UW-Stout Workshops Inspired by 2009 Tech Conference

Faculty and academic staff from the University of Wisconsin-Stout- Jamison Olson (Learning Technology Services), Kevin Pontuti (Art and Design), Susan Staggs (Psychology), and Bill Wikrent (Learning Technology Services)-hosted a series of four, 55-minute long Sharing Community sessions at UW-Stout during the spring, 2010, to communicate their newly acquired knowledge on educational technologies to other Stout faculty and academic staff after attending the Learning Technology Development Council’s 2009 Tech Conference in Madison, Wisconsin, last October. Their sessions titled “Building Content Templates for Student Learning; Using Social Media and Micro-Blogging to Build Educational Networks Both Within and Outside of the Classroom; Modularizing Content to Promote Just-In-Time, Competency-Based Education for Working Professionals;” and “Making It Work: Assembling and Delivering Media for Web-Enhanced and Fully Online Courses,” respectively, were designed to share what they took away from the conference in addition to providing distinct tips on improving one’s web-enhanced, blended, or fully online course through reliable, pedagogical approaches. Approximately 20 faculty and academic staff, total, participated in the four sessions.

Submitted by Jamison Olson

Keynote Presentation Three: Teaching and Learning and Technology

Presenter: Dr. Aaron Brower
Faculty Page: http://tinyurl.com/yzuvhlu

Who is Dr. Aaron Brower?
• Vice Provost for Teaching and Learning
• Professor, School of Social Work

How Dr. Brower came to technology?
• From teaching and learning side – integrated learning
• Revolutionizing of college campuses by Web 2.0

Moving from Teaching to Learning
• Video: “A Vision of Students Today” by Michael Wesch, Kansas State University
o Link: http://tinyurl.com/
• Engagement and relevancy

Study of “Unknowing” of Students
• Student engagement is reason for “unknowing”
• Marketing does this well
• Active learning leads to knowing
• Importance of repetition – marketing knows this
• Learning must be personal for engagement, then information retained

What info should we present to students?
• Example: Madison’s Essential Learning Outcomes
o Link: http://tinyurl.com/yjgo7zv

Brower: “Stuff we are teaching today is going to be out of date in two years…”

Five Teaching “Best Practices” That Lead to Learning
• Learning in Context
• Group-Based Learning
• Increased Time on Task
• Increased Frequency of Feedback
• Positive Classroom Climate

Note: See PowerPoint presentation for examples.

Courses and Experiences That Put it all Together
• FIGs
• RLCs
• Study Abroad
• Capstones and Senior Theses

Note: See PowerPoint presentation for examples.

Web 2.0: Google World vs. Card Catalogue World
• Video: “The Machine is Us/Using Us” by Michael Wesch, Kansas State University
o Link: http://tinyurl.com/yw8co3

Closing Question: How do we want to bring our teaching and learning into the Google World?

OPID Presentation and Naked Teaching

Presenters: Dr. LaVonne Cornell-Swanson (UWSA), Dr. Dan Riordan (UW-Stout)

Cornell-Swanson talks about how the UW-System Office of Professional and Instructional Development (OPID) supports faculty in their efforts to support student learning in the forms of curriculum development/pedagogy and reaching students.  OPID sponsors OPID council, Faculty College, WI Teaching Fellows and Scholars, a grants program, awards programs, and more.  For more information about OPID please visit: http://www.uwsa.edu/opid/

What is Naked Oyster? What is the Naked Eye? What is the Naked Truth? What is Naked Teaching?
Riordan talks about how his approach is based on Barbara Walvoord’s presentation at that she did at UW-Stout and influenced by her book “Effective Grading.”  Riordan also credits adapted ideas from Jose A Bowen, dean of the Meadow School of Arts at Southern Methodist University who used the term ‘naked teaching’ in The Chronicle of Higher Education in July 2009 when Bowen was interviewed stating he doesn’t want any technology in the classroom (article: http://chronicle.com/article/Teach-Naked-Effort-Strips/47398/).

