Educator's Toolbox
Curriculum for Educators

    Camp EdVenture
    Date: 8/4/2017
    Time: 8:30am – 3:15pm
    Location: Philadelphia University
    (Register early to reserve your spot. Registration is FREE and includes all sessions, light breakfast, lunch, and afternoon snacks and beverages.)

      The Center for Teaching Innovation & Nexus Learning (CTINL) at Philadelphia University and the Center for Teaching & Learning (CTL) and Thomas Jefferson invite you to attend Camp EdVenture.

      Camp EdVenture is an interactive day of exploring course design, active learning and assessment ideas to bring back to your classroom. This will be a place to stretch your imagination, consider new and engaging techniques, and learn more about the power of technologies that supports the learner experience.

      Throughout the course of the day, participants will:
      • apply backward design to construct or revise courses
      • embed assessment tools to quantify students' learning outcomes
      • use a variety of pedagogical tools for engaging students in active, collaborative, authentic learning
      • employ technology tools, including Blackboard, that support the above strategies and tools

      Camp EdVenture
      consists of:
      • Three 45-Minute Morning Sessions
      • Lunch + "Implementables"
      • Afternoon Technology Sessions to Support Learning


      INDIVIDUAL SESSION DESCRIPTIONS
      Rethinking Course Design to Foster Increased Engagement and Deeper Learning
      Sherri Place, Director of Instructional Design and Academic Technology, Philadelphia University
      Mary Gozza-Cohen, Curriculum and Instruction Specialist, Center for Teaching and Learning, Thomas Jefferson University


      Rethinking how you approach course design helps create courses that stick with students long after the course ends. By identifying what it is we really want students to be able to know, do, or value, we can build instructional experiences that not only sustain active, engaged learning but also allow students opportunities to connect course concepts with their personal and professional lives.

      By the end of this workshop, you will be able to:
      • Identify situational factors that affect course design
      • Identify where programmatic and course objectives intersect with your instructional goals
      • Develop next steps in rethinking your course design

      To get the most out of this workshop, please bring the syllabus of a course you’d like to rethink. You may also wish to bring a laptop or other device.

      Assessment: Not Just Another "A" Word
      Julie Philips, Assistant Director of the Center for Teaching and Learning, Thomas Jefferson University

      Assessment is essential to teaching and learning for learners and faculty alike. Assessment documents learners’ mastery of course material and competencies and also provides insight into one’s teaching practice. This session provides an introduction to the assessment process as it is grounded in the classroom. The session focuses on developing a shared vocabulary of assessment and three essential elements (timeliness, frequency, and tone). The workshop addresses the three elements as they apply to both formative and summative assessment. In this session, participants will apply the presented material to a specific course goal or objective, brainstorm potential formative and summative opportunities for learners and consider ways to integrate learning technologies such as rubrics, low-stakes Blackboard testing or surveys to facilitate learning.

      Upon completion of this session, participants will be able to:
      • Describe the differences between formative and summative assessment
      • Explain three essential elements of any student learning assessment
      • Identify an assessment strategy for a learning activity

      Implementing Active Learning
      Jeffrey Ashley, Director of the Center for Teaching Innovation and Nexus Learning, Philadelphia University
      Anne Bower, Nexus Advocate for the College of Science, Health and the Liberal Arts, Philadelphia University


      Active learning is about getting students to engage in doing and having them actively think about what they are doing. A variety of strategies may be employed to get students to engage with content and skill development while instilling the habits of self-reflection regarding the learning process. In this session, participants will identify a portion of their course to ‘activate’ using active learning strategies, design a lesson plan that mindfully incorporates active learning, and evaluate some of the challenges that may occur with an eye to developing solutions for ensuring student learning outcomes are attained.

      Upon completion of this sessions, participants will:
      • Understand what active learning encompasses and identify active learning strategies
      • Develop a plan for incorporating an appropriate and doable active learning strategy within one of your courses to enhance a learning experience for your students
      • Identify potential risks (and benefits) within that plan and formulate potential solutions (a ‘back pocket’ readiness plan)

      Tech Tools 1 and 2
      May Truong-Merritt, Instructional Designer, Philadelphia University
      Kathleen Day, Instructional Technologist and Designer, Thomas Jefferson University


      Tech Tools - Fostering Learner Interactions
      In the earlier sessions attendees discovered active learning strategies and gathered various approaches to encourage engaged learning in the classroom. In this tech session, we will introduce Blackboard student engagement tools such as Discussion Boards & Groups. This session will provide attendees with the opportunity to easily facilitate and implement engaging student-to-student interactions and group collaboration within their courses.

      By the end of this session, you will be able to:
      • Identify the differences between discussion board, forum, thread and post
      • Prepare and post to a discussion as a student and as an instructor
      • Develop groups through manual, self or random enrollment
      • Identify the various tools available within the Groups function

      Tech Tools - Assessments & Feedback
      In this morning’s Backwards Design & Assessment sessions, participants identified types of feedback that align with their student learning goals and objectives. In this tech session, we will present built-in Blackboard assessment and feedback features such as Assignments, Grade Center, Inline Grading and the Rubrics tool. Attendees will have a hands-on opportunity to create an assignment and an associated rubric as well as utilize the integrated grading features to provide students with timely and necessary feedback.

      By the end of this session, you will be able to:
      • Create and modify a Blackboard assignment
      • Develop a rubric and associate rubric with course content
      • Apply grading and related feedback for student work within Grade Center
      • Implement in-line grading feature to provide annotated feedback on assignment submissions