Presentations & Agendas

 

iTeach Agendas

Attending an iTeach or other faculty development activity? Use the menus below  to  see the agenda.

If you can’t find what you’re looking for here, try our Pedagogy Resources, our online collection of expertise in building quality online courses. Additionally, you can brows our Teaching Tips for quick advice on a host of other topics.

Current Agendas

iTeach2 - May 2017

The classroom will always be a kind of undiscovered country. Even when we have a map, the unknown  is forever a larger territory than the known.

Archived Agendas

iTeach - May 2016

Monday, May 9

8:30 – 9:00 Orientation Dan
9:00 – 9:45 Legos Madara
9:45 – 10:00 Break
10:00 – 10:30 Introductions and Showcase Courses All
10:30 – 11:30 Big Ideas and Enduring Understandings Christen
11:30 – Noon Essential Questions leading to Measurable Evidence Heidi
Noon – 1:00 Lunch
1:00 – 1:30 Essential Questions leading to Measurable Evidence continued Heidi
1:30 – 2:45 BIs, EUs, EQs, & LOs     Socrative Tool Owen/Christen&Heidi
2:45 – 3:00 Break
3:00 – 4:00 Personal Learning Environments Kendell
4:00 – 4:30 End of Day Wrap Up Dan

Tuesday, May 10

8:30 – 9:00 Welcome Back Dan
9:00 – 10:00 Information Fluency/LAC a Three Legged Stool/Iterative process Jen/Kendell
10:00 – 10:30 Whose Domain is it Anyways? Copyright & Fair Use (and Creative Commons)
10:30 – 10:45 Break
10:45 – 11:45 Embedding Exercise Sean
11:45 – 12:45 Lunch
12:45 – 2:15

Create Your Own Domain: Video

Sean
2:15 – 2:30 Break
2:30 – 4:00

Create Your Own Domain: Screencasts

Janene
4:00 – 4:30 End of Day Wrap Up Dan

Wednesday, May 11

8:30 – 9:00 Welcome Back
9:00 – 10:15 Learning Taxonomies Heidi
10:15 – 10:30 Break
10:30 – 10:45 FERPA: Things You Should Know Before Students Go Public  Karina
10:45 – 11:45

Online Discussions: Managing and Moderating

Sean
11:45 – 12:45 Lunch – Peter Westley – Hangout On Air Owen
12:45 – 1:45 Collaborative Google Docs: Small Group Participation Christen
1:45 – 2:45 Synchronous Communication: Small Group Presentation Janene/Kendell/all
2:45 – 3:00 Break
3:00 – 4:15 Engagement and Critical Thinking: Immersive Roleplay Owen/Sean/Dan
4:15 – 4:30 End of Day Wrap Up Dan

Thursday, May 12

8:30 – 9:00 Welcome Back
9:00 – 10:00 Where Students Publish: an Overview Christen
10:00 – 10:15 Break
10:15 – Noon Assessment Owen
Noon – 1:00 Lunch
1:00 – 1:30 Technology Fair: Explore Available and Upcoming Tech Sean
1:30 – 2:00 Back to Information Fluency: Can you do it all? Madara
2:00 – 3:00 Revision, Feedback and Failure Kendell
3:00 – 3:15 Break
3:15 – 4:15 Blackboard Gradebook Chris B.
4:15 – 4:30 End of Day Wrap Up Dan

Friday, May 13

8:30 – 9:00 Welcome Back Dan
9:00 – 10:00 Architecture &  Design Jen
10:00 – 10:15 Break
10:15 – 11:00 Calendars and Schedules & Syllabus Heidi
11:00 – Noon Quality Matters Chris L
Noon – 1:00 Lunch
1:00 – 2:00

Two forms:

  1. iTeach Feedback
  2. iTeach Workplan
Dan
2:00 – 2:15 Break
2:15 – 3:15 Reflection Dan
3:15 – 4:30 Presentation Dan
iTeach - October 2016