*Side note: there is even a book about naked authors but don’t be scared…www.nakedauthors.com

Naked teaching is an interesting term.  It basically means (1) to have few or no lectures or PowerPoints, (2) that the student’s first exposure to the content happens outside of class, and (3) to use class time for direct student-to-faculty interaction and discussion.

Riordan outlined the aggregate workflow in which instructors (1) plan, (2) deliver, (3) test, (4) grade, and (5) hand back and the student workflow corresponds to this by (1) paying attention, (2) studying, (3) taking the test, and (4) getting back the test.  This workflow is comfortable.  He then goes on to define the disaggregate workflow which corresponds with naked teaching and it is a bit more uncomfortable.  With the disaggregate workflow, the instructor (1) plans, (2) sets-up and enacts, (3) advise/redirect/theorize, and (4) review.  The students (1) prepare, (2) interact, (3) find/share/evaluate/create/disciplinary moves), and (4) create artifact.  This is a switch in workflow and does come with hesitation.  The main hesitations Riordan notes is that switching a workflow does take time and instructors do not always know the barriers.  Instructors should know that the disaggregate flow does still involve planning but now the planning is in how to facilitate the activity and how that activity is going to happen in class.

In order for the new workflow to work, instructors need to figure out the moment of first exposure within the workflow and the naked teaching has to meaningfully deal with what students prepare.  Naked teaching can be separated from technology, but technology can facilitate in-class dynamics and project creation.

To assess naked teaching, the assessment must be determined up-front, either at the first class session or before assignments.  Instructors should explain their methods to students, clarify goals for each class period, and create actions whose results achieve the goals.  Riordan also recommends using time-efficient grading when implementing naked teaching practices—grade work with a number, use well-chosen comments, and reach students in a ‘teachable moment.’

If implementing a naked teaching approach, Riordan suggests trying to create a group of colleagues to work collaboratively in the implementation, be ready for resistance from students (and possibly administration), and hold tight to the stance that instructors are paid to create learning experiences and not necessarily to lecture.

Good luck!

Using Second Life to Meet Your Pedagical Needs More Effectively

Presenter: Tanya Joosten
SL: Juice Gyoza
(active in SL since 2006)
Uses SL in 3 Communication Courses and consults with faculty, including workshops

Note: Juice is willing to help just in case you get stuck in the water, lose your hair (or clothes), get lost, or need help on how to use SL for education

Blogger: Karen Skibba, UW-Whitewater
SL: Karen Sharpesworth

Juice Gyoza

Juice Gyoza, wearing a customized UWM T-Shirt, in the UWM Second Life Island

What is the UWM Second Life Initiative?

•    Pilot started Summer 07, Delivered Spring 08
•    Received a UW System Emerging Technology Grant
•    Faculty Development Workshops for Second Life – over 40 new faculty
•    Second Life Wiki for Faculty (many resources 0n how to use SL in courses, including orientation materials, syllabi activities, freebies & advice): http://uwmsecondlife.wikispaces.com

What is Second Life?
•    Not a Game, but can provide a platform to create one
•    Online, Virtual World, 3-D
•    Network through software to a virtual space
•    Instead of going to a URL you visit a SLURL
•    Islands and Sims – similar to Web site and webpages
•    User constructed (free and “for sale” artifacts available to build)

Second Life is a platform that students and faculty access through a software download. The software provides access to a virtual space through a network where people can connect with other people. The virtual platform consists of virtual places, islands and sims (portions of an island), where students congregate, share, communicate, and perform. These islands and sims can have virtual locations, such as classrooms, meeting rooms, lecture halls, auditoriums, amphitheaters, galleries, exhibit halls, theaters, labs, medical facilities, and outdoor spots. Students enter the world as avatars, or digital representations of themselves, which are customizable to represent the students own identity.

What is the potential of Second Life?

There is great potential to transform learning from a didactic process utilizing a lean medium into a stimulating, thought-provoking, and media rich setting.

