Innovation 20/20 Series

Innovation 20/20 Series

The aim of the Innovation 20/20 Series is to showcase teaching innovations in the College of Education, and share ideas about how the “Big I” and “little i” innovations are taking place at the largest College of Education in the nation. Recognizing how important a commodity time is in our lives, each session consists of a focused presentation of only 20 minutes sharing a specific innovation, followed by 20 minutes of discussion and interactive engagement with the topic. If your schedule does not allow to be present during the talks, please visit the links below to view the video archive of the presentations.

Spring 2014

Thursday, February 27, 2014
Michelle M. Falter

English Education TA and Supervisor
Department of Language and Literacy Education-RWCLDL

“Show and Tell 2.0: Connecting with our Past, Present, and Future”

Technology and social media platforms today have advanced to a point that they allow pre-service teachers various outlets for “showing and telling” their insights, expertise, questions, and stories of what it means to teach in new and interesting ways. In this presentation, I will describe several tools that I use with my undergraduate pre-service teachers to help them 1) reflect on their past experiences, 2) collect, share and discuss ideas with their colleagues, and 3) make connections to their future students.

Fall 2013

Thursday, November 14, 2013
Stacey Kerr
2:00pm, 631 Aderhold

The World Isn’t Flat, But Our Teaching Methods Might Be!

In the wake of great technological innovation, maps of our world continue to be redefined. Maps are no longer just the dusty piece of paper on the classroom wall – they are active and compelling visuals that can help you and your students with problem solving, understanding, and engaging with technology. This talk discusses why working with maps is important, and how you can easily incorporate spatial thinking into your classroom practice.

Thursday, October 17, 2013
Dr. Deanna Cozart
2:00pm, 631 Aderhold

Facilitating Personalized Learning in Online and Large Classes

In my courses, we consider how individual views on diversity influence what you do in the classroom, how your teaching practice creates possibilities to further opportunities for disenfranchised groups, and finally how the issues discussed in class can expand your understanding of diversity and the possibilities for change. This is no small task, particularly in online and large classes (greater than 30 students) where there is limited instructor-student interaction. In this session, I will demonstrate specific strategies that I have found helpful in online and large classes to get students more invested and involved with the course content and facilitate more meaningful learning experiences.

Spring 2013

Thursday, March 28, 2013
Dr. Kevin McCully & Hui-Ju (Zoe) Young
2:30pm, 631 Aderhold

Academic-Community Partnerships to Enhance Student Education and Wellness
of Disabled/Injured Populations

In this presentation, we will share our idea and establishment
of a wellness class for individuals with disabilities. The class utilizes the idea of using
student wellness coach approach as a way to build partnerships between the academia
and the community. The goals of the wellness class are to 1) provide valuable hands-on
patient experience that will better prepare UGA students for future professional training
in the field of healthcare; 2) offer an affordable and sustainable wellness program that
serves as a motivational and educational resource to help people with disabilities adopt
a healthy lifestyle. We will discuss our instructional experiences and how the class has
been evolved over the three semesters that has been taught.

Thursday, March 21, 2013
Dr. Sylvia Nogueron-Liu
1:00pm, 631 Aderhold
Life after Teaching with Tech #EpicFail Moments: The Paper/Screen Balancing Act

In this presentation, I will share my rationale and theoretical foundations to engage students in the use of digital tools in courses related to literacy instruction. My goals usually include the critical examination of such tools, as well as dialogue and reflection about the affordances of technology in the classroom. Implementing these goals requires hands-on experience in both face-to-face and online interaction, as we navigate and try out applications and online platforms. I have found that an important part of this process is to carefully examine those moments when things just don’t work. Or when we can’t make them work. I will share some insights on the shifts in my instruction and planning after debriefing and troubleshooting, as I try to maintain a balance and well-informed choice of print-based and screen-based activities and materials.

