folders, entire or files individual share can You named folder, top-most to uploadedthe files For content. Deleting files and folders in JHBox moves the content to to the content the moves JHBox in folders and files Deleting If the process of using the file browser seems too tedious, you can drag and drop files into files drop and drag can you too tedious, seems browser the file using of the process If and to drag JHBox your in folder to a navigate even can You window. file listing JHBox’s any selected and for files works only feature This location. that files into directly drop will be the window omitted. into dropped folders deleted. permanently is it before 3 months for there remain

Best Practice Forum The Innovative Instructor PedagogyForum Center for September 2013 c Educational e r Resources Leveraging Peer Instruction Michael J. Reese, Associate Director, Center for Educational Resources Dr. Julie Schell, Educational Researcher, Harvard University What this is The Innovative Instructor is a forum of The issue published articles (www.cer.jhu.edu/ii) Instructors often seek student-centered, and a blog (ii.library.jhu.edu) related to active-learning teaching practices. These teaching excellence at Johns Hopkins teaching methods are intended to increase student retention and engagement but the ways in which they are implemented is About the CER important for success. The Center for Educational Resources partners with faculty and graduate students to extend instructional Why does it matter impact by connecting innovative Professor Todd Hufnagel, Department of teaching strategies and instructional Material Science and Engineering (MSE), exploit student interaction during lectures technologies was interested in pedagogical techniques and focus students’ attention on underlying that are potentially more effective than the concepts,” using ConcepTests - short concep- For information on traditional lecture-based format for the tual questions on the topic being discussed.3 how to contribute to course, Structure of Materials. The Innovative Instructor In Mazur’s implementation of Peer Instruc- or to read archived articles Professor David Neufeld, Department of tion, students first gain exposure to content please visit Physics and Astronomy, planned to change before class by reading texts, watching videos, • www.cer.jhu.edu/ii his teaching approach in a 100-level, large or completing other activities. Instructors or email lecture physics course in an effort to identify then solicit pre-class feedback on that content, • [email protected] students’ misunderstandings and improve usually in the form of questions about what comprehension of the course content. students found difficult or confusing.

Forum categories These courses - Structure of Materials and The in-class cycle is as follows: after a Pedagogy Forum General Physics - are gateway courses. Stu- brief presentation on the topic, the instruc- Hopkins professors share dents’ mastery of the course learning ob- tor presents a question (i.e., ConcepTest) successful strategies for teaching jectives is critical to success in subsequent, to the class. Students individually respond excellence advanced courses. Research demonstrates after briefly reflecting on the question. Technology Forum that the use of active-learning strategies The instructor then asks students to Information about emerging can lead to increased student retention in discuss their answer, with 1-2 other students technologies, who is using them, science and engineering majors.1, 2 who have different answers before respond- and why you should know ing again. The instructor always debriefs the Best Practice Forum question by discussing with the students “How To” workshops on using Faculty solution the rationale behind the correct answer and technologies and applying Independently, the two professors adopted providing a short lecture on the underlying innovative instructional methods the Peer Instruction method pioneered by concept, depending on the percentage of Eric Mazur in his physics courses at Harvard students who answer correctly. Forum

University in the 1990s. Peer Instruction is a popular, research-based pedagogical tool Professor Hufnagel’s use of Peer Instruction among physics faculty; it is being used starts with the introduction of a ConcepTest increasingly in other disciplines as well. with four multiple-choice answers, often “The basic goals of Peer Instruction are to including an illustration. He asks the students Pedagogy 1 Felder, R., G. Felder, and E.J. Dietz. (1998) “A Longitudinal Study of Engineering Student Performance and Retention. V. Comparisons with Traditionally-taught Students.” Journal of Engineering Education, 87(4), 469-480. 2 Springer, L., M. Stanne, and S. Donovan. (1999). “Effects of Small-Group Learning on Undergraduates in Science, Mathematics, Engineering and Technology: A Meta-Analysis,” Review of Educational Research. 69(1), 21-5. 3 Mazur, E. (1997). Peer Instruction: A User’s Manual. Upper Saddle River: Prentice Hall. Page 10. - - - tional tional ), https://www.peerinstruction.net Dr. Julie Schell is the senior educa Schell the senior is Julie Dr. researcher within the Mazur Group at at Group the Mazur within researcher instructional an and University Harvard and Teaching for the Center designer at at Texas of the University Learning at expert an is in innovative She Austin. Instruction. Peer and teaching flipped first time using Peer Instruction. He is He Instruction. Peer using time first Instruc Peer with teaching to committed Other thoughts In Peer using of the challenges of One Instruction you Peer time first The try be especially - can challenging, when cre assist To selecting ConcepTests. or ating Eric Mazur Schell and Julie instructors, Net Instruction Peer The established tion again, and the will FCI and beused again, in tion if gains determine to semesters future experience. more acquires he as increase script cannot instructors struction that is is It they a lecture. time as with can class ConcepTests many how estimate to difficult because class during becan completed the discussions student follow-up of length how about concerns some Despite varies. and both Hufnagel time, class structure to engaged pleased how with were Neufeld discussions. class during were students work ( with users Instruction Peer of a database ConcepTests. theirlinks available to of be can used one as Instruction Peer during several strategies active-learning several stages at example, For time. class groups course, Hufnagel’s in Professor time working class spent students of out detailed traditionally that problems a part as of been presented have might mentors Hufnagel Professor lecture. these needed as during groups student exercises.

- Dr. Julie Schell Dr. University Harvard Researcher, Educational She co-founded the Peer Instruction Network and authors the authors and Network Instruction the Peer co-founded She . Neighbor your to Instruction blog, Turn Peer official Results Hufnagel’s Professor In were students course, - con a administered the at inventory cept end beginningand of a semester during during a semester of and lectured which he during the semester employed which he The Instruction. Peer in- inventory concept 20 questions cluded

Concept used the Force Neufeld Professor assessment (FCI), a standard Inventory measuring student mastery of the course mastery the course of student measuring During the semester objectives. learning Instruction, usedin which he Peer twice the those of were gains student in which he in the semester students - assess Additional lectured. primarily to will in the future be conducted ments replicated. see are if these gains used in university-level instrument learning Student physics. Newtonian gains be to the tend FCI by measured active-learning with higher in courses lecture traditional to compared strategies class, Neufeld’s Professor In courses. those by to similar reported were results tradi using universities other faculty at not was gain methods. The lecture tional uncommon. this not is but hoped, he what a few theSometimes method requires suspects he disappointed, While tweaks. his it was reflect factthe that the results

(a) NaCl MgO (b) the same about They’re (c) without tell to (d) No way information. more Which one has the higher melting higher melting one has the Which temperature? by accompanied be would This (Note: a periodic table.) Sodium chloride magnesium and crystal the same have structure. oxide Example question Mike Reese is the associate director of of Reese director Mike the associate is Resources Educational for theCenter in the Depart- a doctoral student and Sociology. of ment

- - : http://www.cer.jhu.edu/ii/InnovInstruct-Tech_Clickers.pdf (‘Clickers’) Voting In-Class “clickers”, Article on . Prentice Hall, 1997 Hall, . Prentice Manual A User’s Instruction: Eric. Peer Mazur, Instruction: http://blog.peerinstruction.net Peer of Official Blog . The Blog Neighbor Your to Turn : http://www.cer.jhu.edu/ii/InnovInstruct-Ped_LectOnDmnd.pdf On Demand Lectures classroom”, the “flipping Article on

• • • • Author’s background Author’s Michael J. Reese, CER Associate Director, Additional resources Additional can spend class time using ConcepTests. ConcepTests. time using spend class can If the about agreement general is there he correct the vote, first after answer is there If question. the next to on moves then students disagreement, substantial for discuss their answers to directed are around those with sitting minutes 1-2 Professor vote, a second them. After their who changed students asks Neufeld This they did so. why explain to answers to leads further discussion. class often course, physics Neufeld’s Professor In class before content online watch students lecture. the traditional for a replacement as Neufeld Professor lecture, the flipping By to think about the the thinkto about individually question using voting before then uses He clickers. software the iClicker a histogram show to Students the results. of talk their neigh with minutes a few for bors again. then vote and Hufnagel Professor the new results, shows which an explaining why. and correct is swer how on depends of explanation depth The If, the concept. mastering is the class well not has the class based the histogram, on will he another ask the concept, mastered repeating concept, thesame on question necessary. as

Pedagogy Forum The Innovative Instructor TechnologyForum Center for September 2013 c Educational e r Resources Turnitin Brian Cole, Senior Information Technologist, CER What it is What this is Turnitin is a web-based service for detecting The Innovative Instructor is a forum of plagiarism and improper citations in student- published articles (www.cer.jhu.edu/ii) submitted work. Johns Hopkins University and a blog (ii.library.jhu.edu) related to has a multi-year subscription to Turnitin. teaching excellence at Johns Hopkins All instructors in the Whiting School Engineering and the Krieger School of Arts learned in a single session. Turnitin’s value as a & Sciences are covered by this subscription. tool goes beyond simply identifying plagiarism About the CER There are no limits on the number of classes in student papers. The reports produced (see The Center for Educational Resources or number of student papers checked. Over below) allow instructors to flag misunder- partners with faculty and graduate 450 JHU faculty are registered Turnitin standings as to proper usage of borrowed con- students to extend instructional users, and in the past year, over 12,000 papers tent and direct students to remedial resources. impact by connecting innovative have been submitted to Turnitin to check Turnit in is an excellent teaching tool. teaching strategies and instructional for originality. technologies How it can be used For information on Why it was made The process of checking a paper in Turnitin how to contribute to Turnitin has gained popularity and sub- is straightforward and efficient. Once you The Innovative Instructor scribers in the higher education community have created an account using one of the or to read archived articles easily available online methods below, you please visit source material was pro- Tunitin’s value as a tool define an assignment. • www.cer.jhu.edu/ii liferated. Students now goes beyond identifying Note that if you are not or email have unparalleled access plagiarism. The reports allow using Blackboard, you • [email protected] to online content. Often faculty to address students’ will first have to define a they do not have a good class. When you define understanding of proper misunderstandings of proper an assignment, you set Forum categories quotation and paraphras- paraphrasing, quotation, and a due date, provide a Pedagogy Forum ing techniques or when citation practices. description, and se- Hopkins professors share and how to cite borrowed lect the sources against successful strategies for teaching material. It is cumber‌some for instructors which you would like to check the assign- excellence to check submitted papers for originality ment for plagiarism. You can choose from Technology Forum against online sources. At a certain point, three categories: Information about emerging particularly in courses with large enrollments, • The Internet technologies, who is using them, the process of checking suspect papers using (current and archived web sites) and why you should know a Google search becomes unmanageable, and • Previous student submissions Best Practice Forum some content will not show up using standard (from JHU and schools using Turnitin) “How To” workshops on using search engines. That’s where Turnitin can help. • Periodical and Journals technologies and applying Moreover, knowing that their papers will be innovative instructional methods checked sends the message to your students Turnitin also checks paper mills and many

that they need to be mindful of proper cita- pay-for-essay sites. It checks some, but not Forum

tion practices. all, academic journals.

After an assignment has been created and Why does it matter released, students can submit their papers in Integrity is a core value for the academic any common format (Word, PDF, plain text community, and Johns Hopkins begins train- file, etc.). Once the papers are submitted, ing students on ethical behavior, including the instructor has access to an Original- Technology plagiarism, at freshman orientation. How- ity Report, which shows any matches to ever, the importance of proper citation and the selected sources, and provides a link to use of paraphrasing and quotations are not matching material.

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mainly because they do not publish publish because they not do mainly use them only but submissions thestudent matching. for Other thoughts the surrounding controversies have There have Students in the past. Turnitin use of the compa illegal is for it that contended and database in its their papers keep to ny - deriv improperly of accused Turnitin work. submitted student from profit ing these controver weathered has Turnitin challenges, in court prevailed sies and Where it is going it is Where which app, iPad an released has Turnitin and viewing submissions paper supports the on grading OriginalityReports and mode. in offline even tablet, get started to How ac- need Turnitin a you started, get To wish and use Blackboard you If count. of the context within use Turnitin to won’t You easy. is this step Blackboard, login. Follow or account needseparate a this of the end linked at the instructions Blackboard your connect to document Turnitin account. a Turnitin to account Blackboard also of can be used outside account an for request a email simply – from Instructors [email protected]. to the School and Engineering the Whiting Arts& SciencesSchool of can Krieger the from request Turnitin on training Resources. Educational for Center - - - may be considered less fair as all students all as students fair less be considered may scrutiny. the same to subject not are also includes subscription Turnitin JHU’s system grading a paperless is GradeMark, commentsadd to permits instructors that - correc and comments) voice (including electron submitted assignments to tions marking in flexibility provides It ically. consistency increased assignments, up re that feedback clear and in grading, Students in the margins. scribing places - click with resources to be can pointed func drop and drag its links. With able to potential the has GradeMark tionality, deal of time when great a instructors save assignments. online grading There is no needto download every– assignments - is It online. stored thing is web-based and withalso easily integrated Blackboard. If when Blackboard, using is the instructor graded, is the grade is the assignment recorded and transferred automatically Center. Grade the Blackboard into

- - He works in the Center for Educational Resources as an Information Technology Technology Information an as Resources Educational for in the Center works He a number faculty on Homewood for training and support provides Brian Specialist. IT. enterprise in liberal is arts and background His instructional technologies. of Brian Cole is the Turnitin Account Administrator for Johns Hopkins University Hopkins Johns for Administrator Account Cole the Turnitin Brian is Instructor Training from Turnitin: http://www.turnitin.com/en_us/training/instructor-training Turnitin: from Training Instructor Enabling Turnitin in Blackboard and Creating Assignments: Assignments: Creating and in Blackboard Turnitin Enabling http://help.sset.jhu.edu/download/attachments/10485887/Turnitin_Assignments_SP9.pdf [email protected] email Blackboard: outside account an Request Screenshot of Turnitin’s Originality Report Turnitin’s of Screenshot

• • • Author’s background Author’s Brian Cole, Resources for Educational Center Senior Information Technologist,

Additional resources Additional signment, Turnitin can also can be used check to Turnitin signment, this though method papers, individual If you don’t wish to define a class and an as an and class a define to wish don’t you If Because student submissions are saved saved are submissions Because student detect also to is possible it year-to-year, try which students to by “recycling,” paper submitted papers adapting time by save years. in previous class the same to variables many decide on can Instructors whether as such each assignment, for see can the Originality Report students often classes Writing papers. resubmit and citation. proper teach to use these options The Originality Report does not judge judge Originality The Report doesnot Rather, plagiarized. has whetherstudent a text a paper’s of percentage what shows it it source what and a source matches to the instructor to then up is It matches. acceptable, are decide whether the matches improper of the result whether they are citations, or if they constitute inappro if they constitute or citations, works. others’ use of priate

Technology Forum The Innovative Instructor BestForum Practice Center for April 2013 c Educational e r Resources To Curve or Not to Curve Michael J. Reese, Associate Director, Center for Educational Resources

What this is What it is The Innovative Instructor is a forum of Instructors choose grading schemes for a published articles (www.cer.jhu.edu/ii) variety of reasons. Some may select a method and a blog (ii.library.jhu.edu) related to that reflects the way they were assessed as teaching excellence at Johns Hopkins students; others may follow the lead of a mentor or senior faculty member in their department. To curve or not to curve is a About the CER big question. Understanding the motivations The Center for Educational Resources behind and reasons for curving or not partners with faculty and graduate curving grades can help instructors select students to extend instructional the most appropriate grading schemes for impact by connecting innovative their courses. teaching strategies and instructional technologies Curving defines grades according to the distribution of student scores. Grades are For information on determined after all student scores for the how to contribute to assignment or test are assigned. Often across multiple graders should begin with The Innovative Instructor called norm-referenced grading, curving training the graders. Curving grades should or to read archived articles assigns grades to students based on their not be a substitute for instructing multiple please visit performance relative to the class as a whole. graders how to assign grades based on a • www.cer.jhu.edu/ii Criterion-referenced grading (i.e., not curving) pre-defined rubric (see link below to related or email assigns grades without this reference. The Innovative Instructor article on rubrics). • [email protected] instructor determines the threshold for grades before the assignment is submitted In addition to standardizing grades, norm- or the test is taken. For example, a 92 could referenced grading can enable faculty to Forum categories be defined as the base threshold for an design more challenging assignments that Pedagogy Forum A, regardless of how many students score differentiate top performers who score Hopkins professors share above or below the threshold. significantly above the mean. More chal- successful strategies for teaching lenging assignments can skew the grade excellence distribution; norm-referenced grading can Technology Forum Why does it matter then minimize the impact on the majority Information about emerging Choosing to curve grades or use a criterion- of students whose scores will likely be lower. technologies, who is using them, referenced grading system can affect the and why you should know culture of competition and/or the students’ A critique of curving grades is that some Best Practice Forum sense of faculty fairness in a class. Curving students, no matter how well they perform, “How To” workshops on using grades provides a way to standardize grades. will be assigned a lower grade than they feel technologies and applying If a department rotates faculty responsibility they deserve. Shouldn’t all students have an

innovative instructional methods for teaching a course (such as a large intro- equal chance to earn an A? For this reason, Forum ductory science course), norm-referenced some instructors do not pre-determine the grading can ensure that the distribution of distribution of grades. The benefit of using grades is comparable from year-to-year. A a criterion-referenced grading scheme is course with multiple graders, such as a sci- that it minimizes the sense of competition ence lab that uses a fleet of graduate students among students because they are not com- in the grading, may also employ a norm- peting for a limited number of A’s or B’s. referencing technique to standardize grades Their absolute score, not relative perfor- across sections. In this case, standardization mance, determines their grade. Best Practice

The Innovative Instructor: “Calibrating Multiple Graders” http://www.cer.jhu.edu/ii/InnovInstruct-BP_CalibratingGraders.pdf – Todd Hufnagel, professor of professor Hufnagel, – Todd Engineering and Science Materials – Morris Swartz, professor of Physics of professor Swartz, – Morris . 41(5), 30-33 “Curving grades ranks students relative to each each to relative students ranks grades “Curving they whether about little me tells but other entirely material—it’s course the mastered have under- not A yet possible an get to a student for criterion-based Using all. at material the stand me allows objectives learning specific with grading what grasped students the not or whether assess to has class the in everyone If teach. to trying I am shouldn’t why material, the mastered thoroughly A’s?” get all they “We have tried to standardize grading with with grading standardize to tried have “We large see still we but training, TA and rubrics this that know We TA. to TA from differences for distributions is grade the because case the sections multiple taught have who TAs given consistent remarkably are years multiple over solution practical and fair only The stable. and is distribution based grading.” Otherthoughts Carl Hopkins, Johns During the Robert 2011 at Lecture Resnick Science at for Director Associate and Laureate Nobel Wieman, arguedthat Technology, and ofOffice Science thePresident’s of validassessments create to trained not are instructors most grades Curving learning. be adjust can usedto a tool as student curving use of should consistent but designed a poorly test, on accurately that assessments designing for be substitute a not of the end learn by to students wants the instructor what assess defining to about talkto faculty happy are CER staff the course. challenging designing for strategies and/or objectives learning instruments. assessment student accurate and

and a doctoral student in the Depart- a doctoral student and Sociology. of ment Mike Reese is the associate director of of Reesedirector Mike the associate is Resources Educational for the Center oe Champion’s Grading Transformation Spreadsheet. This spreadsheet automatically curves students’ scores after the after scores curvesstudents’ automatically spreadsheet This Spreadsheet. Transformation Grading oe Champion’s acobson, N. (2001). A method for normalizing students’ scores when employing multiple graders. graders. multiple when employing scores students’ normalizing N. (2001). A method for acobson, J of curve. amount the defining sets a variable and the spreadsheet into the scores copies instructor http://faculty.tamucc.edu/jchampion/grade-transform-excel C J . 33(4), 35-38. Bulletin SIGCSE ACM Criterion-reference grading grading Criterion-reference

