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.
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.
Race and Ethnicity
Able v “Disabled”
Further questions and submissions can be directed and sent to:
Giovanna Follo, Ph.D.
Assistant Professor, Sociology
7600 Lake Campus Drive
Celina, OH 45822-2952
FAX (419) 586-0368
firstname.lastname@example.org (best form of contact)