This can engage and motivate students by:

  • providing an alternative platform for learning where they can construct knowledge through observation, discourse, construction, and interaction.
  • providing a stage for students to share their work through an immersive, synchronous medium.
  • building a community that is more personal and social — students identify with their and others’ digital representations (avatar) and actually “feel” the reactions, interactions, and emotions — feel like interact with “real” people or sometimes other forms of life
  • meet and  interact with and get feedback from people from around the world that you would not normally have access to.

Note:  Must have a sound pedagogical reason to use Second Life. Take advantage of the media richness of SL.  Why would you lecture or show PowerPoints in Sl when other methods would work better and be simpler for students to use?

When to use D2L and when to use Second Life?

Use D2L to:

  • Deliver content — students like to receive content asynchronously
  • Assess and organize: dropbox, quizzes, gradebook
  • Provide asynchronous discussions so students have time to reflect and consult resources and share ideas

A few suggested uses for SL:

  • Showcase: art exhibition, presentations, architectural build
  • Field work: interviewing, native speakers, virtual field trips
  • Experiential: Simulation and role playing

A few more good resources on educational uses of Second Life:

Educational Uses of Second Life

Lots of Second Life ideas and resources from UW campuses (let’s network and share resources!)

Top 20 Educational Locations in Second Life

Also, find the U-Wisconsin System members on Second Life.

Note: Tanya will share statistics on the effectiveness of Second Life at Educause.  So more to come.

So get a Second Life and help faculty create immersive and engaging educational events to explore and construct knowledge!

“Wikis for Learning” — One Participant’s View

Presented by Dr. Debbie Paprocki

Assistant Professor of Spanish, UW Waukesha

She uses wikis for teaching Spanish. To view a sample of her activities:


Wikis are useful especially when student numbers are large, to provide additional practice in communicating in Spanish.

Using Wikispaces:

The wiki administrator can set the look and feel etc. through Manage Wiki. Members are invited via e-mail. Anyone who is a member of the wiki can edit and change any of the pages in the wiki. Others can see pages nut not edit.

Use the History tab  to see who has entered changes. May provide information for participation element of grade.

Sample Assignments:

  • Students create a script for small group skits that they then present for the class.
  • Students insert questions about culture to “quiz” other students. Other students post answers.
  • Students write poems, a 5-line Cinquian. Students in class go outside and write. Then students write final draft as homework  on wiki, resulting in an anthology.
  • Insert image of an artwork. Students discuss the artwork on wiki. Students later add their own selections of artwork onto the wiki.
  • Collaborative story: Instructor inserts a starting line of a story, e.g. It was a beautiful day when Ramon and Regina left the house for the park. Each students adds another line to the story.
  • Instructor inserts the opening paragraph of a story–usually a suspenseful one. Each student writes a middle and ending to the story.


  • Remind students to click Save when done typing.

Discussion from participants: Sample assignments: etc.

  • Have students collaborate to create a group glossary for review before an exam. Have students in  a language course put up sentences and then they edit each other’s for grammatical correctness and word choice.
  • Assign small groups a different topic and wiki page. Each student adds information.
  • Model editing behavior in the wiki.
  • Have students write autobiographies. Then other students change the autobiographies ==change the facts in order to experience the editing of your own work — e.g. a student changes someone’s pet from a cat to a dog. Then debrief–what’s that like as an author?
  • Idea is that as others edit a work, it becomes better and better.
  • Community really builds.
  • Assign students to contribute something to Wikipedia and experience the editing of others.
  • Give students information about a sample case such as Adam Curry who wrote on a Wikipedia that he was instrumental in inventing podcasting, and got edited out by the community of editors. Other cases are out there also.
  • Instructor sees a draft of a paper–can comment in place on student draft papers to help students write papers. Can
  • Use in calculus class to solve problems as groups.
  • Give students in small groups 100 points to allocate among their group members for their participation.
  • Create a Sandbox page for everyone to submit to. This is a practice page to start posting anything.
  • Page where they recommend topics before students divide into groups for projects.
  • Have a page for technical questions and answers that students post and answer for each other.

Tools to try:  GoogleDocs, wikispaces, pbworks

About past project on wikis at UW System, see:


Submitted by Lisa Larson