• practices.Leadership grading C.(2012).Learning-centered ampbell, • • Michael J. Reese, Resources for Educational Center Associate Director, Author’s Background Author’s Additional Resources Additional IV. scale, a pre-determined Using based clearly on are assessments Quota Systems III. Quota Systems the schools, usedOften law in the pre-determines instructor who can students of number instructor earn The each grade. rank after these quotas applies scores. student ordering and defined objectives learning know rubrics sograding students expectations forthe instructor’s an C, etc. A, B, The instructor creates a distribution a distribution creates instructor The clusters identifies and the scores of in the breaks by separated scores of as then uses these gaps distribution, grades. assigning for a threshold II. Clumping The Bell Curve The I. the reshape to technique a statistical using scores Normalizes bella a curve. then assigns into instructor An distribution the middle gradeto (median) C+) (e.g., grade determines thresholds and score scores of based the distance on A point. this reference from Excel like application spreadsheet be scores. can used normalize to in instructors assist can staff CER scores. normalizing How to do it do to How to curveways grades. multiple are There

Best Practice Forum The Innovative Instructor PedagogyForum Center for April 2013 c Educational e r Resources Bring on the Collaboration! Rebecca Pearlman, Senior Lecturer, Department of Biology The Issue What this is Getting students to participate The Innovative Instructor is a forum of in class discussions is a common published articles (www.cer.jhu.edu/ii) challenge. Every instructor has and a blog (ii.library.jhu.edu) related to faced the dreaded silence after teaching excellence at Johns Hopkins posing a question. Active learning activities can stimulate student engagement, but they can be difficult About the CER to implement in classrooms that The Center for Educational Resources were designed for lectures - fixed partners with faculty and graduate seating inhibits opportunities for collab- students to extend instructional orative exercises such as group work and impact by connecting innovative discussion. teaching strategies and instructional technologies Why does it matter For information on Research has shown that active learning how to contribute to strategies can improve students’ retention of The Innovative Instructor content taught in class1. A variety of teaching or to read archived articles methods - such as peer-instruction, discus- please visit sion groups, and collaborative problem solv- in group work in a space designed for • www.cer.jhu.edu/ii ing - can foster greater student engagement. collaboration. We were impressed by the or email Each of these methods requires students power of that learning experience. Shortly • [email protected] to connect, share information, and discuss after the workshop, we learned that the possible solutions to posed problems, Provost’s Gateway Sciences Initiative would anticipating real life workplace situations. be underwriting the conversion of a tradi- Forum categories tional learning space (Krieger 309) into a Pedagogy Forum Faculty who want to implement active collaborative learning classroom. I decided Hopkins professors share learning strategies may find it challenging to offer my Biology Workshop course in the successful strategies for teaching to manage in a space designed for lecture- new CLC in the fall semester of 2012. excellence based instruction. In the last decade, Technology Forum universities have introduced classrooms to The course was designed as a guest lecture Information about emerging address this challenge. Typically known as series with some meetings set aside for technologies, who is using them, studio or collaborative learning classrooms group discussions. Although we continued and why you should know (CLCs), such spaces often have round, to offer the guest lectures in a large hall, we Best Practice Forum movable tables for group work, ample moved to the CLC for the group discussions “How To” workshops on using whiteboard space, and large display screens and were delighted to take advantage of the technologies and applying for each group. This learning environment features of this new space. During a typical innovative instructional methods has a positive effect on students’ engage- class, I provided a 5 to 10 minute overview ment; it alters their roles in the classroom of the day’s lesson plan, often using the Forum

from passive recipients of knowledge to instructor projectors to play a video or active participants in their own learning. podcast highlighting a current event or controversial topic in biology. For the majority of the class time (30 minutes), students Approach worked in groups using their own laptops to At a National Academies Summer Institutes conduct research, discuss potential answers to on Undergraduate Education last summer, questions, create charts and other graph- Pedagogy several Hopkins colleagues and I participated ics, and post content to the course Blackboard

1 Michael Prince. Does Active Learning Work? A Review of the Research. Journal of Engineering Education, 2004. http://ctlt.jhsph.edu/resources/views/content/files/150/Does_Active_Learning_Work.pdf

- - Other Thoughts in the taught faculty have of A number from ranging creation, its since newCLC French, Chemistry, of the departments CivilEngineer to Mathematics, Physics, ing. The room is flexible enough for a enough is flexible room The ing. classes support can uses and of number I conducted way The discipline. any from to similar is instance, for course my humanities for approach theteaching are discussions whichclass in courses in my the students Although standard. use the often did not Biology Workshop used classes them other whiteboards, frequently. generating for methods many are There class. in assignments effective group first 35 students when my that I found clearly layout the room’s the CLC, entered be they working would that suggested which seat tables, the round at together to self- naturally seven. They gravitated This the tables. around defined groups forming of be way to effective proved this for groups productive and lasting ran to wish may Other instructors class. purposefully to or groups assign domly throughout groups re-form and break the course.

- - in lecture format for more than 15 15 than more for format in lecture minutes, see I could them squirming get to wait Theyin their couldn’t seats. been has a chal It work. group started on lenge to limit my introduction to just a just to introduction my limit to lenge then post supporting and minutes, few during explore to the students for material their groups. with class discussion Because more had this class when I pre than work collaborative and it that I found the course, taught viously for objectives learning prepare to helped focusplace in the kept This each session. the group that ensured and class during It the day. meet the goal for would work expectations also set helped the students’ and they needed accomplish what to for tests. learn for

- Rebecca Pearlman received a PhD in Biology from the University of Wisconsin. She has over fifteen years of years fifteen over has She Wisconsin. of the University in Biology a PhD from received Rebecca Pearlman at courses lecture large to college a two-year at courses small laboratory from experience ranging teaching who colleagues are amazing with in the Biology be working to a lecturer Department Hopkins. delighted is She on work the CER include with collaborations past experience.Her the undergraduate improving to dedicated systems. management course and voting in-class piloting and techniques laboratory videos of creating Rebecca Pearlman, Rebecca Department of Biology Senior Lecturer, To learn more about Krieger 309 and the variety of courses that use it, contact the CER: [email protected] contact use it, that courses the variety of 309 and Krieger about learn more To A helpful book about effective ways to teach undergraduate science courses: courses: science teach undergraduate to ways effective book about A helpful 2006 H. Freeman, . W. Teaching Scientific Christine Pfund. Miller, Sahar Handelsman, Jo in class: work group for Strategies http://www.cer.jhu.edu/ii/InnovInstruct-BP_MakingGroupProjectsWork.pdf

• • • Author’s Background Author’s Additional Resources Additional In comparison to previous iterations of of iterations previous to comparison In grades were the students’ this course, of the level however, range; in the same was it higher and much was engagement teaching enjoyable more a significantly the students that experience. I know aspect learning the active appreciated because when I presented the course of sibility for their group’s performance, performance, their group’s for sibility particularly when their findings presenting the class.to Students were amazingly “on task” during task” “on amazingly were Students which speaks their high to work, group enthusiasm. and engagement of level respon of sense strong a felt clearly They One of the nicest things about about things the nicest of One that was in the new CLC teaching was what seemed know to students the moment expected them from of Students the room. they entered this would sensed that immediately Moreover, be lecture. typical a not positively responded the students in the discussions theyas engaged in theirgroups, participated and than a higher caliber work of producing I experienced previously. in this course Results The room’s design allows students towork comfortably in groups, using tools tools using in groups, comfortably towork students design allows room’s The table its to adjacent whiteboard a has Each group collaboration. ideal for problems. out work and conceptualize or notes down jot can students where the viewing by for screens laptop their individual easily project can Students screens, large two over control has the instructor addition, In class. whole a sharing or class the entire to materials visits when presenting helpful whichis instructor facilitates layout The room’s class. the with display group’s hall. in a difficult is lecture that something while they work, each group to site. For ten minutes at the end of class, groups took turns presenting their their presenting turns took groups class, of theend at minutes ten For site. to projectors displaywork the instructor’s using class, their the entire to work.

Pedagogy Forum The Innovative Instructor TechnologyForum Center for April 2013 c Educational e r Resources VoiceThread Amy Brusini, Instructional Technology Specialist, CER What it is What this is VoiceThread is web-based presentation The Innovative Instructor is a forum of software that allows users to create and published articles (www.cer.jhu.edu/ii) share interactive multimedia slideshows. and a blog (ii.library.jhu.edu) related to VoiceThread presentations are used to teaching excellence at Johns Hopkins showcase audio, video, images, and documents while allowing users to comment on them in a variety of different ways. The About the CER result is a digital conversation that can be The Center for Educational Resources easily shared with individuals, groups, and/or partners with faculty and graduate embedded into different websites, including students to extend instructional Blackboard, the course management system impact by connecting innovative used here at Homewood. Why it matters teaching strategies and instructional In both face-to-face and online environ- technologies ments, instructors often search for ways Who is using it to make their classes more interactive. For information on Originally developed at the University VoiceThread offers one way to achieve this how to contribute to of North Carolina, VoiceThread offers goal. By allowing participants to interact The Innovative Instructor individual and group licenses to many directly with visual media, VoiceThread or to read archived articles higher education institutions; at Johns provides an alternative to traditional text- please visit Hopkins, the Schools of Nursing and Public based communication tools, such as online • www.cer.jhu.edu/ii Health have been using the tool for several discussion boards and blogs. The flexibil- or email years. IT@JH ity and ease with • [email protected] recently obtained which VoiceThread a university-wide allows participants license for all to contribute to Forum categories members of the online conversations Pedagogy Forum Hopkins community; instructors and students encourages communication and collaboration Hopkins professors share from all JHU schools now have the ability to among class members, leading to a richer successful strategies for teaching access VoiceThread free of charge. experience overall. excellence Technology Forum Information about emerging technologies, who is using them, How it can be used and why you should know At JHU and other institutions, instructors and students are using VoiceThread in creative Best Practice Forum ways. Comments can be made on any type of content using a microphone, a webcam, “How To” workshops on using uploading a pre-recorded audio file, using the telephone, or by simply typing text. There is technologies and applying also a ‘doodle’ tool which can be used to annotate presentations with drawings while leaving innovative instructional methods a comment. Forum

Here are some examples of how this tool is being used:

Assessment • Peer assessment – Students can use VoiceThread to share assignments (papers, images, audio, video clips, etc.) with their peers for comments and critique. • Foreign language assessment – VoiceThread is especially useful to foreign language instructors who would like to hear their students speak. For example, instructors can Technology create a presentation (upload an audio recording, image, video clip, etc.) and have students translate, describe, or narrate.

How to get started to How to go can students and JHU instructors , login with http://jhu.voicethread.com im- and passwords, and theirJHED IDs a VoiceThread. begin creating mediately easily can instructors created, Once in presentations their VoiceThread share contains each presentation Blackboard; and used cut is to link that ‘Embed’ an content a code into the presentation paste embedded The Blackboard. in editor a inside then displayed is VoiceThread accessible is and area content Blackboard in the course. all students by a with set up automatically All are users the creation for allows that account ‘Basic’ 2GB of to up and 50 VoiceThreads of be to request can Instructors storage. allows that account upgraded a ‘Pro’ to number unlimited an of the creation for space, storage of 10GB VoiceThreads, of manage and create to the ability and cerweb@jhu. to Send email an groups. to as well as access ‘Pro’ request to edu automatic and manual about learn more creation. group – Students can present a topic and then facilitate a class class a then facilitate and a topic present can Students – – Especially helpful in a fully online environment, students environment, in a fully– Especially online helpful Amy Brusini works at the Center for Educational Resources Resources Educational for the Center at works Brusini Amy faculty. Homewood for center learning and (CER), a teaching faculty on Homewood for training and support provides Amy management course current the university’s Blackboard, a has Amy instructional as design support. well as system, University. Hopkins Johns from Degree in Education Master’s – Students and instructors can use VoiceThread to use VoiceThread can instructors and session – Students Brainstorming etc. strategies, presentation group topics, project ideas for brainstorm Student Introductions Introductions Student a build and themselves introduce to use VoiceThread can instructors and learning community. – In groups or independently, students can use VoiceThread to use VoiceThread can students independently, or groups Digital storytelling – In etc.). images, media artifacts (audio, various using digital stories interactive create – Students can use VoiceThread to create individual individual to create use VoiceThread can – Students tool presentation Student with then be which can shared topics, of number any on presentations group or others’ each on comment and watch can - students added An advantage the class. time. class valuable up freeing class, of outside presentations – Instructors can use VoiceThread to create online lectures online lectures to create use VoiceThread can Online – Instructors lecturetool classes. face-to-face to a supplement as or classes fully online for discussion in VoiceThread about the topic. topic. the about in VoiceThread discussion Facilitate Discussions Facilitate – Students can use VoiceThread to record a content review review a content record to useReview VoiceThread can Session – Students session exam. or test a for in preparation VoiceThread ‘How-To’ Basics: ‘How-To’ VoiceThread https://www.voicethread.com/support/howto/Basics Homewood: at VoiceThread about information More http://cer.jhu.edu/resources.html#voicethread VoiceThread Overview: VoiceThread https://www.voicethread.com/about/features

• • • • • • • • • • Where it is going Where steadily, grown has VoiceThread of releasedpopularity 2007, in the first was it Since JHU (free for version a mobile introduced company and the collaborative its of in taking advantage interested educators especially among year, Last nature. interactive still account new One feature responses. positive generated so has far that holders) accessibility. expand to tool conversion a voice-to-text is in development Sharing Instruction Presentation Author’s Background Author’s Specialist Amy Brusini, Instructional Technology JHU Resources, for Educational Center Additional Resources Additional

Technology Forum The Innovative Instructor BestForum Practice Center for August 2012 c Educational e r Resources Making Group Projects Work Pam Sheff, Senior Lecturer, Center for Leadership Education Leslie Kendrick, Senior Lecturer, Center for Leadership Education What this is What it is The Innovative Instructor is a forum One measure of successful teaching is that publishes articles related to student engagement. Instructors often find teaching excellence at Johns Hopkins that student engagement increases when active learning strategies are implemented in the classroom. One strategy is to assign About the CER problem-based collaborative learning proj- The Center for Educational Resources ects. Well-conceived group projects help partners with faculty and graduate students develop critical thinking skills, students to extend instructional learn how to work in teams, and allow them impact by connecting innovative to apply theories learned in the course to teaching strategies and instructional real-life situations, producing an appreciation technologies for how the knowledge gained will be useful possible and regurgitating facts for exams once the class is over. The end result is a with little concern for long term retention For information on richer learning experience for the students. of knowledge. Problem-based group projects how to contribute to typically require an array of cognitive skills, The Innovative Instructor or induce collaborative learning, and allow to access archived articles, Why does it matter students to take ownership of the process. Students are more likely to appreciate and Moreover, students who learn to work in please visit our website retain information when they see a corre- teams are better prepared for their future • www.cer.jhu.edu/ii lation between what they hear in lectures work environments. They come to value each or call Cheryl Wagner (and read in their textbooks) and what they other’s strengths and learn to be teachers • (410) 516-7181 expect to experience as working profes- as well as students. These become valuable sionals. They are likely to focus on fulfilling skills when they enter the workforce, re- the course requirements as efficiently as gardless of their specific discipline. Forum categories Pedagogy Forum Hopkins professors share successful strategies for teaching How to do it excellence Developing effective problem-based group projects requires assignments that reflect Technology Forum your course learning goals and incorporate course information, permit management Information about emerging of the student groups, and facilitate assessment of student progress. Advance planning technologies, who is using them, and thoughtful strategies will go a long way towards ensuring successful implementation. and why you should know Below are some ideas to consider for easing your project development ensuring success. Best Practice Forum “How To” workshops on using I. Setting Student Expectations technologies and applying • Weight the project fairly. You want your students to take the project seriously but

innovative instructional methods Forum you don’t want to weight the project so heavily that experimentation or risk-taking is stifled. Consider dividing the project into parts and grading each separately, leaving the team with an understanding of which aspects of the project went well and what needs improvement. • Discuss student roles and what’s needed. Get the students thinking about what will be required of their team and how they can organize and manage the project. Emphasize that a team schedule is important. This is also a good opportunity to discuss the qualities of a good teammate so that students begin the project with mutual respect. • Start with small exercises as a warm up. Before jumping into a large scale group proj- Best Practice ect, consider doing a couple of smaller in-class team-based exercises so that students get used to the concept of working collaboratively.