Tuesday, October 4

8:00 – 8:30

Dan & Madara

Orientation

8:30 – 9:15

Madara

Legos

9:15 – 9:45

Heidi

Introductions and Showcase Courses

9:45 – 10:00

Break

10:00 – 11:00

Christen

Big Ideas and Enduring Understandings

11:00 – 12:00

Madara

Essential Questions leading to Measurable Evidence

12:00 – 1:00

Lunch

1:00 – 2:00

Heidi

Big Ideas, Enduring Understandings, Essential Questions, and Measurable Evidence

2:00 – 2:45

Jen

Personal Learning Environments

2:45 – 3:00

Break

3:00 – 4:00

Chris L

Information Fluency & the LAC: a Three Legged Stool/Iterative process

4:00 – 4:30

Chris L

Whose Domain is it Anyways? Copyright & Fair Use + Creative Commons

4:30 – 4:45

Dan

End of Day Wrap Up

Thursday, October 6

8:00 – 8:15

Dan

Welcome Back

8:15 – 8:45

Sean

Embedding Exercise

8:45 – 9:45

Christen

Learning Taxonomies

9:45 – 10:00

Break

10:00 – 11:00

Sean

Create Your Own Domain: Video

11:00 – 12:00

Christen

Create Your Own Domain: Screencasts

12:00 – 1:00

Lunch

1:00 – 1:45

Janene

Online Discussions:  Creating Community, Generating Participation

1:45 – 2:30

Heidi

Collaborative Google Docs: Small Group Participation

2:30 – 3:15

Sean

Synchronous Communication: Small Group Presentation

3:15 – 3:30

Break

3:30 – 4:45

Dan & Madara

Engagement and Critical Thinking: Immersive Roleplay

4:45 – 5:00

Dan

End of Day Wrap Up

Tuesday, October 11

8:00 – 8:30

Dan

Welcome Back

8:30 – 10:00

Owen

Assessment Slides –  Reflection Activity

10:00 – 10:15

Break

10:15 – 10:45

Madara

Revision, Feedback and Failure

10:45 – 12:00

Kendell

Where Students Publish: an Overview

12:00 – 1:00

Lunch

1:00 – 1:15

Kendell

FERPA: Things You Should Know Before Students Go Public

1:15 – 2:15

Heidi

Pedagogy Meets the Calendar: Practical Considerations for High Falutin’ Ideas

2:15 – 2:45

Jen

Supplementing Blackboard

2:45 – 3:00

Break

3:00 – 4:00

Chris B

Blackboard Gradebook

4:00 – 4:45

Dan

Individual Course Focus

4:45 – 5:00

Dan

End of Day Wrap Up

Thursday, October 13

 9:00 – 9:30

Dan

Welcome Back

 9:30 – 10:30

Owen

Quality Matters

 10:30 – 10:45

Break

10:45 – 11:15

Dan

Instructor Presence, Announcements, Office Hours, Being there, Staying Sane

 11:15 – 12:00

Kendell

Your Syllabus   (our brainstorm)

 12:00 – 1:00

Lunch

1:00 – 2:00

Dan

iTeach Feedback  / Workplan

 2:00 – 2:15

Break

 2:15 – 3:15

Dan

Reflection

3:15 – 5:00

Dan

Presentation

Below you’ll find presentation resources used in our ongoing faculty development activities.

Course Spotlight – BIOL 103

Course Spotlight – BIOL 103

https://media.uaf.edu/media/t/0_29lfjmeqEdited Recording from June 12, 2020As the instructor for a non-major GER science course, Anja has a lot of students that come with apprehensions about doing well in a lab course, especially a distance lab course. Her friendly...

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My journey teaching an online course

My journey teaching an online course

I have been teaching Principles of Genetics (BIOL F260) face-to-face at UAF for the past 15 years. It’s a required course for biology majors and a prerequisite for medical school. In 2019, my department chair asked if I would consider developing the course for online...

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iTeach Juneau 2020

Agenda Join us in Slack Tuesday, March 17 Time Topic Presenter 9-9:30 Introductions Kendell 9:30-10:30 Engaging Students at a Distance Kendell 10:30-10:40 BREAK N/A 10:40-11:00 Case Study: Student Engagement Heidi 11:00-12:00 Student Discussion and Collaboration...

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12 days of Google

12 days of Google

Dec 3-6, 9-13, 16-18 11:30 am-noon 130 Bunnell or join us online on zoom at web link On the first day of Google my eCampus gave to me: Tues, 12/3 Advice for Google Search Try out some easy strategies for searching in Google to get better results, faster. recording...

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iTeach Online Workshop

iTeach Online is a cohort-based workshop where faculty work on building their courses in the company of their peers. Attention to best practices, course alignment, student engagement and usability are emphasized. Synchronous sessions allow for cohort building and tool practice.

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Growing Accessibility: Corn-sider New Options

August 12th-15th, 19th-22nd 12:00-12:30pm 131 Bunnell or Virtual via Zoom Join the UAF eCampus Designers for Growing Accessibility, an eight-day series of short sessions focused on ways to immediately integrate accessibility into your workflow.   Sign in...

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iTeach Live Interviews

UAF eCampus's iTeach is an in-person event for UAF faculty interested in exploring pedagogy, technology, and online learning. Over the course of multiple days, UAF faculty are invited to work closely with the eCampus instructional design team to explore...

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Storytelling as Teaching

Storytelling is a powerful tool for communicating a message. How can you leverage this power in your teaching? Whose stories are shared -- yours? Students'? In this workshop, we'll look at examples of how and where storytelling can be most impactful in a course and...