Fall 2012

Wednesday, November 28, 2012
Jim Garrett
10:30am, 631 Aderhold
Thinking about Thoughts in the Classroom” [click title for video]

In this presentation I elaborate on a conceptual model, an illustration, of how thoughts “move” in a classroom. In my teaching I attempt to invite students into conversation with practices, theories, each other, and me. The hope is that in these conversations students have the opportunity to find new ideas about teaching and learning. Within classrooms, though, what ideas get heard? Which do not? Which ideas move a conversation forward? Which ideas lead to new ideas? And, what is the teacher’s role with, through, and around these ideas?

Wednesday, November 7, 2012
Lew Allen
12:00pm, 631 Aderhold
I laughed. I cried. My thinking was Transformed: Building Community in Classrooms” [click title for video]

In my class syllabi I state my classes are highly interactive. However, student interaction is the bare minimum of what I’m shooting for. I don’t want polite, safe interactions. I want memorable interactions that open students’ hearts and minds to different ways of feeling and thinking. In this session we will discuss strategies and activities that have the potential to create the type of classroom environment that facilitates a climate that encourages and facilitates students’ efforts to engage each other and me in meaningful, transformational ways.

Wednesday, October 24, 2012
Cory Buxton
2:00pm, 631 Aderhold
Mock Job Interview as Final Exam in Teacher Education” [click title for video]

A number of years ago I became frustrated that the kinds of final exams or final projects that I would use in my classes were not giving me a clear picture of how my students were able to apply what they had learned to their thinking about who they wanted to be as teachers. I decided to try using a mock job interview format as a way to push my students to describe how they could make authentic use of what they learned. Students routinely tell me two things about the experience: 1) it scared them and made them study, and 2) it was the most valuable learning experience in the course.

Wednesday, October 3, 2012
Nancy Knapp
3:00pm, 631 Aderhold
“Reflective Journals: Using Students’ Life Experiences in Teacher Education” [click title for video]

Many scholars have characterized the “apprenticeship of observation” as a “pitfall” to be avoided or a barrier to be overcome in preservice teacher education, but directly challenging students’ experience-based beliefs often leads to resistance, making students feel discounted or disrespected. In this session, we look at several ways that reflective journals can be used to help early preservice teachers non-threateningly confront their often unconsidered assumptions about teaching and learning, so that their shared life experiences become a resource for, rather than a barrier to, their developing understandings.

Wednesday, September 26, 2012
Amy Parks
2:00pm, 631 Aderhold
Designing Productive Groupwork Tasks for Undergraduate Education” [click title for video]

Although considerable evidence suggests that students learn more when they engage with others, often groupwork tasks devolve into unrelated conversations or result in one or two people taking over. This talk, grounded in sociologist Elizabeth Cohen’s work on status, discusses particular strategies for designing and implementing intellectually engaging tasks in which all students learn and participate.

Spring 2012

January 31, 2012
Mark Vagle
3:00pm, 631 Aderhold
“Speed Theorizing as a Pedagogical ‘Dwelling’ Tool”
[click title for video]

Modeled after “speed dating”, speed theorizing serves as an opportunity for learners to engage with one another in concise, focused theoretical conversations. I have found that, at times, students come into courses feeling as though theoretical concepts and ideas must either be immediately grasped or discarded. Speed theorizing is one of the pedagogical activities I have used to try to help learners dwell with theoretical ideas a bit. In this session, we will design a speed theorizing experience; practice some speed theorizing together; and discuss our experience.

February 7, 2012
Jonathan Templin
3:00pm, 631 Aderhold

“What I’ve Learned about Teaching Statistics Courses” [click title for video]

In this talk, I discuss my philosophy about teaching statistics courses, forged from my successes and failures over the course of my career. Instrumental in this approach is the use of technology – both for ways of communicating with students and for providing a mechanism for outside-of-classroom learning. I highlight the methods I currently use in my courses and what I hope to achieve by doing so.