- - - - Scheduling group group Scheduling This can be done both be done This can Starting class with a brief a brief with class Starting Leslie Kendrick has taught in the CLE the in CLE taught has LeslieKendrick program the developed five 2002 and since 12 years has She courses. marketing core practitioner. experience a marketing as of Harper for in sales, worked Starting she into then moved Publishers, & Row Londontown at management marketing Williams Lippincott later and Corporation & Wilkins. Make sure you build in time for students to reflect reflect to students in time for build you sure success. Make evaluations member team Conducting their progress. on will start the the project during above) (mentioned process,on reflect to the students the get best time to but a debriefing during project the theirexperience after is so not or well went “What as such Questions discussion. will enhance do differently?” you would “What well?” and as well as their failures from learning for the opportunity their successes. Reflection is key to learning from failure as well as Reflectionwellas as failure keyis learningfrom to Have the students do evaluations. the students Have servereflective as Evaluations project. the after and during on comment them to allowing the students, for exercises par are Evaluations be could improved. the process how class.in work Scheduleteam for time By students. for a challenge always is class of outside work will you only not work, team for class time during allowing also will you schedules, have busy students’ accommodate is a great This progress. student monitor to opportunity an experiencing are the students not whether or gauge to way ask to opportunity an students Italsothe gives difficulties. prob with assistance get or clarify assumptions, questions, updates. regular status for Ask questions up will each team bring from report progress eliminating once, be at can addressed that concerns and your follow you “Did Asking time. saving and redundancy issues uncover this to week?”schedule a good is team way beprovides struggling may This with. groups other that collectively. solutions offer to the class for opportunity an ticularly useful for gauging the team and individuals’ con individuals’ and the team gauging ticularly useful for to students require that Questions grading. for tributions each of the performance performance, their own evaluate insight provide can a whole as the team and member, team functioned. the team how into spontaneous from the comes best learning of Some lems. problems. solve to together working are when students tive discussion in class, and peer-learning can be extremely effec be can extremely peer-learning and in class, discussion Assessing the team/individual team/individual the Assessing Build in time for reflection Build in time for • • • • Kendrick Leslie JHU Education, for Leadership Center Senior Lecturer, V. IV. of class outside in and

- - Make sure that each student each student that sure Make Pam Sheff is an award-winning writer writer award-winning an is Sheff Pam - consul communications marketing and experience- devel of a wealth with tant, and relations public marketing, oping clients for strategies communications corpo large to start-ups from ranging rate, institutional and government or government and institutional rate, a full-time in lecturer Now ganizations. business on classes taught has CLE, Pam entrepreneurship. and communications progress for each report. for progress has presentations. the in-class of an do one to opportunity will use in all skilla students is that their work Presenting all the of parts understanding an involves it As the future. member each team by these presentations the project, of collaboration. successful group ensure to also help Require that a different student present the team’s the team’s present student a different that Require The difference between between difference The roles. to students the Assign in lies a successful team and group a dysfunctional Skills based groups. is ideal creating alignment for weaknesses through and strengths students’ Identifying teams. well-rounded establish help can exercises in-class a list generate the project, for the preparation a part of As identify theirstrong the students the skills needed,of have accordingly. the students then group weak areas, and role a specific given are students assigning Unless roles. students If responsibility. they avoid can in the project, to likely more deadlines, with theytasks assigned are are their completing for the responsibility and take ownership be should roles Establishing the team. part as of work process. creation be the group can a part of and early done the same doing into pigeon-holed students having Avoid make Instead, the project. of length the entire for task the skill conceptual. more the team for requirements - Gath Synthesizer; or Use (Researcher concepts abstract expertise broad so is Data) that of Analyzer or Data of erer each role. for required Random selection is a reasonable alternative to student student to Random selection alternative is a reasonable groups generate to way method is fastest This the choice. is unlikely one where realworld of the reflective more and random While colleague. a best friend a work as have to in each diversity ensuring consider selection convenient, is possible. the extent to group Allowing self-selection of teams can create problems. Allowing problems. self-selection can create teams of Personal choose to friends like teammates. as Students may friendships issues the project, then carry into over less seriously. project take the may members or the suffer, performance. a poor group produce can These factors • • • • • Authors’ Background Authors’ Sheff Pam JHU Education, for Leadership Center Senior Lecturer, Getting each student to contribute III. Getting to each student Group generation methods generation II. Group

Best Practice Forum The Innovative Instructor PedagogyForum Center for August 2012 c Educational e r Resources Beyond the Classroom, Into the Community Eric Rice, Lecturer, Center for Leadership Education Dr. Peter Beilenson, Lecturer, Public Health Eva Smith, Undergraduate Teaching Assistant, International Studies What this is The Innovative Instructor is a forum The Issue and the community organiza- that publishes articles related to Although learning by doing tions. The potential impact of teaching excellence at Johns Hopkins has always been an important community based projects is pedagogical tool, it may be significant, but such projects difficult to implement in can be difficult to balance. About the CER courses where the active If successful, students will The Center for Educational Resources learning takes place outside become more engaged in partners with faculty and graduate of the classroom or lab. the course objectives, ob- students to extend instructional Creating course projects tain real life experiences, impact by connecting innovative that involve the com- improve their commu- teaching strategies and instructional munity gives students a chance to affect nication skills, and be more likely to continue technologies positive social change, but working outside to work in the community. The community of a controlled environment involves un- organization will likely benefit from obtaining For information on predictable variables that can hamper the an outside perspective for addressing the issues how to contribute to active learning experience. they face without depleting resources. The Innovative Instructor or to access archived articles, In the course, “Baltimore and The Wire,” taught by Dr. Peter Beilenson, students were The Challenges please visit our website asked to write about community issues framed In the past, courses focused on theoretical • www.cer.jhu.edu/ii in the HBO show, “The Wire.” Eva Smith, a approaches to addressing community issues. or call Cheryl Wagner former student in that course, realized that Engaging the community is desirable, but real • (410) 516-7181 by directly engaging the community, students world challenges are likely to make it difficult would benefit from active and meaningful to guarantee a positive outcome for both involvement. Ms. Smith proposed a new students and the community organizations. Forum categories course, “Community Engineering: Interdisci- Pedagogy Forum plinary Problem-solving,” which was created Real world challenges can include the Hopkins professors share in spring 2012 with Ms. Smith as the teach- cultural differences between students and successful strategies for teaching ing assistant. The course allowed students to clients, which can hamper communication. A excellence undertake interdisciplinary problem solving student can be fired by the client, or changes Technology Forum around real issues in the community. in the client’s priorities can lead to abandoning Information about emerging the project. Timing presents another chal- technologies, who is using them, lenge for example, when the semester and and why you should know Why does it matter the clients’ implementation dates do not Best Practice Forum Social problem solving necessitates resource- align or resources are not available when “How To” workshops on using ful solutions. Opening these discussions to a needed. There is also the difficulty of technologies and applying diverse group of thinkers, such as a class of identifying a client to pair with a student’s innovative instructional methods students from a variety of disciplines, can idea or a situation in which the client is not lead to creative results. Moreover, incor- committed to the project outcome. From Forum

poration of Community Based Learning the instructional perspective, there may be (CBL) projects in cross-discipline courses inequitable work carried out by the various increases opportunities for mutual benefit. student groups or within a specific group. CBL projects and cross-disciplinary problem It may be impossible to ensure work hour/ solving can facilitate doing social good, experiential equity across projects since the supporting the environment, improving projects and clients will differ. Grading such the economic climate, and providing educa- disparate projects can prove challenging; Pedagogy tional experiences. There are two primary management of and an understanding for constituents in a CBL course: the students group-based activities is essential.

- - - - - Eva Smith is an an is Smith Eva undergraduate in International Johns at Studies University. Hopkins the teaching was She the for assistant

Eva Smith, Teaching Assistant Smith, Teaching Eva JHU Studies, International neering” course and served and teaching course its as neering” assistant. “Baltimore and the Wire” course. She course. the Wire” and “Baltimore Engi theco-developed “Community Results engaged see to students encouraging was It They solving. problem community in applied skills learned the methods in and posi about bring to world the real to class tive change in the community. in the community. change tive of understanding an gained Students in involved responsibilities and the roles the community with Working teamwork. theirincreased understanding organizations and understanding, empathy, of the role of their clients. for support appropriate for opportunity an provided course The communicators. better become to students for approach the best to consider Theyhad they neverpeople had ideas to delivering their Understanding before. with worked their community and constituencies target commu for paramount was organizations their ideas. nicating produce not may projects some While stu programs, community long-lasting is the classroom experience outside dent they that understand Students valuable. they take into skills can that gaining are have students Moreover, the workplace. see not to whether or theopportunity in a particular field. work to they want connec the include benefits Additional and theythe in community gain tions these through internships for potential networks.

- - - Dr. Beilenson is Beilenson is Dr. Baltimore a former Health county and Commissioner servescurrently as county’s Howard He Officer. Health Dr. Peter Beilenson, Lecturer Peter Dr. JHU Studies, Health Public has taught the course, “Baltimore and and “Baltimore the course, taught has Studies, Health in Public the Wire,” focusing Baltimore issues the major on centers. urban other and taught, finding the right formula for for formula the right finding taught, class the community-based implementing with Working challenging. was concept would organization community a single these challenges of some resolved have been manage easier to have would it as guaranteed have and communication Unfortu pairings. organization/project identify an to possible not was it nately, accommodate could that organization Despite projects. concurrent different eight to able were teams student this,most in their interested organization an find revision, ideas required Some projects. organizations and projects soalternate were that to ensure as a backup identified match. organizational an had each team pitched successfully had team each After selected its organization, to plan business its the semester of the rest spent students imple one example, an their menting projects. As curriculum a nutrition on worked group students’ improve to schools the public for and pre- producing nutrition, of knowledge Another assessments. post- knowledge present and “food desert” a identified group providing start a grocery to ed a plan store wage liveable adding produce, healthy Theymarketing did a the area. jobs for find to outreach community and analysis in customers. bring to ways are clients with meetings Frequent the of them abreast keep to required activities collaboration. encourage and the and both the students gives This clients ownership. shared sense a of

- - - JHU

Eric Rice has 25 Eric 25 Rice has experience of years and in consulting - commu teaching - skills. Stu nication classes in his dents performed have Leadership Education, Leadership for Center for Social Concern provides additional resources for developing CBL projects: projects: CBL developing for resources additional Social for Center Concern provides http://www.jhu.edu/csc/cbl.shtml • Authors’ Backgrounds Authors’ Senior Lecturer Eric Rice, Center Additional Resources Additional dozens of projects for organizations that organizations for projects of dozens grow the organizations helped have find jobs. the students and Approach Interdisciplinary Engineering: “Community President the issues, frame help To worked discussedand class The theseissues identify a specific to together set of prob Problem-solving” between listed cross was Arts & and Engineering theSchools of unique brought Sciences. Each student engi from ranging class, to knowledge other health, and public neering, sociology, of group a diverse for This allowed majors. skill sets help a variety of with to students in the community. problems solve - orga different of members and Daniels discussissues to invited were nizations community. City the Baltimore facing student each assignment, thefirst For broad a of analysis depth in an conducted home health, food, (e.g., crime, problem involved This etc.). poverty, lessness, current its within theidentifying issue the evidence and investigating context, the dealing with used for instruments on research conducting and problems, involved. the institutions the to then presented Each student lems. a problem to solution innovative an class would that organizations identified and considering thein idea. After beinterested teams formed ideas, students their peers’ a theme, around interests compatible with teams The education. or nutrition as such a tie their ideas to to collaborated then even- they would that program or project organization. community a to pitch tually was course time the this the first was As

Pedagogy Forum The Innovative Instructor TechnologyForum Center for August 2012 c Educational e r Resources Apps for That: Smartphone Reid Sczerba, Multimedia Developer, CER

What are they Why they were made What this is As smartphones become more common- Apps are essentially smaller versions of ap- The Innovative Instructor is a forum place, the number of small, single-purpose plications with a limited set of features, often that publishes articles related to applications (apps) grows. These apps focused on a single task. Some tasks are more teaching excellence at Johns Hopkins are functional extensions of your smart- complex than others, for example, word pro- phone’s built in applications; cessing versus simple note taking. App they are powerful tools that interfaces are optimized for smaller About the CER do not require a laptop or screens, simplifying a process The Center for Educational Resources desktop computer. While for the mobile experience. partners with faculty and graduate most apps are created to Because they are simpler, apps students to extend instructional entertain, some are created for can be created with less effort impact by connecting innovative productivity, communication, than traditional computer or teaching strategies and instructional and collaboration; all of web applications. This encour- technologies which can enrich educational ages independent developers to experience. create apps for purchase. For information on how to contribute to The Innovative Instructor or Who produced them Why they matter to access archived articles, Software development companies and Smart phones are small computers; think independent developers may create apps of them as pocket-sized laptops. These please visit our website for multiple device operating systems such devices also have the advantage of turning • www.cer.jhu.edu/ii as the iOS, Android, and Windows Phone on instantly. They provide access to the or call Cheryl Wagner (currently WP7.5). Others devote their internet and computing tools wherever • (410) 516-7181 app development to one specific operating and whenever needed. system, which can at times frustrate users who identify ideal apps that do not work on Forum categories their devices. A device will often come with How they can be used Pedagogy Forum a few default apps that were created by the Productivity apps can be useful in a teaching Hopkins professors share same company/developers that created the or professional setting. Listed below are successful strategies for teaching operating system. These default apps are usu- categories of productivity apps with brief excellence ally very basic but perform well on the device. descriptions of each. Technology Forum Information about emerging Control technologies, who is using them, Apps like “Gmote” for Android and “Touch Mouse” for iOS allow you to control a com- and why you should know puter’s cursor from across the room using your smart phone. This can ‘untether’ instructors Best Practice Forum or presenters from podiums and allow them to walk about freely while controlling their “How To” workshops on using presentations. The “Crestron Mobile” App allows iOS or Android devices to control lights, technologies and applying media, climate and projector controls remotely in any of the “Smart” classrooms at JHU. innovative instructional methods Contact IT@JH for information on using this app in specific classrooms. Forum File Management Android has a convenient app for managing the files on your device: “ES File Explorer.” With it you can move, copy, rename, make folders, and even unzip compressed packages. It also comes with a simple text/image viewer to give you a better sense of the content of a file. File Transfer When you need to make files available for multiple people (yourself included) to view Technology later or on a different computer, “Dropbox” for iOS and Android lets you store your files in the “cloud” for sharing. Using “SkyDrive” with your Windows Phone affords a similar ever-present file repository.

Your smart phone will obtain its internet internet its will obtain phone smart Your signal cellphone a through either connection The receiver. a WiFi (ex: 3G, 4G) or receiver of the location on highly is dependent latter sig cellphone opposed to as hotspot, a WiFi nal towers. Most apps require a connection a connection require apps Most nal towers. your function. Consider to theinternet to smart your use when purchasing intended apps. and plan, data phone, Online app stores are available for each device for available are stores Online app below). (links provided system operating has system operating the device’s Typically, and browse to you allows that app a default their offer developers Some apps. purchase find that may this case, you In free. for apps appear that (ads) advertisements they have the developer. support help to in the app a free app of the fullversion for Paying usually ads. of the appearance excludes free and for apps create developers Some this rare. though is a donation, for ask may “free” a sale will offer for sometimes Apps experience can you so that version “lite” or purchasing. before features limited the app’s sometimes free, is the app not or Whether service online a supplemental for up signing user or data of storage/access as -such So while account necessary. is information- you may have obtained the app for free, using free, for the app obtained have may you theserviceBe incur cost. a tied is may to it user reviews and the description read to sure apps. purchasing before Other thoughts Where are they going they are Where the downloads from app of number The 30% about by increased Store App iTunes one-half over of 2012, totaling 2011 to from is Apple that Considering apps. million leader inthe smartcurrently phone sales the production that this indicates apps, and only not will increase, steadily apps of for iOS but also other systems operating app more and More through competition. ways exploring are developers to provide a rich human-computer experience a with smart phone. started get to How

(WP7.5): (iOS): http://itunes.apple.com/us/genre/ios/id36

Marketplace A member of the Center for Educational Resources, Reid Resources, Educational for the Center of member A in educational aids programs, a variety of on training provides expertise information shares on and development, resources campus. the Homewood faculty at design for graphic and a MA in Digital Arts and in Illustration a BFA holds He Art. College of Maryland Institute from

(Android): http://play.google.com/store/apps (Android): Store

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iTunes Google Windows http://www.windowsphone.com/en-US/marketplace • • • Author’s Background Author’s Reid Sczerba, JHU Resources, for Educational Center Multimedia Developer, Additional Resources Additional Webster’s Dictionary” for iOS and Android will ensure you are never at a loss for for a loss at never are you will ensure Android iOS and Dictionary” for Webster’s languages, different to be needs to translated material reference when your And words. speak or words write to you allows Android, iOS and also for Translate,” “Google reference great another Alpha”, “Wolfram languages. 20 different over to translation for technical questions. to answers robust you gives Android, iOS and for available app Management Task like apps using phone smart your through be can tasks managed Everyday a task has Phone device; Windows Android iOS or an on the Milk” “Remember sort, to ability the app’s easier made by is schedule on in. Staying built manager computer. your sync with and send notifications, Reference “Merriam- like apps reference anytime, fingertips your at information With Reader heavy normally your bring easierto it makes phone a smart of portability The “Read and “Instapaper” like Apps go. reading you wherever you with material or with webpages share sort, and save, to you allow Android iOS and for It Later” signal or a cellphone have don’t even if you anytime, reading for images without reader robust a is iOS for “GoodReader”app The connection. internet wireless editing/enhancingWP7.5 also for allows Editor” Photo “Thumba the photos. of a single If GPS data. edit and options editing postproduction your extend to you “PhotoSynth” and “360 Panorama” like apps justice, location do your doesn’t photo experience. a panoramic for together photos stitch WP7.5 can iOS and for share view and PDFs, videos annotate file, any about just render to you allows that every for device; it available is app “Kindle” The others. with read you’ve what e-books. Amazon purchased all read your allows and sync to you Photography Each take photos. to the ability is useful the most phone aspects a smart of One of Zoom FX” “Camera like apps but functionality, basic camera with devicecomes settings, the camera’s of control will iOS you give for “Camera+” and Android for postproduction support and takea good photo, you’ll the chances increase Note Taking Note you let that use easy programs to very popular, are “Evernote” and “Simplenote” iOS device. The an from computer your them sync with tag them, and take notes, available is it and maps, and images, audio, storing as such features, more has latter which Mobile,” “OneNote with also WP7.5. WP7.5 comes and both Android for taking app. the basic note than features more you gives

Technology Forum The Innovative Instructor BestForum Practice Center for September 2011 c Educational e r Resources Setting up Guest Access in Blackboard Amy Brusini, Instructional Technology Specialist, CER What it is Why it matters What this is When Blackboard courses are In the old WebCT system, each The Innovative Instructor is a forum created, access is restricted to course automatically included a guest that publishes articles related to members of the JHU commu- student login feature. In Blackboard, teaching excellence at Johns Hopkins nity who are enrolled in each because of the volume of courses course (instructors, TAs, and created every semester and multiple students) and have working roles that exist within each course, it About the CER JHED IDs. But with the Guest Management is not possible to automatically create secure The Center for Educational Resources application developed by IT@JH, it is pos- guest accounts for each course. But with this partners with faculty and graduate sible to create and distribute guest login ac- new application, instructors can create as students to extend instructional counts that are open to anyone, including many guest accounts as they need and as- impact by connecting innovative those outside of JHU. sign them whatever role they would like. teaching strategies and instructional technologies Instructors might want to allow guest access to their Blackboard course For information on sites for many reasons. For example: how to contribute to • Login as a guest student to see a “true” student view of the course. The Innovative Instructor or Blackboard provides a limited student view by clicking the Edit to access archived articles, Mode button to the ‘Off’ position, but certain functions (viewing grades from My Grades tool, taking a quiz as a student, etc.) please visit our website are not available unless you are logged in as a student. • www.cer.jhu.edu/ii • Share course layout and design with colleagues. Whether it’s a fully online or hybrid course, or call Cheryl Wagner many instructors value suggestions and feedback on course organization from their peers. • (410) 516-7181 • Allow guest speakers to participate in online discussions with students. Interacting with students online is one way to further enhance the students’ experience with the guest. • Allow students who are waiting for JHED IDs to access course material. At the beginning Forum categories of the semester, some students experience a delay in receiving their JHED IDs, which can Pedagogy Forum prevent them from logging in to Blackboard. Logging in with a guest account would al- Hopkins professors share low them access to course material without losing time during the semester. successful strategies for teaching excellence Technology Forum How to do it Information about emerging Before creating a guest account, an instructor must have a working external email address that technologies, who is using them, is not a JHU address (e.g., Yahoo, Gmail, etc.). JHU email addresses cannot be used since they and why you should know are tied to users’ JHED IDs. If the guest account is to be used by guests of the site (as opposed Best Practice Forum to only the instructor), it is recommended that the instructor create a non-personal email “How To” workshops on using address solely for this purpose. In this case, because more than one person can use the guest technologies and applying account, it is better to have a generic email address as it will become the user name of the guest

innovative instructional methods Forum account in Blackboard (for example, [email protected]). The steps below describe how to create the guest account once the email address has been established.

