Get
Flipped: Using Learning Technologies to Engage Student Learning
Call
For Papers
I would like to invite you to submit assignments for “Get
Flipped: Using Learning Technologies to Engage Student Learning”. Engaging student learning is becoming part of
academic discourse and higher education outcomes. This call for papers is inviting you for a
proposal of an assignment that addresses critical thinking, engaged student
learning and application through learning technologies. These assignments should be appropriate for
online and face-to-face classes. This
text is focused on the social sciences.
Ensure your assignment is adaptable, for example, a communication’s
assignment used for a sociology class.
This text is indented for all instructors who would like more
suggests in using learning technologies to get students excited about their
subject areas. Though this text is
primarily directed toward higher education, I believe that these assignments
would be great additions for high school teachers in preparation for higher
education.
This text would be focused on assignments that use learning
technologies such as but not limited to: Twitter, Pinterest, Edmodo, YouTube, in-class
group work and exercise, just to name a few.
“Get Flipped” will be a collection of assignments whose objectives
should include but are not limited to: encouraging engaged learning, active
learning, critical thinking, critical analysis and application of concepts.
Proposals for assignments would be due January 23th. By January 31st you will be
notified of acceptance. The final
submission requires student feedback comments, therefore IRB approval may be
necessary to collect feedback from students. Final submission is due May 31,
2015. For those who are accepted with
later semester ending dates, please let me know.
Criteria:
Please outline the following in your proposal and detail in your
final submission.
·
Topic, for example gender, technology, healthcare, etc. – please
think out of the box such as the body, language
·
State objectives of assignment and how this assignment will be
achieved – these should include, but not limited to active student learning,
critical thinking, application of concepts
·
Description of the assignment – this must include a description
of the learning technology, instruction of how to use the technology, and why
this technology is being used
·
Thorough rubric and grading scheme
·
Pros and cons of the assignment – detailed, this will be in the
instructor version only, how did it or did it not encourage critical thinking,
engage student learning
·
Provide all scripts for recorded matter, explaining how to use
the technology, etc.
·
Feedback from the students – this is required for understanding
how students reacted to the assignment, the concern is not the amount of work
required but did the student “get into” the assignment, this will be in the
instructor version only
·
Instructor comments – did it achieve the objectives, what would
you change, would you use it again – will only be in the instructor version,
how time consuming is it for instructors and students
It will be assumed that any revisions you would make to the assignment
will be provided.
Below is a list of topic suggestions. This is not an exhaustive list. If you have questions about your topic, feel
free to contact me.
Gender
Race and Ethnicity
Work
Identity
Technology
Food
Medicine
Discourse
Language
Time
Class
Religion
Politics
Crime
Agriculture
Body
Sport
Social Movements
Information
Family
Government
Health
Exercise
Culture
Norms
Cliques
Bullying
Physical Activity
Difference
Able v “Disabled”
Age
Popular Culture
Geopolitics
Sexuality
Further questions and submissions can be directed and sent to:
Giovanna
Follo, Ph.D.
Assistant
Professor, Sociology
Lake
Campus
7600
Lake Campus Drive
Celina,
OH 45822-2952
(419)
586-0342
1-800-237-1474
(Ohio)
FAX
(419) 586-0368
giovanna.follo@wright.edu (best form of contact)
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