February 28, 2012
Naomi Norman and Barbara McCaskill
4:00pm, 631 Aderhold
“Reacting to the Past” 

March 20, 2012
Deborah Tippins
3:00pm, 631 Aderhold
“Using Metaphor to Explore Teaching and Learning” [click title for video] 

Metaphors are one “tool” in a reflective teaching “toolkit” that can be used to help prospective and practicing teachers make sense of experience. As both words and images, metaphors are a tool which can serve to guide the re-framing of personal constructions of teaching. In this session, I will share several ways that I use metaphors to encourage the development of critically reflective teachers.

March 27, 2012
Keri Valentine
3:00pm, 631 Aderhold
“Designing and Implementing an Undergraduate Blogging Community in EDIT 2000″  [click title for video]

This session shows how a semester long blogging community can support creativity, communication, collaboration, and critical thinking. Survey data from students will be shared as well as exemplars of their work. Learn how to support implementing a blogging community with your own students, including the benefits and roadblocks you may want to consider. The instructor is excited to share this successful project in hopes that you too will realize the benefits of expanding your classroom learning environment beyond the traditional four walls.

April 3, 2012
Meg Hines

3:00pm, 631 Aderhold
“The A.C.E. ‘Hardware’ of Online Learning:  Tools and Strategies for Online Teaching” [click title for video]

This session is aimed at sharing several tried and true tools/strategies Dr. Hines has learned in her eight years teaching online.  She will share with you what she feels are the three essential elements in an online class (Accessibility, Communication and Evaluation) and ways that she has used various tools and strategies to help support these elements.

 


Fall 2011

October 20, 2011
Gretchen Thomas
3:00pm, 631 Aderhold

“Face-to-face with Online Teaching” [click title for video]

Necessity, often called the mother of invention, brought the teaching of a traditional undergraduate course face to face with the opportunity for online conversion. Gretchen Thomas shares the challenges and triumphs of bringing multiple online resources and pedagogy to bear on her course creation.

October 6, 2011
Dr. Aliki Nicolaides
3:00pm, 631 Aderhold

Exploring vulnerability and community in podcasting:  Creating educative spaces that are robust, relevant and real [click title for video]

During this session we will explore the benefits, challenges and deeper inquiries about using podcasting to facilitate deep learning and potentially transformative learning in adults. This past summer, I used podcasting in an intensive 4 week  course exploring transformative and transformational learning for leading adult learning. I will share my experience, discuss insights and raise provocative questions for engaged mutual exploration.

September 22, 2011
Dr. Chanmin Kim
3:00pm, 631 Aderhold

“Motivating Students with Google Tools and More” [click title for video]

Online learning faces challenges to motivation for students. In this Innovation 20/20 session, Dr. Kim shares her techniques for using Google tools and more to motivate her students, and connects the research on student motivation to her design of the online course.

September 1, 2011
Dr. Lloyd Rieber and Dr. T. J. Kopcha
“How many more are there? A ‘Little i’ innovation about re-engineering end-of-course presentations”
[click title for video]

This Innovation 20/20 session will demonstrate and discuss a “little i” innovation, that is, a relatively small innovation that has led to a nice improvement in the way end-of-course presentations are managed and conducted.  Although this innovation is used in an online course, we feel the approach also would be an improvement in many face-to-face courses.


2010-2011 Academic Year

October 21, 2010
Dr. Lloyd Rieber
In Search of Lost Wisdom
[click title for video]

This presentation by the Director of Innovation in Teaching and Technology provides a brief introduction to the idea behind the “Innovation 20/20 Series,” as well as a look into using gaming to infuse innovation into teaching. Lloyd talks about an online game he designed to teach task analysis, an important and fundamental skill in instructional design. The game is played online asynchronously over about 5 days. To play the game, each student in the course takes on two roles: 1) the “writer of lost wisdom,” that is, a task analysis of some everyday procedure or topic; and 2) archaeologist in the year 4028 who “discovers” all of these examples of lost wisdom and has to try to guess the identity of each. Click here to read an essay Lloyd wrote about this game that appeared in “Chalk Talk,” a book recently published by the UGA Teaching Academy.