I. Guest account information After logging into Blackboard, click on the Faculty/Staff tab at the top of the screen, then click the Guest Mgmt button (These buttons only appear for instructors). Fill in the fields Best Practice for the ‘New Guest Account Information.’ For the email address, enter in the external email address you created (as described above). First and Last Name will be how the user will appear in Groups, Discussion Boards, etc. - - and http://blackboard.jhu.edu access account guest the Testing

the assigned role is the appropriate access level for this account. this account. for level access the appropriate is role theassigned → Us Groups and Users to go the role, change to want you If ers in the Control Panel of the course (located in the lower left left in the lower (located the course of Panel in the Control ers click user the and guest in the the Find user screen). list side of the (look for name the guest’s to next menu the action/options in Course’ Role double chevron button). User’s Select ‘Change and choose the new role. Click Submit and the new role should should the new role and Submit Click choose the new role. and name. user’s the after be displayed V. to go account, the guest test To side right link thein upper Login’ the ‘Non-JHED using in log that sure make the logged guest, in as you’re the screen. Once of Thoughts Final Blackboard to to adding refers above mentioned process The have do not therefore, JHU and, of outside who are guests to addwithIDs thoseway JHED is a different There JHED IDs. courses: Blackboard to navigate if you Panel, the Control In the → Users, Groups and Users to allows button Enroll’ to Users ‘Find his/her using add a person to you then as and JHED ID (username) person. that to sign a role as- teaching to add want who instructors usefulbe might This for their courses. JHU) to (all from co-instructors or librarians, sistants,

) - http://help.sset.jhu.edu/down - - Amy Brusini works at the Center for Educational Resources Educational for the Center at works Brusini Amy faculty. Homewood for center learning and (CER), a teaching faculty on Homewood for training and support provides Amy system, management course current the university’s WebCT, migration. Blackboard the upcoming for preparing is she as from Degree in Education a Master’s completed recently Amy University. Hopkins Johns [March 25, 2011 04:00 PM] [March 25, 2011 Your Blackboard guest account for [email protected] has been Your the guest account have been sent to [email protected]. Any further the guest account have been sent to [email protected]. Retrieving login information Retrieving information login Confirmation message Confirmation

Choosing a role for the guest account the guest for a role Choosing successfully created and assigned the selected role(s). The initial login details for The initial successfully created and assigned the selected role(s).

management for this new account may be done through the Blackboard interface. management for this new account may be done through the

Author’s Background Author’s Specialist Amy Brusini, Instructional Technology JHU Resources, for Educational Center using a link included in this same email message. The initial password is very long and obscure. It is very can be changed by long and obscure. initial password The Log in to the external email account (e.g., Yahoo, Gmail, etc.) etc.) Gmail, Yahoo, (e.g., Log account the external email in to con the message locate and address user the guest email using IV. IV. the will contain It login information. the Blackboard taining account: the guest for password user ID and III. Blackboard in message selected, is a confirmation the role Once been has sent login information that you informing will appear, account: the guest for set up you address the email to structor) to the access least to structor) themind in Keep (student). associated access of level exam For each role. with the give decide to if you ple, account the guest the using person ‘instructor,’ of the role guest do, exactly you as site everything to course access will in your have more grades. (For student and capabilities editing including please see thesection Course Roles roles, in course detailabout materials: help the Blackboard load/attachments/10485887/CourseRoles.pdf Roles are listed in order of in order listed are Roles (in access the most having II. guest this for role appropriate choose to is the step next The are you thecourses to next list the dropdown using account time. any at changed be can role The teaching.

Best Practice Forum The Innovative Instructor PedagogyForum Center for September 2011 c Educational e r Resources Visualizing Population Data Geographically Stan Becker, Professor of Population, Family and Reproductive Health Nazish Zafar, 4th year Graduate Student in Sociology What this is The Issue Solution The Innovative Instructor is a forum In most public health courses, statistical Understanding relational data based on that publishes articles related to data are central to understanding popula- neighboring regions, as well as topograph- teaching excellence at Johns Hopkins tion and health indicators as they relate to ic, climate and cultural considerations, issues such as fertility and life expectancy. can help explain the differences between However, raw statistical data of one coun- indicator values. To synchronize all of the About the CER try do not usually illustrate that country’s statistical and spatial data, we created a The Center for Educational Resources geographical relationship to other series of choropleth partners with faculty and graduate countries or reveal broader global maps that display students to extend instructional public health patterns. Visu- countries shaded impact by connecting innovative alizing the indicators of in a range of color teaching strategies and instructional the countries based on gradient values cor- technologies their locations on responding to indi- the map can be diffi- cator values. Created For information on cult, especially since in ArcGIS, each map how to contribute to current resources shows a dozen pop- The Innovative Instructor or do not usually map ulation and health to access archived articles, the latest data with- indicators from the in a global setting, annual PRB. This please visit our website which is essential project was made • www.cer.jhu.edu/ii for contextual and possible through a or call Cheryl Wagner spatial analysis. Technology Fellow- • (410) 516-7181 ship grant awarded by the Center of Why does it matter Educational Resources and with ArcGIS Forum categories In Population, Health and Development, assistance from the Government Publica- Pedagogy Forum we use the latest data from the Popula- tions Maps and Law department of the Hopkins professors share tion Reference Bureau (PRB). It provides a library. Maps were made available to the successful strategies for teaching spreadsheet of values for every country in students through ArcGIS Explorer, a pre- excellence the world, indicating variables such as pop- sentation tool for maps created in ArcGIS. Technology Forum ulation, mortality, HIV, and more. Viewing ArcGIS Explorer provided an easy way for Information about emerging the raw numerical values for each country is students to visually compare data across technologies, who is using them, not a convenient or effective way to extract geographical regions. and why you should know meaning from the data. In previous semesters, Best Practice Forum students produced vertical “spike-and-cap” Using ArcGIS Explorer, students can turn on “How To” workshops on using graphs to view the distribution of values a specific choropleth map that represents an technologies and applying for a given region. The students would then indicator’s value (such as life expectancy or innovative instructional methods compare the graph of their region to other fertility) and compare those gradient values to regional graphs - e.g., life expectancies for other regions’ values. Zooming into a region Forum

countries in Oceania compared to those of reveals new gradient values of the indi- East Asian countries. Creating graphs for vidual country data for the region. When every region can be tedious, and it enables students click on countries or regions, a popup only a limited comparison of the data. Absent box appears, detailing the data that define the from such comparisons is how one coun- choropleth map. This interaction provides an try’s public health indicators relate to those engaging way for students to experience the of other regions within the world system. It data in a variety of meaningful ways. Pedagogy is difficult to have a global perspective of a country’s indicator values without a clear We use these maps during lectures, and visualization of the geographic information. we developed related homework assign-

------Nazish Zafar is a 4th year doctoral doctoral a 4th Zafar is year Nazish in Sociology student who studying is a cross-national social from inequality lived has perspective. She comparative and Russia, in Singapore, worked and proj on worked has she where Brazil She ects social on policy welfare. and Health, Population, for beenhas TA a years three for Development and (2009, 2010, 2011). OtherThoughts our display to initially used ArcGIS We assign a few created and class in maps ments to help students to interact with with interact to students help to ments learning steep rather The the application. system operating curve Windows and challenges. early presented requirement the pro demonstrated we Duringclass, gram together performed exercises and We the program. to students orient to going not was there realized that quickly the students prepare be time to to enough outside their own on work to adequately the of the complexity because of class of program. and user-friendly a new, Fortunately, Ex ArcGIS of version release stable the during became available plorer its by inspired were Students semester. comments made had useease and of be their would Explorer ArcGIS that final for choice of tool presentation Desk Parallels using by However, tem. computers Mac Fusion, VMware or top projects. is software ArcGIS to drawback only The sys operating a Windows requires it that The the program. accommodate can libraryalso computers has Eisenhower section with & Government in the Maps installed. Explorer ArcGIS

- - year Graduate Student in Sociology Graduate year th Nazish Zafar, Nazish Zafar, 4 - - position on the global on position student anchor to map in geographical analysis their Through context. students presentations a stronger acquired (the the world senseof climate, sounds, sights, - his and topography, tory) that the data and For region. define each they un better example, specif just derstood not country’s or ic regions’ rates, mortality infant also the conditions but those to contributed that rates. these regions and suggest the cultural, the cultural, suggest and theseregions implications geographical or historical those data. be from could derived that students the final projects, Through expertise.area subject developed use ease of Explorer’s Because ArcGIS of group one all but quality, dynamic and final presentations. for use it to chose by their research Students presented the global map virtually around ‘traveling’ countries. and regions specific focus on to country each and on material Research the exact be to could associated region Stan Becker is a professor in thein Depart Becker professor a is Stan - Repro and Family Population, of ment School the Bloomberg at Health ductive to addition In (BSPH). Health Public of De and Health Population the course, teaches he Homewood, at velopment, and Health Reproductive and Couples Dynamics and Population co-teaches ArcGIS Explorer: Explorer: ArcGIS http://www.esri.com/software/arcgis/explorer 2011 World Population Data Sheet: Sheet: Data Population 2011 World http://www.prb.org Authors’ Background Authors’ Stan Becker, Health and Reproductive Family of Population, Prof. • Additional Resources Additional • Public Health and Methods and Measures in Demography at at in Demography Measures and Methods and Health Public couples with interventions are interests research His the BSPH. mortality fertility and of estimation health and in reproductive countries. in developing Results groups student projects, their final For West as (such their regions presented the class. to Africa Eastern Europe) or for PRB data present to asked were They ments to prepare the students for their for the students prepare to ments students Most presentation. final group their presentations; give to used ArcGIS interacting for platform a provided it maps and the data with dynamically as such material other by supplemented videos. and maps, topographic images, Example of ArcGIS Explorer displaying the percentage the percentage displaying Explorer Example of ArcGIS each with HIV in 2007/08 for women of adolescent country within a region

Pedagogy Forum The Innovative Instructor TechnologyForum Center for September 2011 c Educational e r Resources Wikis Hérica Valladares, Assistant Professor of Classics Macie Hall , Instructional Designer, CER

What this is What it is http://sites.google.com. The The Innovative Instructor is a forum A wiki is a webpage or web- project can be viewed here: that publishes articles related to site that allows collaborative https://sites.google.com/ teaching excellence at Johns Hopkins editing. A wiki invites par- site/theauthorityofruins. ticipants to take part in the creation of the site content. The seminar was structured About the CER Typically edits are tracked and around the close study of The Center for Educational Resources a history of the contributions antiquarian books in the partners with faculty and graduate can be viewed. Eisenhower Rare Book Col- students to extend instructional lection. For their final proj- impact by connecting innovative The word wiki comes from the Hawaiian ect, instead of producing individual research teaching strategies and instructional word for quick, which is descriptive of the papers, the students in this class were asked technologies ease of creating and editing content within to create an online exhibition based on a wiki site. Wiki sites foster open and col- these early modern publications. After they For information on laborative group participation in a project. were divided into teams, the students’ first how to contribute to Wikipedia is a well known example of a wiki task was to select images and themes for this The Innovative Instructor or in which a community of editors revises exhibition. They were also responsible for to access archived articles, and refines content for collectively accepted writing informational captions and short encyclopedia entries. interpretive “wall texts” to accompany the please visit our website selected images. Curating and mounting an • www.cer.jhu.edu/ii exhibition is, by nature, a collaborative and or call Cheryl Wagner Who produced it interactive endeavor. Although each mem- • (410) 516-7181 In 1994 Ward Cunningham, a computer ber of the seminar was required to complete programmer from Oregon, developed the discrete, individual assignments in prepa- first wiki, which he called WikiWikiWeb. ration for the final project, they were also Forum categories Although there are many companies that expected to communicate with one another Pedagogy Forum offer free and licensed wiki site hosting with to produce a coherent exhibition. A wiki Hopkins professors share a range of features, a wiki site is more of a was the perfect medium for bringing this successful strategies for teaching concept than a product. project to fruition. excellence Technology Forum After considering different options, the Information about emerging Why it matters students and Professor Valladares, in con- technologies, who is using them, As an active learning tool, wikis offer a sultation with Macie Hall in the CER, decid- and why you should know means to help students develop writing, ed that Google Sites was the best platform Best Practice Forum research, and critical and analytical think- for this project. It is extremely user-friendly; “How To” workshops on using ing skills. Wikis can be a forum for class it allows for easy communication both technologies and applying discussion and student collaboration. among the students and between the stu- innovative instructional methods Groups of students can also use wikis to dents and Professor Valladares; and, last but

collect and document information for a not least, it allows students to share their Forum

research project that can aid their reporting work with a larger public. This last aspect of or presentation of a topic. Google Sites was extremely important to the students. They were keen to make their online exhibition publicly accessible, and How it can be used this motivated them to behave profession- JHU Classics faculty member Hérica ally and produce “publishable” texts. Valladares decided to use a Wiki for Technology students to create an online exhibition for As a whole, Professor Valladares felt that the her course The Authority of Ruins offered experience of creating an online exhibition in the spring of 2010. She used Google Sites: was extremely productive pedagogically.

: Macie Hall ([email protected]) has has ([email protected]) Hall Macie instructionaltechnology provided support to faculty since 1987. She is is 1987. She faculty since to support effective in visual literacy, interested 2.0 Web and presentation techniques, technologies. Copyright concerns are reduced. are concerns Copyright secured. is Content JHU. within managed is Content public. not is Content commercially over Wikis Blackboard of Disadvantages tools: online available the public. by viewable not is Content in the registered who are students to only available is Content meet certain to needs. be can created accounts Guest course. is limited. appearance of Configuration • • • • • • • • Macie Hall , CER Instructional Designer, Screenshot of a Professor Valladares’ class wiki Valladares’ of a Professor Screenshot OtherThoughts the Whiting Sciences Arts and School and of the Krieger For (a course in Blackboard sites web course Engineering, School of all full The for time courses. provided are system) management features. Blackboard many of one is wiki application available commercially over Wikis Blackboard of Advantages tools: online

- - Hérica Valladares ([email protected]) is is ([email protected]) Valladares Hérica Johns Classics at of professor assistant both as Trained University. Hopkins she arthistorian, an and classicist a teaches courses several interdisciplinary modern antiquarianism, early Pompeii, on thehistory art and landscape Roman especially is She inter archaeology. of digital technology in of in the role ested Classics pedagogy. (Google apps are ad free by default) ad free by are (Google apps Google http://sites.google.com Sites: http://www.wikidot.com Wikidot: http://www.wikia.com Wikia: Plan) (see Education Higher http://www.wikispaces.com Spaces: Wiki Have a clear objective for use. for objective a clear Have orstrategy a grading Have requirements. Be specificabout rubric. developing of stages the different for timeline Setclear a up selection of content, of a wiki creation (e.g., completing and etc.). the text, editing images, be can edited, what edit, who can Set engagement: rules for being are groups If unacceptable. and acceptable is what be clear should created wiki a single used, is students and know – they each team should for the boundaries about edit. cannot they and which pages can topics. specificassignments, Give thein wiki; “ownership” they have that feel need to Students goodbe a may it However, flexibility. allow to important is it depending in advance, structure a navigational idea set to up are there not whether or and the assignment of the nature on wiki. the same using students of several groups • • • • Hérica Valladares, Hérica of Classics Assistant Professor Authors’ Background Authors’ Additional Resources Additional them) without account an for pay you unless ads will have applications Some use carefully. of terms the (Read Wikis Free • • • • • • How to get started to How uity accessible to a present-day, non-academic audience. non-academic a present-day, to accessible uity The students not only learned about the history and practice of practice and history the about learnedonly not students The directly work to also chance a had but Italy, in antiquarianism online an together Putting materials. primary with source in involved the process of also them aware made exhibition the on information accurate producingdisseminating and sense of thema clearer this experience gave Internet. Moreover, primary analyzing from research, academicof stages the different text. scholarly engaging informative, an producing to sources these technologyof digital useclass also in The invested this Transforming contemporaneity. of aura books an with old” “dusty, project online an of thesubject into modern these volumes early an be perceived might between what bridge a create helped antiq classical make to eager were students arcaneand subject,

Technology Forum The Innovative Instructor BestForum Practice Center for March 2011 c Educational e r Resources Calibrating Multiple Graders Pamela R. Bennett, Assistant Professor of Sociology Andrew J. Cherlin, Professor & Chair of Sociology Michael J. Reese, 5th Year Graduate Student in Sociology What this is The Innovative Instructor is a forum that publishes articles related to What it is teaching excellence at Johns Hopkins Assessing student work in large classes can be complicated when several faculty or multiple teaching assistants share the responsibility. About the CER In a calibration exercise, multiple individuals The Center for Educational Resources work together to score a sample of student partners with faculty and graduate submissions before dividing and individually students to extend instructional grading the remaining student work. impact by connecting innovative teaching strategies and instructional technologies Why it matters How to do it Calibrating multiple graders helps to The process of calibrating graders involves For information on standardize assessment of student submis- several steps that can be adjusted based how to contribute to sions. The practice minimizes variation in on the course content, structure of the The Innovative Instructor or interpretations of students’ work across assignment, and individuals involved in to access archived articles, graders. It also allows instructors and grading. Below is the process used by the teaching assistants to field questions regard- faculty and teaching assistants in an Intro- please visit our website ing scores from any student, not simply duction to Sociology course. • www.cer.jhu.edu/ii those whose work they personally graded. or call Cheryl Wagner • (410) 516-7181 I. Create a Rubric Forum categories “A rubric is an explicit set of criteria for assessing a particular type of work or performance”1 Pedagogy Forum A rubric provides a common definition of what is right or wrong and standards by which to Hopkins professors share rate the quality of students’ work. It clearly describes what students must include to receive successful strategies for teaching points and/or why points should be deducted. Some rubrics even include example answers. excellence Technology Forum Sociology Exam Rubric Information about emerging The following exam question was worth ten points. The answer key defines a basic answer technologies, who is using them, that is to be awarded a maximum of 7 points, and provides examples of elaboration that are and why you should know worth a maximum of 3 additional points. Best Practice Forum “How To” workshops on using 1. Give two examples of important changes in the technologies and applying American family over the past half-century.

innovative instructional methods Forum

Basic Answer Elaboration

There are serveral “important” changes, any What will make the difference for the last3 points two of which would constitute a basic answer of is whether students write something about each 7 points: rise in cohabitation, rise in divorce, the of their two examples that suggests that they increase in single-parent families, postponement understand the significance of the change, such of marriage (and rise of early adulthood as a new as effects on children, changing roles of husbands

Answer Key Answer life stage); movement of married women into the and wives, increasingly long period of time before

work force. Other responses could be acceptable one becomes an “adult,” etc. Many answers are Best Practice – when in doubt, check with the instructor. possible, but they should go beyond generalities such as “caused great change.”

1 http://www.tltgroup.org/resources/flashlight/rubrics.htm

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- Andy Cherlin is is Cherlin Andy & chair professor Sociologyof and H. the Benjamin - III Pro Griswold Public of fessor teaches He Policy. the about courses Dr. Andy Cherlin Andy Dr. & Chair Professor of Sociology family and statistical methods in addi statistical and family to the Introduction co-teaching to tion Sociology course.

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class, and residential location, in addi location, residential and class, to the Introduction co-teaching to tion Sociology employs course This course. the who share students several graduate faculty. two with responsibilities grading Authors’ Backgrounds Authors’ R. Bennett Pamela Dr. Professor Assistant of Sociology Additional Resources Additional • 4. 3. 1. 2. III. apart. or together either work student the sample scores the group During calibration, interpreted s/he how communicates each person and reassembles the group apart, If and assigned in scores discusses differences The group a score. assigned the and rubric or a of the rubric interpretation standard a using a final score, on consensus to comes weaknesses of modifyto identification unusual the rubric; not is it. (It of modification a session how of an example is Below of exercise.) the benefit another in the rubric is becould conducted. 2. II. 1.