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Practice object-based teaching

Practice object-based teaching

Though I’ve long practiced the technique of Object-Based Teaching (OBT) in face-to-face and online classrooms alike, I’d never really looked into the scholarship behind it until recently. I’d also not really considered the pedagogical principles behind it, nor whether my pedagogy needed any scrutiny and modification. It turns out that there were some aspects of my practice I needed to modify.

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Innovation During Lean Times

Innovation During Lean Times

This session is about finding ways to put new ideas into motion when time, resources, and energy are low. Let’s have a conversation about strategies you can employ to innovate during lean times.

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The QM Process: A Success Story

Dr. Joanne Healy began the Quality Matters Online Program Design certification process in 2016 to review standards and update practices in all special education courses to ensure UAF teacher candidates would be well prepared. This talk–and Q&A–goes over the QM process from a participant’s perspective.

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All About Proctored Tests

This session will teach you what you need to know about how to schedule and use proctored tests. Best practices will also be covered. Do you need to use proctoring? How do you set up your test? When and how do you interact with UAF eCampus?

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Blackboard Bootcamp iTeach+

Blackboard Bootcamp iTeach+

Blackboard Bootcamp Are you interested in gaining experience with Blackboard? Perhaps your students have asked you use it more for your resources? Join us for a beginning Blackboard Bootcamp to get the basics. This is a hands-on workshop so bring a laptop and...

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PlayPosit Quickstart Guide

PlayPosit Quickstart Guide

UAF eCampus has an institutional license for the PlayPosit interactive video tool for all UAF courses. PlayPosit allows instructors and students to add interactive elements such as quizzes and discussions to an existing video. For more information on PlayPosit's...

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Using Google Forms for learning activities

Using Google Forms for learning activities

Explore creating interactive learning activities using the branching and quizzing features in Google Forms. Build a learning activity that will guide students through content and direct them forward to new content or to alternative content to help with their...

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An Interview with Gordon Williams

An Interview with Gordon Williams

In this interview with Gordon Williams, we found out how he developed Calculus III (MATH F253X) for online students and why video became an important tool.

Q: What was important to have ready before the class started?
It would have been nice to have everything ready, but I had to settle with just having two weeks worked out in advance given the time constraints.

Q: Explain some of the pedagogical decisions you’ve made while building a course as it’s running.
A lot of the techniques I’m using in the course came from the suggestions and practices of my colleagues. For example, using worksheets in combination with (preferably brief) lecture videos using the same template, having students complete those worksheets by following along on the video, and having students submit them weekly is a reasonably handy way of ensuring students view and follow the content of the videos.

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Designing your effective library resources assignment

Most faculty would like their students to use reliable, scholarly journal articles and high quality book chapters as sources when writing term papers, but some students don’t know how to find them. Even after successfully passing the required LS101 course, if students don’t regularly practice searching library databases and using quality sources, they forget how and where to search for peer-reviewed articles. By including some fundamental information and specific requirements in your term paper assignment, you can help students improve the quality of their written work. The following 4 suggestions can ensure that students select better quality content for your term paper or other written assignment.

1. Determine which skills you want your student to learn

Stating the purpose of your research paper, including the specific activities you want students to perform, helps students understand why you are requiring certain types of resources. For example, if you don’t allow popular magazines or books as sources, give them a short explanation of why.
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Updates on Google Classroom

Updates on Google Classroom

Google Classroom helps teacher integrate Google Apps into their classroom. The classroom has space for creating assignments, discussions, grading and feedback. This will be a brief overview of how Classroom might be used in your Classroom. To access Google Classroom,...

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Adding custom questions to Blue evaluation

Adding custom questions to Blue evaluation

Course evaluations will be available for student to complete about two weeks before the final day of instruction. This is your chance to get some really good feedback from your students about your course and your teaching methods. In this session we'll look at how to...

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Teaching Data Visualization Part 2

Teaching Data Visualization Part 2

How can you guide students through the creation of a successful presentation of data? What are some common pitfalls? How can data visualization be interactive online?  If you engage your students with processing and presenting data and would like to find and discuss a variety of the available tools that can help students share their data in a way that is visually appealing and interactive when online, this session is for you. We will also talk about the growing number of machine learning tools now available for processing and visualizing big data.

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Teaching Writing in the STEM Classroom

Writing is a Process Learning to write well takes years. Accept the fact that students in your classroom are at wildly varying places along the path to being a good writer. Rather than teaching them to master grammar and spelling, your goal should be to help your...

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Student feedback

Student feedback

In this presentation we talked about strategies for giving feedback, identifying tools to support your efforts and what quality feedback might mean for you and for your students. Presentation slides and recording links provided.

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