November 18, 2010
Dr. Corey Johnson & Dr. Gwynn Powell,
Yes We Can … Revolutionize Higher Education
[click title for video]

Johnson & Powell explore innovative curriculum design: four courses traditionally taught separately are now blended into a learning community known as the “Unified Core.”  The tenants of unified curriculum design include authentic assignments, senior mentors and doc student incubator, to name a few. This design received the National Innovation in Teaching Award from the Society of Park and Recreation Educators in 2009. Further resources: INSIDE HIGHER ED and The Unifed Core_UGA

January 20, 2011
Dr. Shawn Glynn,
“Death by PowerPoint: Instructional Don’ts and Do’s with Funny, Real Examples”
[click title for video]

“Death by PowerPoint” refers to a state of student boredom and frustration induced by information overload, excessive use of the software’s features, and instructors who simply read the slides. PowerPoint (PP) can be a convenient prop for poor instructors.  PP undermines learning when it reduces complicated ideas to simple bullet points and elevate style over substance. This presentation by Shawn Glynn will illustrate how to use PowerPoint effectively and avoid its pitfalls. Audience discussion will accompany the presentation.

February 4, 2011
Joseph Pate,
“Student Engagement through Choice, Curiosity, and Interest: The Implicit Connections of Learning”

[click title for video]

Pate offers ideas to trouble common pedagogical practice by resituating the traditional role of the teacher towards both students and content (Palmer, 1997).  Based on the philosophical tenets of Experiential Education and concepts such as the “Student Directed Classroom” (Warren, 1988) the relationships between content, student, and instructor are re-cast through intentional curricular decisions, course expectations and their corresponding assignments, and learning outcomes.  This presentation highlights how innovative and creative course outcomes can emerge from a course focused on  student choice, curiosity, and interest.  The implicit connections required for learning to occur reclaim a primary space in the classroom ethos. Further resources: course syllabus, link to inspiring video on divergent thinkers.

February 24, 2011
Dr. Denise Spangler
“Three Strikes and You’re Out!”
[click title for video]

Dr. Spangler shares two methods used for managing class discussions to limit the contributions of those who “over-engage” and to draw out the contributions of reluctant students. She also shares a rubric for assessing participation in classroom discussions (both for self-evaluation by students and for me to use as the instructor).

March 31, 2011
Dr. Janette Hill,
Online Interaction: Strategies for Engagement
1:30pm, 631 Aderhold [click title for video]

One of the primary criticisms of online learning is that is it not as interactive as a f2f class. I have found that it can be even more interactive – and an engaging environment for everyone. In this session, we’ll explore strategies for engaging students in your online classes. Come join the conversation and bring your ideas and suggestions to share!

April 14, 2011
Alexander Pagnani,
Designing and teaching hybrid courses:  How online instruction can improve your classroom effectiveness

2pm, 631 Aderhold [click title for video]

Online courses are known to elicit a range of strong reactions from students and faculty alike. Some prefer the ease and convenience of online flexibility, while others bemoan the lack of face-to-face interaction and the potential for technological difficulties.  In this session, Mr. Pagnani presents a third option – “partially online” hybrid courses – that he suggests can improve both your students’ learning and your own classroom effectiveness.  Using his own prior experiences as a model, Mr. Pagnani shows you how to design and teach a hybrid course, and will explain why this approach may become the future standard in course design.

April 21, 2011
Bob Fecho,
Wikis and Dialogical Classrooms

2pm, 631 Aderhold [click title for video]

A dialogical classroom is one in which literacy is used to immerse teachers and students in an ongoing reflective conversation with the texts of their lives. Such classrooms invite multiple perspectives and encourage participants to call self and other into question. Wikis, online interactive repositories for information and resources, are a Web 2.0 tool that facilitate dialogue both during and beyond face-to-face meeting time. In this session, I sketch the framework that supports dialogical teaching and give examples of how I’ve used wikis to sustain dialogue in my classes.