Best Practice Forum The Innovative Instructor PedagogyForum Center for March 2011 c Educational e r Resources Digital Labs: Drawing Ancient Inscriptions Kyle McCarter, Professor, Near Eastern Studies Department

What this is The Issue The Innovative Instructor is a forum In an epigraphy course students learn to that publishes articles related to decipher and analyze inscriptions and teaching excellence at Johns Hopkins manuscripts using traditional philological tools. The ultimate goals are to translate and interpret texts, but before they can begin to About the CER do those things, students need to become The Center for Educational Resources familiar with the physical characteristics of partners with faculty and graduate the ancient documents we study, especially students to extend instructional the shape and other features of the writing impact by connecting innovative itself. So our first job is to enhance the teaching strategies and instructional students’ ability simply to “see” ancient technologies writing, and this can be a challenge when using traditional tools. For information on Drawing an inscription with Illustrator how to contribute to The Innovative Instructor or Why does it matter to access archived articles, When you examine an ancient inscription, scholars, who should work from the photo- a number of variables affect your ability to graphs if not the original artifact. Instead, please visit our website interpret what you’re looking at, such as the the drawing permits the epigrapher who is • www.cer.jhu.edu/ii condition of the surface of the object, the publishing an inscription to shows other or call Cheryl Wagner darkness of the ink, or the depth of the scholars how he or she sees the inscription. • (410) 516-7181 incisions in stone or clay. At the most basic level, the drawing indicates which lines, in the epigrapher’s opinion, A document’s appearance is affected not are part of the inscription and which are Forum categories only by the ancient method used to create it the result of surface damage. But a good Pedagogy Forum and the state of preservation of the inscribed drawing also conveys a lot of sophisticated Hopkins professors share artifact, but also by the modern technologies paleographic information, much of which is successful strategies for teaching employed in recording and preserving its difficult to express adequately in a written excellence image, such as the photographic techniques description alone. So one of the most im- Technology Forum used to create the image and the computer portant things we teach epigraphy students Information about emerging programs used to manipulate it. All these is how to draw what they see when they technologies, who is using them, factors affect the way modern scholars, examine an ancient inscription. and why you should know including epigraphy students, understand Best Practice Forum ancient inscriptions. When students are “How To” workshops on using familiar with both the ancient and the mod- Faculty Solution technologies and applying ern technologies at play in the creation and When epigraphy students are learning innovative instructional methods reproduction of epigraphs, they’re better to draw inscriptions, technology comes able to see the written characters and recog- into play in two principal ways. The first Forum

nize what the ancient scribe intended. is through photography. Ideally, the epigrapher works from the object itself, but Drawing an inscription most effectively since this is often not possible, the creation connects the technical activity of seeing an of high quality photographic images is inscribed object with the correct interpreta- extremely important. tion of its text. The publication of a newly discovered inscription should include not We are fortunate at Hopkins to be able to Pedagogy only one or several excellent photographs, work closely with other research groups in but also a drawing. This drawing is not (or this country and overseas where first-class should not be) an object of study for other epigraphic images are being created. This

- in the subject matter. I ask myself what what myself I ask matter. in the subject I’m what them about to valuable is will it ultimately that know I teaching. as the much be as the specificnot data, and work at principles historical general the material ideas that cultural the larger true is the same extent some To illustrates. in their though, case, students, graduate for well. as the data of lot a retain they must things about is teaching my of most Since for people to been important have that to millennia, a special I feel obligation has what a sense of students to convey importance enduring be to of proved even to perhaps and culture in human these why themselves ask them to prompt in the importance such acquired things place. first When teaching undergraduates about the about undergraduates teaching When of most that aware East, I’m Near ancient professionals become willthe class not the epigraphs, reinforced by the use of the use of by reinforced the epigraphs, the in the practice lab, technologyand they what combine to began students and the writing about learning were skills with and texts ancient of spelling goal The classes. learnedlanguage in tools in the decipher them facility give to was graduate our of a smallOnly number epigraphers, become to will on go students with be familiar them must all of but the methods used and to inscriptions give we the training them. With study expect theythem, we will that to be able of publications of usethe effective make tools the specialists.the They willhave being said, is what understanding for of they the limitations willand know interpretation. epigraphic Other Thoughts ment, translation and interpretation of of interpretation and translation ment, materials. written ancient

- sophisticated level of comprehension of of comprehension of level sophisticated Results increasingly an reached the class As nec is Illustrator in the use of Training most new is to the program since essary, of start Soonthe after students. our of the fall Reid Sczerba semester from Resources Educational for the Center to workshop a hands-on conducted the students. to the program introduce who Parker, Heather assistant, Teaching the lab for primary had responsibility explain to continued the class, portion of the techniques. reinforce and For a number of years, I’ve been desig- I’ve years, of a number For as seminar the epigraphy part of nating class During the three-hour a laboratory. reading focuson the hours two the first while inscriptions, of interpretation and technicalstudy to devoted is hour thelast drawing, through scripts the ancient of specifically Illustrator. using now and using basic editing tools to arrange the arrange to tools basic editing using and typological development. show to results

- focusing on the ancient world, the part of it that gave us the Bible and the alphabet. His published work work published His the alphabet. and the Bible us gave that it the part of world, the ancient on focusing serving by as these interests combines He culture. in material interest an with philological, mostly is inscriptions? ancient decipher to exciting it does find he Why projects. excavation of number a to epigrapher there’s and the receiver, up pick you and 3,000 years, for been has unanswered ringing if a telephone as It’s a connection. For over twenty-five years, Kyle McCarter has taught Johns Hopkins graduate and undergraduate students, students, undergraduate and graduate Hopkins Johns McCarterhas taught Kyle years, twenty-five over For Script chart with one of its sources example Author’s Background Author’s McCarter Kyle Studies Department Near Eastern Albright Professor, Foxwell William Last year, in the first semester of my year- my of semester in the first Last year, teach began to we course, epigraphy long for Illustrator Adobe with systematically number the Illustrator, With time. the first itself. Drawing technology has changed technology changed has Drawing itself. taught I was the days since dramatically table, a light using inscriptions draw to ink. India and paper, tracing available, tools editing variety of and control the high with of degree along to contrast stark a provide they afford, with tracing method of the unforgiving ink.other numerous has program The sim greatly it example, For advantages. part painstaking, but an essential, plifies the creation in epigraphy: work our of display charts Script charts. script of inscriptions of the letters of the forms a timeperiods, various providing from of the evolution of illustration graphic Illustrator, within Working scripts. ancient chart a script produce can epigrapher an letter pasting and cutting very by quickly inscriptions drawn previously from forms gives us the resources we need focus to we the resources us gives technologyaspect the second that of on the drawing namely play, into comes

Pedagogy Forum The Innovative Instructor TechnologyForum Center for September 2012 c Educational e r Resources In-Class Voting (“Clickers”) Richard Shingles, Lecturer, Biology What it is What this is In-class voting systems, also known as The Innovative Instructor is a forum “clickers,” allow instructors to rapidly that publishes articles related to collect and analyze student responses to teaching excellence at Johns Hopkins questions posed during class. Clickers can make a class more engaging and encourage students, who often refrain from answering About the CER oral questions in class, to contribute to The Center for Educational Resources class dialog on questions posed by the in- partners with faculty and graduate structor. Instructors can also obtain real-time students to extend instructional feedback as to how well students understand impact by connecting innovative concepts taught in the class. teaching strategies and instructional technologies Who produced it For information on The Homewood campus uses the i>Clicker how to contribute to Classroom Response System, and students The Innovative Instructor or can use the same “clicker” device in multiple to access archived articles, courses. Faculty need a computer to use during class. The Center for Educational please visit our website Resources (CER) will provide the i>Clicker • www.cer.jhu.edu/ii software and an RF receiver if needed. Stu- How it can be used or call Cheryl Wagner dents simply purchase an i>Clicker voting Clickers allow faculty to enliven the classroom • (410) 516-7181 unit and register their respective units one quickly and easily. They enable faculty to: time. • Give and grade objective pop quizzes Forum categories on readings or other assignments Pedagogy Forum Who is using it • Conduct in-class polls in real time Hopkins professors share In-class voting technologies were first • Stimulate class discussion by posing sub- successful strategies for teaching piloted in classes on the Homewood campus jective questions, using either ad-hoc excellence in Spring 2003. Since then in-class voting or previously developed questions Technology Forum has become ubiquitous in large enrollment • Manage, record and run reports on all Information about emerging classes at Homewood; over 2500 students per aspects of students’ performance using technologies, who is using them, semester use the system. Clickers are used the system and why you should know in courses such as biology, chemistry, phys- • Take attendance Best Practice Forum ics, psychological & brain science, history “How To” workshops on using of science and technology, and earth and In a typical example, an instructor poses a technologies and applying planetary sciences. question, often multiple-choice, to the class. innovative instructional methods Then students think about the question

and submit their responses using handheld Forum wireless transmitters. Responses are beamed to a receiver plugged into the instructor’s computer. Software on the computer processes the information quickly and displays a bar chart showing the distribution of student responses. Instructors can then use these responses to decide how to proceed in the Technology class.

Student Final Grades Grades Final Student % of Total Votes Total of % Other thoughts their thoughts offered students Former in the General clickers the use of on Biology course: see understood to a good was if we test “It in the lecture. being talked was about what be helpful.” to really it I found focused us keep helped and “[Clickers] - imme regarding self-assessment helped the material.” of comprehension diate Linda Gorman, from quote Another and in the Psychology professor teaching used who Sciences has department, Brain courses: of in a number clickers the up breaks “The system clicker (no class lecture a straight of monotony matter is and lecture!) good your how my all to of addition a welcome now courses.” lecture

How to get started to How in learning more interested who are Faculty system voting the in-class about should contact Brian Cole ([email protected], in to drop 410-516-5418) or the Center LevelQ in on Resources Educational for MSEL. with is integrated system i>Clicker The - man course theHomewood Blackboard, contact should Faculty system. agement the integration on details the CER for process. will their also register Students using units i>Clicker Blackboard. If instructors choose use the to Blackboard votes class Gradebook, they upload can Blackboard. to i>Clicker from directly i>Clicker a loaner borrow can Faculty 50 to try up to in a class system out students. Why it matters it Why - click using that found have Instructors attendance increased dramatically has ers teaching just-in-time enhanced in class, par classroom increased capabilities, ticipation and simplified the deployment deployment the simplified and ticipation Data exams. and quizzes of grading and in several several years collected over courses between correlation a direct show final grades. and participation clicker of one considered generally are Clickers learning. active an of the foundations

Dr. Richard Shingles is a Faculty lecturer in Biology and teaches undergraduate and graduate courses at at courses graduate and undergraduate teaches in Biology and lecturer a Faculty is Shingles Richard Dr. theCenter Specialist with Pedagogy Designer and a Senior Instructional as also Shingles works Dr. JHU. and the supports General he Biology of in the redesign course, Instrumental Resources. Educational for of been has Shingles the director Dr. science courses. of developers and students graduate faculty, counsels October since 2006. University Hopkins Johns at Institute Training the TA

tracked student attendance in in attendance student tracked i>Clicker Center for Educational Resources Resources Educational for Center http://www.cer.jhu.edu/clickers.html http://www.iclicker.com/ , Jossey-Bass Systems Response Classroom with Bruff (2009) Teaching Derek A semester’s attendance during attendance A semester’s flu epidemic the H1N1 (Swine) Author’s Background Author’s Richard Shingles, Biology Department Lecturer, • Additional Resources Additional • •

Instructors vary as to whether or not to to vary not whether or to as Instructors attendance. class grading for useclickers count to votes use clicker simply Some they as just points,” “participation as For discussions. in grade students might instructors who would like to monitor monitor to like who would instructors record can clickers time, over attendance General exercise, a real-world In attendance. Biology 2009 the fall of semester during lectures flu the swine of the impact monitor to health a mini public generating epidemic, progressed! the semester as study % Attendance % Technology Forum The Innovative Instructor BestForum Practice Center for September 2010 c Educational e r Resources Image Resolution Reid Sczerba, Multimedia Developer, CER What it is What this is Image resolution is a concept that always The Innovative Instructor is a forum comes up when working with digital images. that publishes articles related to The resolution of an image has implications teaching excellence at Johns Hopkins for the final output of the image, whether that output is a printed poster or an image on a website. An understanding of image About the CER resolution ensures that the end result is The Center for Educational Resources clear, crisp, and of an appropriate file size. partners with faculty and graduate students to extend instructional impact by connecting innovative Why it matters How to do it teaching strategies and instructional Choosing a resolution that is too low will The term, “resolution,” refers to the num- technologies produce images that appear blurry or fuzzy ber of visual elements found within a phys- when printing. Printed products that are ical unit of measure. Every image, digital or For information on blurry will appear unprofessional, reducing not, is made up of tiny elements of color. how to contribute to their effectiveness. Understanding screen For print media, these elements are the The Innovative Instructor or resolution is also essential when sizing grains in photographic film or the colored to access archived articles, images for both websites and PowerPoint dots in a magazine. The same is true for presentations to ensure a fast load time. digital images: they are made up of an ar- please visit our website Fortunately, these complications can be ray of colored square pixels, like tiles in a • www.cer.jhu.edu/ii accommodated if resolution is considered mosaic. The more pixels in an image, the or call Cheryl Wagner throughout the image preparation process. greater the detail – and, consequently, the • (410) 516-7181 larger the file size.

Forum categories I. Print Considerations Pedagogy Forum Typically, digital image resolution is measured in Pixels Per Inch (PPI), which indicates Hopkins professors share pixel density. (This is not to be confused with Dots Per Inch (DPI), a term reserved for printer successful strategies for teaching resolution.) The PPI of a digital image matters most when printing, because a computer excellence screen has a fixed number of pixels (usually only 72 pixels Technology Forum per square inch) and is not capable of displaying more detail Information about emerging per inch without zooming in (see below). Printers are able to technologies, who is using them, represent a greater number of pixels within a square inch by and why you should know using tiny ink dots (600, 1200 DPI or higher). When a digital Best Practice Forum image is printed, the printer considers not only the physical “How To” workshops on using dimensions of the image (say, 4”x6”) but also the pixel density technologies and applying within each inch (PPI) to know how much detail to print. wikipedia.org/wiki/File:DPI_and_PPI.png innovative instructional methods Forum

Tips on image resolution for print • Photograph at the highest-resolution setting, to ensure that the image will be as detailed as possible. • While it’s possible to save a lower-resolution copy of a high-resolution image, there is no way to increase the resolution of a digital image photographed at a low resolution. (This is called “sizing up.”) The result will always be blurry because the computer cannot create pixel information that is not there. • When using a digital scanner, set the scan resolution to at least 300 PPI. (Increasing the Best Practice PPI will make the scanned image a larger digital file.) • 300 PPI is a safe resolution to produce a good quality print at the size of the original source. • It is best to edit images at a high resolution, while they contain more pixel information. Image displayed at Print Size Print at Image displayed Image displayed at Actual Pixels, at Image displayed detail 100% Actual Pixel image, in to Zoomed Actual Pixels 400% from of image, Maximum zoom Actual Pixels 3200% from Zoomed out to entire image, image, entire out to Zoomed Actual Pixels 33% from - - - - - Reid works for the Center in aids educational a on variety programs, training of forprovides Educational Resources. He resources development, and shares expertise on information and graphic design for faculty at the Homewood campus. He holds a BFA in Illustration and a MA Art. College of Maryland Institute in Digital Arts from tors. Adjust your computer’s display resolution to this, temporarily, to get a feel for for feel a get to temporarily, this, to resolution display computer’s your Adjust tors. the typical screen resolution when sizing images Keep for in the mind Web. that and scrollbars. toolbars of because will size be smaller, often window’s a browser use. to plan the screen you of the resolution know best is to it tion, When When working with or image other for resolution a digital PowerPoint presenta 1024x768 pixels constitute a slide. goodPowerPoint size for images that will cover an entire Always size down to 72 PPI and adjust the amount of pixels tall and wide for an image. an for wide and tall pixels of amount the adjust and PPI 72 to down size Always 1024x768 is the considered smallest setscreen resolution on moni most desktop Multimedia Developer, Center for Educational Resources for Educational Center Multimedia Developer, Author’s Background Author’s Reid Sczerba Additional Resources Additional The bestway to understandingof resolution of imagesis to experiment withresiz ing ing an image in a softwareprogram. There are Mac’s and numberManager a Picture can that ofbe usedPhotoshop to Microsoft’s resize images; programs other than examples. two are Previewer

• • • • Another Another consideration with screen-based images is the display device. Screens come in shapesand sizes,different afrom to 19” a monitor (measured standard diagonally) num specific a display can screen Each devices. mobile ever-smaller to widescreen 52” screen-based for images Tips tion (i.e., inches) and represents the physical size of the image as it would appear when appear would it as image the of size physical the represents and inches) (i.e., tion Actual Pixels viewThe the printed. displays image betweenwith a the 1:1relationship in Zooming detail. highest its at image the representing pixels, screen and pixels image past the actual pixels will produce a displayed image that is blurry; if you to continue the image. up make that will see pixels you zoom, the individual ber of Since pixels. there is no universal size for screens, images may take up different resolution display its allow can a computer each size screen. Moreover, of percentages to be set at less than maximum the resolution, which monitor’s would distribute less pixel across information the existing distorting pixels of the the image if monitor, the the same. not are resolution the selected the screen to of display proportions Photo editing programs, such as Photoshop, will allow the image to be viewed in detail in viewed be to image the allow will Photoshop, as such programs, editing Photo by zooming into the pixel image’s density, revealing hidden pixel information if the at the image will display Photoshop in settings View PPI. 72 than greater is resolution resolu of units the in image displays view Size Print The Pixels. Actual or Size Print its Digitally Displayed Images Displayed II. Digitally For images displayed on a screen, whether on a or monitor pixel through a projector, (usually 72 pixels of number a fixed have since monitors per is irrelevant, inch density pixels per inch). Theonly considerationis thatof thepixel dimensionsof the image 640 x 480 pixels). (i.e.,

Best Practice Forum The Innovative Instructor PedagogyForum Center for September 2010 c Educational e r Resources Civility in the Classroom P.M. Forni, German and Romance Languages and Literatures

What this is The Problem The Innovative Instructor is a forum Faculty profession of knowledge used to that publishes articles related to rest on the firm foundation of the principle teaching excellence at Johns Hopkins of authority. Most students granted their teachers respect and sometimes deference as a matter of course. That foundation has been About the CER crumbling for at least three generations. The The Center for Educational Resources new digital technology has virtually razed partners with faculty and graduate it. As college teachers, it is imperative that students to extend instructional we realize what this means for our relation- impact by connecting innovative ship with our students and for the future of teaching strategies and instructional education. technologies For quite some time, we have observed that For information on the disengaged, disrespectful, and unruly how to contribute to student behavior that used to be confined The Innovative Instructor or to secondary schools has reached higher to access archived articles, education. In college classrooms across the U.S., tardiness, unfamiliarity with assigned sors may be contributing to the problem as please visit our website readings, and unjustified absences are rou- well. We can be unfair, unhelpful, disillu- • www.cer.jhu.edu/ii tine. So are chit-chatting, e-mailing, and sioned, disengaged, arrogant, and sarcastic. or call Cheryl Wagner instant-messaging. In large lecture halls And sometimes, just as our new breed of • (410) 516-7181 where ringtones jar and jangle, students students is not prepared for college, we are have been spotted reading newspapers and not prepared for them. even watching television on their portable Forum categories devices. Instructors routinely open their Pedagogy Forum inboxes to find e-mail that is inappropri- Solution Hopkins professors share ately informal, unreasonably demanding, Establish a climate of relaxed formality successful strategies for teaching or both. After receiving less-than-stellar I have addressed all my students as Mr, Miss, excellence grades, legions of students cry foul. The ar- and Ms throughout my teaching career and Technology Forum senal of the disgruntled includes profanities, never had reason to regret it. Information about emerging threats, and sometimes even physical abuse. technologies, who is using them, It may not be widely known, but university Train students to distinguish the trivial and why you should know teachers are bullied, too. from the valuable Best Practice Forum I believe that part of my job as a teacher is “How To” workshops on using to convey the notion that, although the In- technologies and applying Causes ternet may conceal it, a hierarchy of values innovative instructional methods How did we get to this? Many students are does exist and does matter. Discuss Internet simply not prepared to engage in serious use with your students. Encourage a critical Forum

academic work and do not know how they eye. Open a conversation on what makes are expected to behave on campus. Most of information trivial or important. Make dis- them bring a consumer mentality to school cussing values a recurring exercise. When and very little concern about approval from your students become more invested in the older generation. That their own genera- the notion of value, they will find value in tion was raised on oversized portions of self- a class that questions its own value and be- esteem is part of the problem, not to speak have more respectfully and considerately in Pedagogy of their massive exposure to coarse popular class. Respect takes root in the presence of culture on television and the Web. Profes- perceived value. - Results As you foster a where learning restraint, environment respect, and consider ation ation are the norm, your students learn better and more. In turn, their success in learning will have a positive effecton Non-disruptive behavior. classroom their behavior reinforces learning, and vice- versa. Thisis thetoprocessyou put want in place in the everyday exercise of your well- ajob defines what is This profession. in the classroom. done - - The The . the covenant to your students on the first classesofask dayand them whether they are willing to abide by it. You can tainly cer make it of part the syllabus, but if you prefer a more memorable option, bring copies on sep arate sheets. after Then, the students’ (2008), he he (2008), Solution Civility The Stipulate a fair covenant covenant a fair Stipulate One way to improve the situation is to make your expectations the past explicit. several years, my For students and I have agreed upon codes of behavior – either oral or written – regulating relationship our during the term of classes. theabsencecompellingIn of reasons not to do so, use a written covenant. Read approval, you will staple the the sheets syllabi just to before distributing them to your class. Either way, it is of utmost importance that you do not change the original stipulations during the course of the term. - - - - do not know how Many students are are students Many behave on campus. behave academic work and and academic work to engage in serious to simply not prepared simply not prepared they are expected to expected to they are (2002) and and (2002) Civility Choosing P.M. Forni is a professor of Italian Literature at Johns Hopkins Hopkins Johns at Literature Italian of a is professor Forni P.M. where he directs University, the Civility The Initiative. author of staff. and students, speaks faculty, to college often http://www.jhu.edu/civility website his Visit - - See also Professor Forni’s Civility website: website: Civility Forni’s See also Professor http://krieger.jhu.edu/civility The ideas presented here are examined in more detail in P.M. Forni’s article Forni’s P.M. detail in more in examined are here presented ideas The The NEA Higher Education Education Higher NEA in The , published Net the of Age the in Classroom Civil 2008: , Fall Journal http://krieger.jhu.edu/civility/civil_classroom.pdf

Author’s Background Author’s Forni P.M. Professor and Literatures Languages German and Romance • Additional Resources Additional • Sell yourself and product your Explain the benefits of taking the class, and taking the class from you. Go over what your role will be in and cognitive growth a emotional that will journey of take your students from information to knowledge and from knowledge to wis dom. dom. Students need to understand what that class your attending from get can they they would not from dorms their in sitting in front of a screen. We faculty should present ourselves as necessary and thoritative mediators au and Web the between our students, as the credible knowledge can who professionals teach them how infor to the about think overpromise, not Do retrieve. they mation Tell them however. what the class is not ismo alsothe This them. to do for going dis and workload the upon touch to ment it find who students by attendance courage motiva of degree their with incompatible energy. and time of availability or tion

Pedagogy Forum The Innovative Instructor TechnologyForum Center for September 2010 c Educational e r Resources Facebook Macie Hall, Instructional Designer, CER What it is What this is Facebook (www.facebook.com) is an online The Innovative Instructor is a forum social networking service, designed to that publishes articles related to enable users to build communities of people teaching excellence at Johns Hopkins who share interests. Social networking services provide different ways for users to interact online through tools such as virtual About the CER bulletin boards, blogs, wikis, e-mail, and The Center for Educational Resources instant messaging. Users can also share con- partners with faculty and graduate tent, such as photos and videos. The name students to extend instructional “Facebook” comes from the term for printed Who’s using it impact by connecting innovative directories of student pictures and information Over 1 billion people worldwide are using teaching strategies and instructional distributed each year to incoming college Facebook. There are nearly 50,000 fans of technologies freshmen so that they can identify each other. Johns Hopkins University Page and over 5,600 fans of the JHU Alumni Page. For information on how to contribute to Why it was made Around JHU, the Johns Hopkins Univer- The Innovative Instructor or Facebook was started by a group of students sity, Johns Hopkins Alumni Association, to access archived articles, at Harvard in 2004 in response to a need for Sheridan Libraries, Admissions, School of an online space where students could share Engineering, and School of Medicine are please visit our website information and pictures, comment on each using Facebook Pages and Groups to keep • www.cer.jhu.edu/ii other’s posts, and otherwise communicate alumni, faculty, students, and staff updated or call Cheryl Wagner in flexible ways. It was initially limited to on events and news. • (410) 516-7181 use by college students. In September of 2006, it was opened to anyone over age 13 Groups and Pages serve different purposes with a valid e-mail address. It now boasts on Facebook. Pages are created to represent Forum categories over 500 million users. a real organization, business, celebrity, or Pedagogy Forum band, and may be created only by an offi- Hopkins professors share cial representative of that entity. Pages are successful strategies for teaching Why it matters a promotional tool intended to foster pub- excellence Everyone from your grandmother to your lic communication. Groups, on the other Technology Forum co-workers to your teenage son is using hand, can be created by any user on any Information about emerging Facebook to stay in contact with friends, topic, as a space for fellow users to share technologies, who is using them, relatives, former classmates, and colleagues. their opinions and interest in that subject. and why you should know It is an easy way to get in- Groups can be closed to Best Practice Forum troduced to the Web 2.0 the public through the use “How To” workshops on using phenomenon. Web 2.0 is of Facebook’s controlled technologies and applying the term used to describe membership settings. For innovative instructional methods web applications that facili- example, Johns Hopkins

tate interactive information University and the Sheridan Forum

sharing and collaboration. Libraries have Pages. So For faculty members and does Omar Little, a charac- academic departments, it ter from the HBO series The offers a means of creating Wire. Anyone may become Groups and Pages (more a fan of these pages, regard- below) for communicating less of his or her connec- with students and colleagues, providing tion to JHU, the libraries, or HBO. They are Technology information updates, and sharing announce- open to the public to read, but not to mod- ments of events and news. ify. Each of the current JHU undergraduate - - - Account → Help → Help Account How to get started get to How http://www.facebook.com Up. Sign under the information Fill out name, your will provide to be asked You and birth, address, a valid email of date female. male or are whether you state to classes has a Group, as do the JHU Band the do Band JHU as a Group, has classes - organiza student other of a number and to the only open are Groups These tions. theorganization, or the class of members information share may all members and the group. within it is going Where been have technology pundits Although Face that several years for predicting peaked will has and popularity book’s the begin particularly among waning, (college- created was it whom for cohort oth the evidence suggests students), age that finding are staff erwise. and Faculty programs, for Pages Facebook creating is departments and minors, and majors communicate and connect to way a great they are a medium through students with ac- with Groups Facebook using. already are in the course students to limited cess collaboration facilitate to way another in a class. communication , has very good instructions on all aspects of Facebook use, very, has use, all good aspects Facebook on instructions of Help Center Help for information on Editing Your Privacy Settings to keep your information information your Privacy keep Settings to Your Editing on information for → Account ter for Educational Resources (CER). Macie investigates the application and implementation of technology of implementation and the application investigates (CER). Macie Resources Educational for ter in interested is She academicdisciplines. pedagogicalwide in a of variety and issues the faculty scholarly to ) ([email protected] technologies. 2.0 Web and techniques, presentation effective visual literacy, Virginia (Macie) Hall has provided instructional technology support to faculty since 1987, first as Curator Curator as 1987, first faculty since to instructional technology support provided has Hall (Macie) Virginia Specialist Technology Collection, Resources a Senior then Information as Art Visual of the JHU History of Designer in the Cen a Senior Instructional as recently more Sciences, Arts and School and of in the Krieger Johns Hopkins University Facebook Page Johns Hopkins Facebook University You can make use of Friend Lists to determine which of your contacts can view pictures, posts, and other information. In the In information. other posts, and view can pictures, contacts your which of determine to Lists Friend use of make can You do this. to how on instructions get to “lists” for do a search Center, Help Keeping your information secure and sharing only with Friends is a concern for most Facebook users. Check users. Facebook most for a concern is Friends with only sharing secure and information your Keeping Facebook’s Help Center, found under under found Center, Help Facebook’s applications and features. features. and applications Security →Center Account Security → Protecting friends. your and between you

Instructional Designer, Center for Educational Resources for Educational Center Instructional Designer, Background Author’s Macie Hall • • Additional Resources Additional • , The Wire From Omar Little’s Page Facebook

Technology Forum The Innovative Instructor BestForum Practice Center for March 2010 c Educational e r Resources Teaching with Images Adrienne Lai, Art Libraries Society of North America Intern

What it is What this is Strategic use of images in the classroom While teaching with images has been The Innovative Instructor is a forum helps engage students who have grown at the core of disciplines like art history that publishes articles related to up in a media-rich environment. Digital for decades, all courses can benefit teaching excellence at Johns Hopkins technology makes images more readily from the use of visual materials in class available and easier to incorporate lectures, assignments, exercises, and into teaching and learning resources. Images can be an effective About the CER materials. way of presenting abstract concepts The Center for Educational Resources or groups of data. Instructors have partners with faculty and graduate reported that their use of students to extend instructional Why it matters images in the classroom has impact by connecting innovative Today’s students are surrounded led to increased student teaching strategies and instructional by visual media in their every- interactivity and discussion. technologies day lives. With their heavy Teaching with images can also use of the Internet, they help develop students’ visual For information on are accustomed to accessing literacy skills, which contributes how to contribute to information in both textual to their overall critical think- The Innovative Instructor or and visual forms. ing skills and lifelong learning. to access archived articles,

please visit our website How to do it • www.cer.jhu.edu/ii or call Cheryl Wagner I. Finding images • (410) 516-7181 While a Google Image Search, which draws from the many images available on the Web, can be useful for finding a specific or obscure image, there are problems associated with this method. Google retrieves images based on the text appearing Forum categories nearby or on the image file names. This often produces hundreds of unrelated results that Pedagogy Forum have nothing to do with your subject. In addition, images posted to the Web may have Hopkins professors share incomplete or incorrect data attached, and the images may have insufficient resolution for successful strategies for teaching classroom projection or printing. excellence Technology Forum High quality images can be found through the JHU Sheridan Libraries, which provide access Information about emerging to a number of specialized image resources. These databases provide downloadable, technologies, who is using them, high-resolution images, include reliable information about the images, and allow advanced and why you should know search capabilities. Resources include: Best Practice Forum • ARTstor, a database of over one million images in the arts, humanities, and social sciences. “How To” workshops on using http://jhsearch.library.jhu.edu/databases/proxy/JHU03382 technologies and applying • Digital Image Database at JHU (DID@JHU) provides JHU faculty and students with

innovative instructional methods Forum access to thousands of images in a variety of subjects. You can also request to add images for specific courses to the database. http://jhsearch.library.jhu.edu/databases/proxy/JHU05794 • Accunet/AP Multimedia Archive, a database of images, audio files, and texts from 160 years of news and world events. http://jhsearch.library.jhu.edu/databases/proxy/JHU04350 • The Image Research Guide contains search tips, information about copyright and publications, and subject-specific web recommendations. http://guides.library.jhu.edu/images Best Practice • The Center for Educational Resources has a list of websites containing freely available images and multimedia for educational use: http://www.cer.jhu.edu/mediaresources.html 34.2 (2006): 34.2 Reference Services ReviewServices Reference

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cess Adrienne Lai recently completed Master’s Degrees in Library Studies and Archival Studies at the University University the at Studies Archival and Studies Library in Degrees Master’s completed recently Lai Adrienne BC, Canada. Degree of Adrienne also in British Columbia in Fine holds a Vancouver, Arts Master’s from the of University California, Irvine. She came to the library from profession several years of teaching art, art history, and cultural and media studies at art colleges in Canada and the US, and is interested intechnology. and the faculty, instructionalbetween libraries, efforts collaborative of possibilities ac

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If you would like to learn more about integrating visual materials into your teaching, contact Macie Hall, Hall, Macie contact teaching, your into visual materials integrating about learn more to like would you If [email protected] CER, at Designer, Instructional Click! Photography Changes Everything Changes Photography Click! Harris, Benjamin R. “Visual Information Literacy via Visual Means: Three Heuristics.” Heuristics.” Three Means: Visual via Literacy Information “Visual R. Benjamin Harris, behavior, belief, memory, and more. Great for ideas on how to use images in the classroom. in the classroom. use images to how ideas on for Great more. and belief, memory, behavior, http://click.si.edu/Default.aspx 213-221. publishing images to a forum that is freely viewable by the public. of members Class assignments: images can be powerful as illustrations, didactic materials, or stimulating starting points for structured exercises writing WebCT/Blackboard resources WebCT/Blackboard Tool Map Interactive or Creator the Timeline as such Other tools, learning diagrams architecture, site and planning urban inform to maps documents, historic as photographs materials: Primarysource practice diagnosis to medical design, images or bridge of the evolution show to technical drawings and Presentations in PowerPoint, Keynote, the ARTstor Offline Viewer, or the viewer image DID@JHU Use ublic Restrict nline Information about the different types of Creative Commons-licensed materials: Commons-licensed of Creative types the different about Information http://www.creativecommons.org University of Georgia’s Guide to Understanding Copyright & Educational Fair Use: Fair Educational & Copyright Understanding to Guide Georgia’s of University http://www.usg.edu/copyright word-protected website or space, such as WebCT (or other Learning Management Management Learning other (or WebCT as such space, or website word-protected System), or to a shared folder or in the ARTstor Digital Image Database (DID@ not sure how JHU). to do If you’re this, your consult Research Services Librarian member. a CER staff or

Author’s Background Author’s Lai, ArtAdrienne Society Libraries of North America 2008-9 Intern Sheridan and Department Libraries of the History of Art, JHU • • Additional Resources Additional • • • • • Images will be more effective in the classroom if they are meaningfully integrated into course course curricula.can waysimages into of Think meaningfully if integrated are theywill ineffective classroom the be Images more support the delivery class illustrate of themes, content, serve as primary can research materials, or be built into assignments. You through: materials course your into images introduce • Uses of ImagesIII. Uses re-publish images,re-publish it has also made it easier to inadvertently violate associated the copyrights with them. The is use allowed of undercopyrighted images the image for databases and Fair websites educational stipulate the conditions Use purposes under which educational exemptionsuse of their materials is to permitted. beTo the safe, it is best US to suchconsult as: Fair Copyright Use guidelines, Act. Many • use ethical and legal the facilitate to follow to practices best some are there addition, In These include: images. of • • Copyright & Permissions & II. Copyright While technology has made it easier than ever to download, manipulate, and •

Best Practice Forum The Innovative Instructor PedagogyForum Center for March 2010 c Educational e r Resources Lectures On Demand Michael Falk, Associate Professor, Materials Science & Engineering

What this is The Issue Faculty Solution The Innovative Instructor is a forum Applied science programming I restructured the course to make that publishes articles related to courses (e.g., Simulations of time for more in-class learning teaching excellence at Johns Hopkins Materials and Biological Systems) exercises, including taking full typically involve the instructor advantage of the computerized writing examples of code during classroom we were using. First, About the CER class as students follow along at I created video podcasts so stu- The Center for Educational Resources their computers. Students may dents could watch the lecture partners with faculty and graduate occasionally work through simple examples before class. I used a program called students to extend instructional on their own, but they spend most of class ScreenFlow* to create the lectures by impact by connecting innovative passively watching the instructor. recording audio and video synchronized teaching strategies and instructional with my PowerPoint slides. technologies The Challenge Because students watched my lectures For information on Students don’t really learn a programming before coming to class, I could assign how to contribute to concept until they try to program a solution exercises for them to work on during class The Innovative Instructor or to an assigned problem. Typically, their time. While they tried to solve these prob- to access archived articles, attempts occur through homework and lems, I floated around the room to offer projects completed outside of class, when help. I tried to set up the problems so they please visit our website the instructor is not readily available. While contained multiple, discrete tasks. • www.cer.jhu.edu/ii self-paced, independent learning is an or call Cheryl Wagner important step in mastering the content, It was not always clear to me what aspects • (410) 516-7181 active learning experiences during class would be most problematic for the students. provide an opportunity to challenge students By watching them work, I could identify the in a collaborative, supportive environment students’ conceptual problems. I stopped Forum categories with the instructor and peers available to the class, from time to time, at opportune Pedagogy Forum help. Incorporating these active learning moments, to talk about aspects of the Hopkins professors share strategies into class, however, reduces the problems that appear to be most challeng- successful strategies for teaching time available for the instructor to teach ing for the whole class. excellence new content. Technology Forum Information about emerging Results technologies, who is using them, I’ve identified various advan- and why you should know tages and challenges with the Best Practice Forum video podcasts, and will change “How To” workshops on using some of them the next time I technologies and applying implement the course. However, innovative instructional methods the greatest challenge isn’t making the video podcasts. Forum

I’m happy to put the time in, because I will not have to make them every year, and the students have reported that they like them. They watch the videos at their own pace, and they can review difficult topics Pedagogy Screenshot of recorded lecture as often as they want.

- - Simulations of Materials Simulations Other Thoughts Other offered Former students these comments new on to approach Prof. Falk’s teaching Simulations of Materials and Biological . Systems “I like the format of the class - coming to class and working on programming rather than listening to him do the work.” watching a lecture and very this class like much!” “We “This is the best had!” I’ve programming class mance mance during the course of an exercise. It will also allow me to teach particular concepts sequentially, as opposed to ing students in the class since they have varying levels of experience and skill. In this way, the more experienced students can share their knowledge with the Based on the breaking in-class student activities into feedback, shorter segments, I’m and including more of them. This gives me additional opportunities to stop and evaluate students’ perfor using one or two activities several topics. I’m also that considering pair cover and can programmers practice beginning they know. what explaining - ofMaterials for engineering Thermodynamics graduate students. I am the students to collect the class. feedback one That’s way from inwhich I am gauging students’ reaction to the - non traditional class format. Theresults also helped me identify the challenges. They haven’t necessarily always been where I expected. I have also used the standard ways to evaluate the course such as approach, tracking students’ exam perfor mance and directly soliciting comments students. from - , I Systems and Biological also teach Systems. Complex Modeling on IGERT the NSF-funded with involved the faculty actively of one I am an associate of professor Material Sciences and Engineering. In addition to is a IT@JH-sponsored collaboration tool that includes video conferencing, application sharing, live can be used to convert PowerPoint files into narrated online presentations. It is a simple way to pre-record C

Adobe onnect is a screencasting software faculty can use to used to develop pre-recorded online lectures. It can capture capture It can online lectures. pre-recorded useduseto facultyto develop can software Screenflow a screencasting is inputs. audio and microphone video camera, the computer’s with it synchronize and activity desktop a computer’s http://www.telestream.net/screen-flow/overview.htm lectures online. http://www.impatica.com polling, chat, whiteboards, and presentations. Faculty can use their computer to host online classes or research meetings meetings research or classes online host to use their can computer Faculty polling, presentations. and whiteboards, chat, http://help.sset.jhu.edu/display/Connect Impatica The video lecture allows students to review couse materials anytime materials couse review to students video lecture allows The Michael Falk, Michael Falk, Materials Science & Engineering Professor, Associate Author’s Background Author’s • Additional Resources Additional • • It turned out that designing the inter The Center for Educational(CER) Resources conducted focus groups with active active activities was the bigger challenge. To figure out which activities would be effective, hadI to accurately anticipate the skills students brought to the course. not always evident which In addition, it’s conceptual issues will arise the first time a course. teach you

Pedagogy Forum The Innovative Instructor TechnologyForum Center for March 2010 c Educational e r Resources Blackboard Amy Brusini, Instructional Technology Specialist, CER What it is What this is Blackboard is a web-based course management The Innovative Instructor is a forum system that allows instructors to present that publishes articles related to course material and interact with students teaching excellence at Johns Hopkins in an online environment. Depending on the instructor’s needs, Blackboard can be used either to supplement face to face About the CER courses or present courses entirely online. students and instructors. Students stay more The Center for Educational Resources Blackboard features a broad collection of organized knowing that they can go to partners with faculty and graduate tools, including a calendar, announcements, one place on the web for all of their course students to extend instructional discussion boards, blogs, chat rooms, tests materials, rather than trying to remember impact by connecting innovative and surveys, a grade center, and more, all several websites. 24/7 access to course mate- teaching strategies and instructional of which can be customized and configured rial online reduces the potential for excuses. technologies for each course. When students miss class, the assignments and handouts are still available to them. For information on Blackboard’s communication tools, such how to contribute to Who’s using it as the blog or the discussion board, help The Innovative Instructor or In the fall of 2010, the full time programs to engage students actively in the course to access archived articles, of the Krieger and Whiting Schools migrated outside of class, encourage active learning, from WebCT to Blackboard 9. The School and help increase student-to-student and please visit our website of Medicine, School of Nursing, Carey instructor-to-student communication. • www.cer.jhu.edu/ii School of Business, Peabody, SAIS, and or call Cheryl Wagner the part-time programs of the Krieger and Instructors can use Blackboard to assess • (410) 516-7181 Whiting Schools (AAP and EP) are also student learning continuously throughout using Blackboard. the semester. By reviewing discussion board and blog postings, faculty can see how Forum categories well students are grasping course material Pedagogy Forum Who’s managing it and what areas may need to be reviewed. Hopkins professors share Blackboard 9 is hosted on IT servers at the Blackboard also helps instructors to reach successful strategies for teaching university and maintained by IT@JH staff. students with different learning styles. Lec- excellence Faculty support for Blackboard is provided ture notes and images can be posted for visual Technology Forum by individual divisions. The CER continues learners, while podcasts can be posted for Information about emerging to provide instructional user support for auditory learners. Blackboard also provides technologies, who is using them, Homewood faculty. instructors with the ability to email the and why you should know entire class, certain groups of students, or Best Practice Forum only TAs, all from within Blackboard. Other “How To” workshops on using Why it matters time savers for instructors include the ability technologies and applying The continuous access to online resources to automatically grade online tests and to innovative instructional methods and automated course management that notify students of upcoming deadlines using

Blackboard 9 provides is a benefit to both the announcements tool. Forum

Technology

- - Blackboard has developed and continues continues and developed has Blackboard mo its of the functionalities expand to get started to How added to automatically are Allcourses will Instructors ISIS. from Blackboard http://blackboard.jhu.edu need login to to view to password their JHED ID and with Courses will their courses. access beand module. Courses Plus’ in the ‘My listed please send listed, not is a course If (Note: The [email protected]. to email an will course the be registrar notified that Blackboard.) for beneeds to ‘flagged’ online developed has CER severalThe be can accessed at that tutorials Blackboard http://help.sset.jhu.edu/display/Bb/Home. each se workshops training also offer We bile app, Blackboard Mobile Learn. Using Learn. Using Mobile Blackboard app, bile read content, access can students the app users. advanced beginning and for mester (http://www.cer. website our Pleasecheck for register to jhu.edu/bb.html#training) Individual sessions. training upcoming Send an also available. are consultations to like you’d if [email protected] to email member. a staff with appointment an make announcements, participate in online in online participate announcements, discussions, view journals, and and blogs, check and tests, media, take mobile play the to enhancements their grades. Future gradeto ability theinstructor’s include app tests. and assignments

. - - . Groups Assignment Tool . Assign students weekly students . Assign you want to share with with share to want you ter IT@JH updates Blackboard with the with Blackboard updates IT@JH ter servicelatest These packs. service packs en product as well as fixes bug include Upcoming new features. and hancements log, access test a include enhancements a revised and tool, tracking attendance an tool. portfolio throughout. Each fall and spring semes Each spring fall and throughout. Discussion Board

within your site to organize your material. Use the the Use material. your organize to site your within (grade book). A number Center Grade the Blackboard using . to automatically release items for specific periodsof for time. items release automatically to Resources Educational for the Center at works Brusini Amy faculty. Homewood for center learning and (CER), a teaching faculty on Homewood for training and support provides Amy well as system, management course the university’s Blackboard, Degree in Master’s a has Amy instructional designas support. University. Hopkins Johns from Education . Each group is assigned its own set of collaboration tools by the instructor. the instructor. by tools collaboration set of own its assigned is . Each group Latest updates and information about Blackboard at the Homewood campus: http://www.cer.jhu.edu campus: the Homewood at Blackboard about information and updates Latest adaptive release feature release adaptive students. Create folders Create students. using emergencies, weather-related as such announcements, institution-wide Systemthe Notification to new items posted to the course, as well as as well as the course, posted to new items to alert students Automatically Post the syllabus, lecture notes, links, or other files other links, the syllabus, or lecture notes, Post using the using assignments team on collaboration for groups student Create Manage and post and gradesManage discussion questions. Grade students on the quality of their participation of the quality on students Grade questions. discussion entered automatically are their peers. to discussions Graded responses and , which serves a grade Center as book. Grade the Blackboard into the using students from electronic file Manage submissions their papers submit students have account, email your cluttering of Instead tool in assignment the through etc.) mp3, jpg, ppt, (andfiles - assignment other the Blackboard into entered automatically grades are Assignment Blackboard. . Center Grade lowest and highest dropping and weighting, averaging, including functions, of criteria. scales grading based assignment custom on Create available. grades, are as Excel. such file, a spreadsheet from and grades to upload Download and Tool from separate board discussion and blog own its have could a group example, For board. discussion and blog the course throughout the semester using a Course Blog using the semester throughout thoughts and information Share using the using withCommunicate students

•

• • • • • • • Amy Brusini JHU Resources, for Educational Specialist, Center Instructional Technology Author’s Background Author’s Additional Resources Additional - capabil drop and drag including interface, contextual layouts, page consolidated ity, improvements. accessibility and menus, 2.0 functionality, Web also includes It opportunities, social as such networking Where it is going Where functionality and tools Blackboard’s both tradi to - enrichment greater bring environments. learning online and tional user updated an 9 presents Version collaboration instructors help to strategies time-saving and management course and examples: some are Here their courses. manage The tools available in Blackboard present a host of opportunities for student student for opportunities of a host present Blackboard in available tools The How it can be used How

Technology Forum The Innovative Instructor BestForum Practice Center for November 2009 c Educational e r Resources Creating a Covenant with Your Students P. M. Forni, German and Romance Languages and Literatures

What this is What it is The Innovative Instructor is a forum If you have been dealing with student that publishes articles related to attitudes that mix disengagement with teaching excellence at Johns Hopkins disregard, you are not alone. Millions of educators around the world are in your position. One way to improve the situation About the CER is to make your expectations explicit. For The Center for Educational Resources the past several years, my students and partners with faculty and graduate I have agreed upon codes of behavior students to extend instructional -either oral or written- regulating our impact by connecting innovative relationship during the semester. In the sprouting at many two-year and four-year teaching strategies and instructional absence of compelling reasons not to do so, colleges. When expertly managed, they have technologies choose the written covenant. been invaluable assets, helping students learn how to behave civilly with both peers For information on and teachers. However, these programs are how to contribute to Why it matters not enough. If we want to slow down the The Innovative Instructor or For some time disengaged, disrespectful continuing decline of traditional civil inter- to access archived articles, and unruly student behavior that used action on American college campuses, we to be confined to secondary schools has must bring new strategies to the classroom. please visit our website penetrated higher education. In college • www.cer.jhu.edu/ii classrooms across the U.S., tardiness, Many students are simply not prepared or call Cheryl Wagner unfamiliarity with assigned readings, and to engage in serious academic work, and • (410) 516-7181 unjustified absences are routine. So are chit- they do not know how they are expected chatting, e-mailing, and instant-messaging. to behave on campus. Most of them bring a In large lecture halls consumer mentality Forum categories where ringtones jar If we want to slow down the to school and very Pedagogy Forum and jangle, students continuing decline of little concern about Hopkins professors share have been spotted traditional civil interaction on approval from the successful strategies for teaching reading newspapers older generation. excellence and even watching American college campuses, Professors may be Technology Forum television on their we must bring new strategies contributing to the Information about emerging portable sets. to the classroom problem as well. technologies, who is using them, We can be unfair, and why you should know We know that the Internet plays a major unhelpful, disillusioned, disengaged, arro- Best Practice Forum role in the shaping of the young, but how gant, and sarcastic. And sometimes, just as “How To” workshops on using many of us have a strategy in place to cope the new breed of students is not prepared technologies and applying with the challenge that this development for college, we are not prepared for them.

innovative instructional methods Forum poses to education? In the last decade, A written contract provides a solution for first-year experience programs have been these problems. How to do it 1. Writing your covenant At the top of a sheet of paper, under the heading “What I Expect from You,” list entries

such as: “That you be punctual for every class.” “That you do not receive or make telephone Best Practice calls.” “That you respect what I and your fellow students have to say.” “That you come to class ready to ask and answer questions of substance on the day’s readings.” “That you are mindful of time constraints when making presentations.” “That you concentrate exclusively on this course during class hours.”

- Final Thoughts Final Never cease to be temper clear-headed, ate, considerate, and compassionate. Never argue or raise your particularly voice. In a difficulta encounterstudent, imagine with that you are videotaped and being that the resulting video will be used to train other the teachers in handling of such situations. While the will perceive you engaged, remaining personal a as less you at directed hostility task. management a as more and attack When are students clear about what you those meet to likely more are they expect, with covenant a creating By expectations. define the you proactively your students, roles and expectations for both A paper document makes commitments sides. tangible, and obtaining a them gives conditions the to agreement the students’ class. the in stake meaningful The(2008) Civility Solution he . (2002) Civility Choosing and often speaks to college faculty, students, and staff. Visit his Web his Visit staff. and students, faculty, college to speaks often http://www.jhu.edu/civility site P.M. Forni is a professor of Italian Literature at Johns Hopkins Hopkins Johns at Literature of Italian is Forni a professor P.M. where he University, directs the Civility Initiative. The author of The ideas presented here are examined in more detail in P.M. Forni’s article, Forni’s P.M. detail in more in examined are here presented ideas The Higher NEA in The published Net”, of the Age “The in the Civil Classroom 2008: , Fall Journal Education http://krieger.jhu.edu/civility/civil_classroom.pdf Standing firmStanding Gaining respect Making your covenant known Making covenant your

Dr. Pier Massimo Forni, Pier Dr. German Languages and Literatures, and Romance Author’s Background Author’s Additional Resources Additional • 4. Keep exceptions to the rules to a minimum. If your syllabus says “No makeup tests,” respecting students of the to contingent fairness of out it, mean really you that explain class to come to acceptable not is it that notion the on emphasis of plenty Place rule. the prepare students your Help material. assigned the assimilated and read having without challenges. grade fewer means which well, do to likely more be will They tests. their for When come students to it doesclass unprepared, not necessarily mean that they have not opened their books. is easy It to mistake to a for inability study lukewarm interest in the subject; teach them what it means to study in earnest. Inform them that study is just another form of work. Show no tolerance for the antics of the overbearing, the the narcissistic. and mean-spirited, 3. of handling the in generation older the over edge own their of aware are students Your all things digital. The smaller the gap between their competenceand yours, the more respect you will receive, and the more in of control the class you will care be. of Take disruptionsof any kind right Interrupt away. your class if necessary, and allow it to teachers that Itis unfortunate is corrected. after only thebehavior disruptive continue are reluctant to report egregious breaches in civility and ethics because they perceive them as personal defeats and fear control thattheir classes. administratorsThis,of course, givesstudentswill the impression thatdeem they canthem act their behavior. them repeat which makes unable impunity, with to Read the covenant to your students on the first dayof classes and ask them whether they are willing to abide by it. can You certainly make it part of you prefer a the more memorable option, bring copies on syllabus, separate sheets. Then, after but the if them your to distributing before the the sheets to just syllabi staple approval, students’ class. Either way, it is of utmost importance the term. of the course during stipulations that you do not change the original 2. Use the bottom half for your own list Can of commitments, Expect“What You from of share everybody fair give a I will “That everyclass.” for punctual will be I “That Me”: “That I will“That I grade willtheyoufor your tests.” quality prepare of attention.” my work I will “That it.” on spent you effort and time of amount the than rather work your best.” your at perform you help to

Best Practice Forum The Innovative Instructor PedagogyForum Center for November 2009 c Educational e r Resources Embedding Research into the Curriculum Dr. Stephen Plank, Sociology

What this is The Issue methodology from the very beginning, The Innovative Instructor is a forum The complementary relationship between rather than assigning a research paper that that publishes articles related to teaching and research was integral to would be due near the end of the semester. teaching excellence at Johns Hopkins President Gilman’s vision in establishing This made for a more labor-intensive class, Johns Hopkins. Great researchers bring new but I had a better sense of how the group ideas and practices into the classroom for was progressing. Since performing research About the CER the benefit of students, who can in turn was required from the start, if students had The Center for Educational Resources contribute to new discoveries by engaging trouble understanding the process, I learned partners with faculty and graduate in the research process. The issue is how about it immediately. students to extend instructional faculty implement Gilman’s vision in today’s impact by connecting innovative university environment. The difficulty of Since the topic was education teaching strategies and instructional incorporating true research assignments and its portrayal in the media, technologies into the classroom is that many under- our source of data came from graduates have not been previously newspapers. Before diving into For information on exposed to the research process. the data, we first performed how to contribute to Engaging freshmen can be even background research. I guided The Innovative Instructor or more difficult because many the students more closely in to access archived articles, of them have not been ex- this phase, as we read about the posed to basic disciplinary current state of media and print please visit our website knowledge which is im- journalism, theories about edu- • www.cer.jhu.edu/ii portant for hypothesis cation reform, and the history or call Cheryl Wagner formulation. of education in the U.S. After • (410) 516-7181 this initial phase, the students used the LexisNexis database to The Challenge identify and collect articles on Forum categories Students learn how to research by doing education from 15 different newspapers for Pedagogy Forum research. This means that faculty must a specific three-week time period. The goal Hopkins professors share teach not only the material that the of the course was for them to take more ini- successful strategies for teaching course covers, including basic knowledge tiative in this part of the process. Then we excellence needed to formulate hypotheses, but also studied that coverage together, empirically. Technology Forum the methodology of research. We have to Information about emerging teach students both what they are looking It has been interesting for me to reflect technologies, who is using them, for and how to look for it. At the same time, on how the first and second years of the and why you should know faculty must also strike a balance between course progressed. The first year I taught Best Practice Forum providing guidance and allowing students the course, the exact plan for designing the “How To” workshops on using to make discoveries to preserve a sense students’ projects and analyzing the data technologies and applying of excitement in searching for something unfolded in real time; I helped formulate innovative instructional methods unknown. hypotheses and draw conclusions from the data alongside the students. Forum

Faculty Solution During the second implementation, I strug- Courses that require beginning students gled with how much I should steer the class to perform research must be designed to toward an exploration of certain questions include components of teaching the basic and hypotheses that had been especially skills and processes of research. I designed fruitful in the previous year’s class versus Education in the Media, a freshman-level how much should to leave the exploration Pedagogy seminar, as a semester-long research proj- in their hands. I wavered between presenting ect. While I was constructing the course, a route with fewer dead-ends or permitting I tried to incorporate aspects of research a journey of student-led discovery.

- enjoy an both was Freshman Freshman Seminar: in college I didn’t in think college I I didn’t would have the opportunity to do my own research, but Education in the Media provided It was opportunity. extremely interesting that to follow a newspaper from another part of the country for 3 weeks, students other with itdiscuss to interesting was also to relevant were that topics and issues the mine.” to compared as their newspapers Flynn -Kaitlin “Professor Plank’s Media the in Education able and a formative experience. During encouraged Plank Professor sessions, class exchanges that enabled us to formulate our own research agenda and a specific research hypothesis step by guided us as step. we developed our research He methodology, but allowed us plenty of room to find the right questions to to beproved ask. instruction Plank’s Professor extremely helpful in my later Hopkins years as at I took higher level on projects had carryto and research out classes my own.” Ho -Joseph -

- - Screenshot of the Database of Articles of the Database Screenshot graduate teaching. teaching. graduate college of semester first my class the took “I a sociology I became reason the was it and major. Education in the Media allowed of the understanding me a to have greater freshman a As process. research qualitative Other Thoughts Other offered Former students these comments on Prof. approach Plank’s to embedding research experiences into his under things exciting, it’s important new to ingredients to the stew. add The course how investigated print newspapers cover explore to revised be could it but education, online -blogs, media new how well equally and medical contemporary cover journals- approach basic the reuse can I issues. health for the guiding change freshmen also can to I but embark on exercise, an empirical Finally, study. they media of form and topic with the web-based database we created, could data other instructors also present logistical fewer with undergraduates to sets troubles.

- - - (cont.) I am an associate professor in sociology. In addition to Education Education to addition In sociology. in professor associate an am I Social and Organi Analysis Regression alsoteach I Media, the in zation zation and Social Control in Schools. alsoI’m co-director of the the - of Consortium a Research partnership Education Baltimore Morgan University, Hopkins Johns Schools, Public City Baltimore partners. community and civic other and University, State Stephen Plank,Stephen Department of Sociology Author’s Background Author’s As As I think about this freshman seminar now I’ve taught three times, leftI’m with basic a provides course a that thought the framework, like a recipe. can You make keep to but again, over and the meal over I’ve I’ve mentioned that I felt a pedagogical tension between a route including fewer dead ends and a more genuine journey of student-led discovery. Success of the on my depended year second in its course eventually realizing the new class should create the research agenda. It was ficult dif to mute my excitement or biases about certain topics that might influence foundI that theybut decisions, class’s the learned far more by making their own spontaneous mistakes, or with discoveries, as little interferencefrom me. as I had possible to remembercourse that was the designed to teach methods research as well as sociology; even mis takes became opportunities dead ends or instruction. for Results Faculty Solution Faculty I was able to accelerate the development process of this course when I received a Technology Fellowship grant from the CER.and An engineering undergraduate I developed an interactive, database web-based that helped their students own dataset from create the newspapers they sampled for articles. I could create then a larger dataset of articles nested in newspapers that the students could use for their hypothesisinductive data mining. The testing technology of us to focus all on andthe substance helped with research empirical of excitement and out spending a semester wrestling with thelogistics of how to create and access a dataset.

Pedagogy Forum The Innovative Instructor TechnologyForum Center for November 2009 c Educational e r Resources ARTstor Adrienne Lai, Art Libraries Society of North America Intern What it is What this is ARTstor is a non-profit digital image library The Innovative Instructor is a forum available through the JHU Libraries. It that publishes articles related to consists of over a million images, along with gogically valuable for engaging today’s teaching excellence at Johns Hopkins essential data, of subject matter relevant to students, who are accustomed to absorbing many disciplines. Despite its name, ARTstor information in formats that combine im- isn’t just pictures of art or humanities- ages with text. For faculty who wish to About the CER centric. It contains images that are of great incorporate images into their teaching, The Center for Educational Resources value for didactic and illustrative purpos- it can be difficult to find reliable sources partners with faculty and graduate es in the social sciences, basic sciences of high quality images on the Internet. students to extend instructional and engineering. ARTstor’s mission is to In addition, online information has not impact by connecting innovative provide resources to view, present, and always been checked for errors or vetted teaching strategies and instructional manage images for research and pedagogical by scholars in the field. ARTstor provides technologies purposes. high-resolution images with associated information written and edited by art and For information on information professionals. ARTstor also how to contribute to Who produced it has advanced searching capabilities which The Innovative Instructor or It is a non-profit initiative founded by The allow you to limit your search by time to access archived articles, Andrew W. Mellon Foundation. period, medium, geography, or any combination of these factors, giving much greater please visit our website control than a Google Image search. • www.cer.jhu.edu/ii Why it was made or call Cheryl Wagner ARTstor was created to address the needs of • (410) 516-7181 higher education institutions, which desired How it can be used tools to properly create and maintain collec- In addition to its extraordinary depth and tions of digital images for the purposes of breadth of content, ARTstor has a num- Forum categories research, study, and teaching. ber of useful features to help manage and Pedagogy Forum present images in educational contexts. Hopkins professors share successful strategies for teaching Why it matters The following are a few of the ways in which excellence Images are a powerful teaching tool. They you can tailor your use of the database to Technology Forum can be used as primary source materials the needs of your class or your research: Information about emerging in coursework or as a means to illustrate • Search for specific images by name. technologies, who is using them, theoretical concepts. Images are also peda- • Browse the database by geography, and why you should know Best Practice Forum “How To” workshops on using technologies and applying innovative instructional methods Forum

Technology - Example of a collection Other Thoughts Other ARTstor also offers some high-quality images suitable for inclusion in scholarly publications, free of charge, through the Images for Academic Publishing (IAP) program. To use the IAP images,will need you to provide some basic infor mation mation and agree to the IAP Terms and Conditions of Use. To find IAP images search your to add “IAP” just in ARTstor, logo will criteria. beneath An IAP appear image. each available click click on the the for “Help” button look and at page, the upper ARTstor any of right page. home Help the on section “Training” To access additional faculty privileges, including the ability to and store to collections password- on ARTstor personal protect folders to share with contact Don Juedes at (410) students, 516-0605 or [email protected]

How to get started to How ARTstor can be accessed Sheridan through Libraries home page. the Look for it by name under in “A” the “Search Database” a box. You can also link from pages to on the Art History or Images it Research Guides. As with other licensed databases, you can access library the ARTstor only through remotely or campus on after log- at http://library.jhu.edu website password. and ID JHED your with in ging can search or browse Hopkins at Anyone through and ARTstor download images. If you want to access additional features, such as saving imagesfuture to reference groups or for using Image Viewer, you the will Offline need to log which in, requires that you register with an (This isemail and password. address not password; and ID JHED your as same the you can use email any address to register ARTstor.) with website The containsnumerous ARTstor training materials, including - download training online and videos, handouts, able sessions. To access these materials, just viewed only by seeing the source material material source the seeing by only viewed partof although images, Many person. in museum, library or archive holdings, are This books. in reproduced or display on not continuously growing database enables students to see and learn from these im miles. of thousands traveling without ages - - - Adrienne Lai recently completed Master’s Degrees in Library Studies and Archival Studies at the University University the at Studies Archival and Studies Library in Degrees Master’s completed recently Lai Adrienne BC, Canada. of British Columbia Adrienne Degree alsoin in Vancouver, holds a Fine ArtsMaster’s from the of University California, Irvine. She came to the library from profession several years of teaching art, art history, and cultural and media studies at art colleges in Canada and the US, and is interestedtechnology. and in faculty, instructionalbetween libraries, efforts the collaborative of possibilities Publishing Academic for Images ARTstor http://www.artstor.org/what-is-artstor/w-html/services-publishing.shtml A list of ARTstor’s interdisciplinary collections, arranged by subject. subject. by arranged collections, interdisciplinary ARTstor’s of A list features. many use ARTstor’s you help to handouts training PDF Downloadable http://help.artstor.org/wiki/index.php/Materials http://www.artstor.org/what-is-artstor/w-html/interdisciplinary.shtml Use the ARTstor Offline Image Image Offline the ARTstor Use tool software a presentation Viewer, to you allows that PowerPoint) (like and side, side by images compare as see in to zoom such close detail, texture. fabric or brushstrokes Create shared folders within ARTstor ARTstor within folders shared Create study. and access to students your for - col personal image your Upload integrated for ARTstor to lections (You images. ARTstor with teaching folders.) for setcan permissions Save images to image groups for for groups image to images Save reference. future classification, or collection.or classification, use in a to Download images to or page, a course on PowerPoint, discussion. in-class an spur

Adrienne Lai, ArtAdrienne Society Libraries of North America 2008-9 Intern Sheridan and Department Libraries of the History of Art, JHU Author’s Background Author’s • • • Additional Resources Additional The images are contributed by museums, bymuseums, Theareimages contributed galleries, libraries, archives, colleges and photog press estates, artists’ universities, chitecture chitecture and design, classical studies, history, literary studies, music, religion, theatre, modern and for coverage women’s studies. restrictions, copyright Due to and contemporary art is less comprehen negotiating is constantly but ARTstor sive, in all collections areas. expand to raphy agencies, and scholarly institutes. Without ARTstor some images can be Where it is going Where To date, has ARTstor amassed over one million digital images in a wide of subjects, range including: anthropology, ar • • • • •

Technology Forum The Innovative Instructor Best Practice

August 2009 Teaching Assistant Training Institute Richard Shingles, Director of the TA Training Institute What this is The Innovative Instructor is an article series (http://cer.jhu.edu/ii) and a blog (http://ii.library.jhu.edu) related to What is it teaching excellence at Johns Hopkins The Teaching Assistant Training Institute consists of a team of professionals managed by the Center for Educational Resources Article categories to provide general instructional training Best Practice for full-time graduate and undergraduate How to use technologies and apply students with teaching assignments in the innovative instructional methods Krieger School of Arts & Sciences or the Whiting School of Engineering. The Insti- Pedagogy Hopkins professors share successful tute works with Academic Dean’s, teach- TA Training Institute is located at the strategies for teaching excellence ing faculty, graduate teaching assistants, CER in the MSE Library Technology graduate academic coordinators and the Information about emerging graduate representative organization to technologies, who is using them, provide the training and support that TAs and why you should know need for effective instruction. The Institute has a multi-faceted approach to provide this training and support as outlined below. For information on how to contribute to The Innovative Instructor Why it matters The Solution or to read archived articles Quite simply, every graduate student has The TA Training Institute has a range please visit: the opportunity to be a TA, or maybe of offerings from broad-based programs http://cer.jhu.edu/ii even a course instructor, during their term to prepare over 200 graduate students for or email: of study at Johns Hopkins University. It their immediate teaching assignments to [email protected] is important that people who take on specific programs to prepare individu- instructional responsibilities understand als for their future academic teaching university procedures and policies and appointments. Currently there are four also know where to obtain instructional components to the TA Training program. About the CER support for their course. The Center for Educational Resources partners with faculty, postdocs, and graduate students to extend instructional impact by connecting innovative teaching strategies and I. TA Orientation for First-time TAs Fall Orientation Week (required session) instructional technologies Over 200 graduate students attend this morning event TA Orientation. New TAs are introduced to the administrative landscape of the TA at Hopkins through a mandatory plenary session. The focus of this event is on preparing TAs for their immediate instructional teaching assignments.

II. Introductory Topics for First-time TAs Fall Orientation Week (required session) The plenary session is followed by an series of seminars covering a variety of issues for first-time TAs – .g.,e Preparing for the First Day Supporting a Lab, Leading Effective Discussions, Identifying Resources for Struggling Students, Dealing with Academic Integrity Issues, Teaching with Library Resources, and Teaching with Technology.

- - - - Consultations with willwork Institute Training TA The groups student graduate departments, further to the instruc individuals and tional training of students. Contact Contact students. of training tional to [email protected] at: Shingles Richard appointment. an set up

- - - - Academic Year Introductory Topics for All TAs TAs All for Topics Introductory Year Academic Academic Year Teaching Practicum Teaching Year Academic

signments. Register at http://cer.jhu.edu/teaching-academy/events at Register signments. IV. (elective course) “Preparation students, graduate for course formal a semesters During thespring en course this students Opento all graduate offered. is Teaching” University for III. (optional) repeating with Teaching” on series called“Eyes A workshop are topics additional some plus orientation TA at given topics TAs, enable workshops These year. during academic the offered or semester spring in time the first for be teaching who would as their teaching for prepare to their own, of a course teaching gages in peer-to-peer teaching and video recording for critique of teaching prac teaching of critique for video recording and teaching in peer-to-peer gages skills, effective presentation preparation, lesson and course on is tices. Emphasis The techniques. self-assessment of development and discussion, of facilitation course is offered through KSAS (360.781) and WSE (500.781) and carries one credit. one carriesand (500.781) WSE and (360.781) KSAS through offered is course ing practices within the university. The The the university. practices within ing TA maintaining on worked Associates on workshops give materials, training in further their work help and teaching good teach about knowledge advancing by the employed are Associates The ing. Appli in June. starting year one CER for positions Associates Teaching for cations in April. starting available made are Teaching Associates Associates Teaching for important is training TA of Support the for and sustainability the long-term program. Training the TA of validation a Teaching established this, we enable To graduate of a small group Associateship; good teach for models who are students

- - Specialist at Johns Hopkins University. Instrumental in the Instrumental University. Hopkins Johns at Specialist coun and the supports General he Biology of redesign course, science courses. of developers and students, sels the faculty, well as students graduate and undergraduate taught Having earning after earned in science a degree education having as in innovative versed well is Shingles Dr. in Biology, a Ph.D. been has Shingles the Director Dr. pedagogical approaches. since University Hopkins Johns at Institute Training the TA of October 2006. Dr. Richard Shingles is a Faculty lecturer and Curriculum Curriculum and lecturer a Faculty is Shingles Richard Dr. http://cer.jhu.edu/teaching-academy/tati

Author’s Background Author’s Richard Shingles, Department of Biology, Additional Resources Additional • The TA Training Institute maintains the maintains Institute Training TA The the “Making manual teaching graduate of infor handbook is a This Difference”. resources teaching general on mation TA-specific e.g., – Hopkins at available servic services the library, by offered disabilities, with students to es offered with in working faculty responsibilities alsohas manual The etc. students, such specificto tips teaching general some - encoun they may the type teaching of a obtain To their discipline. within ter the into drop just Manual the TA of copy office Resources Educational for Center Q in MSEL. Café the hall from down just TA Manual TA Manual Assistant Teaching

Best Practice Forum The Innovative Instructor PedagogyForum Center for August 2009 c Educational e r Resources Visualizing Museums Dr. Elizabeth Rodini, History of Art, Museums and Society

What this is The Issue The Innovative Instructor is a forum Many survey courses cover a lot of ground that publishes articles related to with little time available to probe individual teaching excellence at Johns Hopkins topics in depth. A 200 level introductory course that provides an overview of 500 years of museum history with political, About the CER social, and cultural implications, for ex- The Center for Educational Resources ample, offers few opportunities to explore partners with faculty and graduate topics in depth. students to extend instructional impact by connecting innovative teaching strategies and instructional Why does it matter technologies The placement of objects in a museum suggests meaning that can be difficult to For information on convey. A painting in all of its complexity how to contribute to can be shown in a slide with its meaning The Innovative Instructor or relatively uninhibited, but how do you to access archived articles, convey the reasons for its installation in a particular museum, its relationship to the Screenshot of intro page please visit our website other items with which it shares exhibit • www.cer.jhu.edu/ii space, or the changing nature of its im- Louvre as a case study for this historical or call Cheryl Wagner portance over time and other exhibits in period. The Map Tool allowed me to bring • (410) 516-7181 which it might be included? As any images together giving spatial context architectural historian would know, it’s to the Louvre’s display of collected difficult to convey in a traditional lecture objects. This simply can’t be done effectively Forum categories the complex meaning and structure of a using PowerPoint. Exploring the spatial Pedagogy Forum museum building. dimensions of a museum facilitates under- Hopkins professors share standing the relationship of the use of space successful strategies for teaching and how objects are presented and the societal excellence Faculty Solution interests of the time. Technology Forum With the support of a Technology Fel- Information about emerging lowship grant from the CER, a student When students use this ‘virtual pop-up technologies, who is using them, fellow and I created a site called “Mapping book,’ as I like to describe the Map Tool, and why you should know Museums,” using the Interactive Map Tool they can see how people would have entered Best Practice Forum developed in the CER. The tool allowed the main entrance of a museum and what “How To” workshops on using me to develop ten case studies that they would have first encountered in a given technologies and applying illustrate specific issues associated with time period. When curators moved those innovative instructional methods the historical development of individual objects in subsequent years, their relocation museums. Through a series of pages that had significant implications. Students can Forum

included images, floor plans, and objects, begin to think about why objects are moved each museum’s map illustrates the spatial from one period to another and how their layout of objects, how they are presented in relocation reflects the ideas and attitudes of relationship to one another, and the impact the times. of their arrangement on viewers.

For example, in class we discuss the rise Results Pedagogy of nation states in the 18th century and I give a lot of credence to general course the impact that had on museum collecting evaluations at the end of the semester. I also and display. I have the students look at the create my own evaluation instruments with

Other Thoughts Other survey comments: student Sample “I really liked usingtool and the the digital professor’s map images utilization onscreen as a of supplemental tool for the lecture. Offering a project “map” a was project final a for paper a of instead courses.” other from change welcome “The lectures and especially tool were the really what map made this course for me... I really appreciated having the chance to branch out paper.” a research just than rather project and do a map “The mapping option project was a nice for change of pace the made it me, the from For paper. traditional the final research more engaging and interactive, and it was nice to compile information in a new way.” conclusions draw and for for class work. I was especially pleased with how they conceived new questions. Half of these student finalprojects have incorporated and beenfurther developed into the course site. Tool Having as the a Map resource access that outside studentsof class can was students’ preparations helpful for tests and class for the explore also can Students discussions. museums in more depth on their class. of outside own

taught the course, expressed but enthusiasm the Another for students indication of the the usefulness class. Map was Tool’s the number of students (10 out of 25) who museum site opted in to the Map create Tool for a their finalproject.The feedback was excellent. creation museum Tool Map the said They exercise made them think in new ways; they appreciated the variety it offered

I’m I’m teaching a range of courses in the Museums Program, and Society which encompass undergraduate classes introductory 200 from level up to 400 the level undergraduate seminars on focused topics. The courses that Iteach are mostly lecture and discussion- based, depending on the size and of nature the project. page home Tool’s Map Interactive The http://www.cer.jhu.edu/maptool.html Mary Beth Regan (2007), “Museum World Tour, 2007”; Arts & Sciences Tour, World Mary Beth (2007), “Museum Regan 2007 Fall/Winter Magazine, http://www.krieger.jhu.edu/magazine/fw07/t4.html Author’s Background Author’s Elizabeth Rodini, Department of the History of Art, Museums and Society • Additional Resources Additional • Case study example, The Louvre The study example, Case Results (cont.) Results more specific Tech questions. Fellowship project was When completed the [using [using the MapTool], the CER facilitate helped both a Map Tool-specific and an overall course to assessment gauge the impact survey of the the project class. on Initially there to were compare the no assessment to data a control group since it was the first time had I

Pedagogy Forum The Innovative Instructor TechnologyForum August 2009 Timeline Creator Mike Reese, Assistant Director, CER What this is The Innovative Instructor is an article series (http://cer.jhu.edu/ii) and a What is it? and how the resources could be improved. blog (http://ii.library.jhu.edu) related to The Timeline Creator software allows -in One student commented that an art history teaching excellence at Johns Hopkins structors, students, and researchers without course should include a timeline that shows multimedia development skills to develop the historical context in which art of differ- an interactive timeline for teaching or pre- ent eras was created so students could more Article categories sentation purposes. The resulting timeline easily understand the interaction between Best Practice can be published on the World Wide Web, religious, political, and cultural movements. How to use technologies and apply through BlackBoard or other content man- As the team developed an example, faculty innovative instructional methods agement systems, or presented directly from in other disciplines –sociology, political sci- Pedagogy a computer. The interface can display up ence, history– asked for a timeline when Hopkins professors share successful to six simultaneous timelines to compare they saw the prototypes. This led the team strategies for teaching excellence and contrast various “events” with descrip- to develop a timeline creator software in- Technology tive text and media such as digital images, stead of a static art history timeline. Information about emerging audio, and video. technologies, who is using them, and why you should know Why does it matter? Who produced it? The tool can be used by faculty to eas- The Center for Educational Resources de- ily create a web-based, virtual timeline as a For information on veloped the software through support from supplementary instructional resource for a how to contribute to the Arthur Vining Davis Foundations. class. Faculty can also give the tool to stu- The Innovative Instructor dents to use in course projects in which they or to read archived articles develop their own timelines to demonstrate please visit: Why was it made? complex relationships between historical http://cer.jhu.edu/ii The idea for the software came from student events sorted by different categories associ- or email: feedback collected during the evaluation of ated with one of the six bands. [email protected] an introductory art history class taught by Prof. Herb Kessler. The project team de- The software uses a basic layout to display veloped a number of new resources for the the events entered, but the author can cus- course and conducted focus groups with tomize all the colors and text shown on the About the CER students to identify how they used them timeline as shown in figure 1. The Center for Educational Resources partners with faculty, postdocs, and graduate students to extend instructional impact by connecting innovative teaching strategies and instructional technologies Forum

Technology

fig. 1 - Main Timeline Interface (elements are labeled in black) - “I have been searching for this type of for been searching have “I in this fewchoices are and there software have to seems software your but area, proj homeschool our need for we what I think and the free cost ect. I appreciate product.” a great is it https://timeline.knightlab.com http://www.simile-widgets.org/timeline fig. 2 - Event detail example in a History Art of detail timeline Event 2 - fig. “We have been using this software for a for been this software using have “We years three for course Sport of History making for enough you thank can’t and available.” it Other Thoughts place in first won Creator Timeline The from Award 2003 Innovations the Fall Higher of in the category Macromedia Computing. Academic Education

------http://cer.jhu.edu/tools-and-tech/timeline introductory art history course and oversaw the development of of the development oversaw and art historycourse introductory Software. Creator the Timeline Mike Reese is the assistant director of the Center for Educational Educational for the Center of director ReeseMike the assistant is the of the redesign on manager acted the project as He Resources. , TimelineJS from Northwestern University: University: Northwestern from TimelineJS MIT’S SMILE web-based timeline tool MIT’S tool web-based timeline SMILE • • Timeline Creator Download - Creator Timeline Software: Timeline Alternative • • Mike Reese Resources for Educational Center Assistant Director, Author’s Background Author’s Additional Resources Additional shared with others. with shared one who makes modifications must send must modifications who makes one the CER so to back im those changes be can new functionality and provements Where is it going? Where modifyto users CER The allows the source open an code through source any is that stipulation only The license. video, or images. or video, Figure 2 shows an example of the detail of example an 2 shows Figure infor more display which can window audio, with along the event about mation The first timeline was created for an an art for created was timeline first The the gener 1 shows Figure history course. the art history timeline. for al navigation general public. To date, over 20,000 users 20,000 users over date, To public. general downloaded the software. have Who’s using it? using Who’s tothe available freely is The software ulty could show point-pollution sources sources point-pollution show could ulty take readings pollutant with a river along intervals. regular at also be used to present information using using information alsobe used present to us example, For time. than units other a fac measure of the unit as distance ing In addition, the tool can be more than a than be can the more tool addition, In infor displays because it creator timeline it can scale. a linear Therefore, on mation

Technology Forum