Enhancing In-Class Learning Out of the Classroom: Using ‘Out-of-Classroom’ Technology Donna Hamilton, Michelle Villeneuve, Jeff Hanlon, Jonathan Rose, Andy Leger Learning Technology Unit and Learning Technology Faculty Associates Queen’s University October 21, 2004

Objectives Engaging students through active learning: Changing the lecture experience –Doing promotes learning Adding value to learning –Providing opportunities to apply new learning Promoting active and student-directed learning Allowing for more diversity in learning styles Doing “more with less” Page 2LTFA Presentation

Benefits of Engaging Students  Encourages self-reflection  Facilitates sharing of experiences, ideas and questions  Builds Community  Develops skills for critical analysis  Simulates real world situations Page 3LTFA Presentation

What do we mean by ‘Out-of-Classroom’ Technology? Any learning object, module or software that can be used by students before or after a lecture that will engage students in applying or reflecting on new learning. For example: –enhanced lecture notes, –discussion boards, –interactive CDs, –multimedia resources for student self-reflection, –video feedback Page 4LTFA Presentation

Showcase of ‘Out-of-Classroom’ Technologies Take a moment to view the Showcase on our DVD and see how ‘out-of-classroom’ technology is used by diverse faculty members to enhance the in-class learning experience for their students. Page 5LTFA Presentation

Why Case Stories? Sharing of ideas among faculty Promotion of collaborations between Faculty and Learning Technology Staff Promotion of the Scholarship of Teaching on campus Page 6LTFA Presentation

“When students go back to review their notes, they have the elements of the take- home message in audio format…this facilitates learning for students with different learning styles.” Andy Leger, Rehabilitation Therapy Queen’s University

Case Study #1 Who? Andy Leger is an Assistant Professor at the School of Rehabilitation Therapy. He uses PowerPoint to teach a class of up to 90 students in a predominately lecture style format. What? Dr. Leger posts PowerPoint slides on the web with an audio review of each slide. Why? By providing an audio commentary, students with different learning styles are able to access and review the lecture material.

“When you perform, you remember what you did wrong. When you watch yourself on video, you see what you did right! This helps to increase the confidence of a student performer.” Jeff Hanlon, School of Music Queen’s University

Case Study #2 Who? Jeff Hanlon is an instructor of guitar and chamber music at the Queen’s School of Music. What? In 2003, Prof. Hanlon began videotaping the guitar studios and making DVD copies for students to review before and during subsequent lessons. Why? The learning objective is to improve and to speed up the processes by which students grow in understanding themselves as performers.

“Students need to develop clinical observation skills before they get to the clinical setting. Using digital video gives students access to real clinical scenarios and builds both confidence and problem solving skills.” Michelle Villeneuve, Rehabilitation Therapy Queen’s University

Case Study #3 Who ? Michelle Villeneuve is an Assistant Professor at the School of Rehabilitation Therapy. What? Prof. Villeneuve is currently developing interactive cd-roms to use as an adjunct to classroom discussion and skills development labs. Why? Using actual clients involved in Occupational Therapy sessions allows students to see evaluation and intervention approaches in context.

“There is an increasing demand for community building in post secondary education. Technology offers the opportunity to develop communities in large classes.” Jonathan Rose, Political Studies Queen’s University

Case Study #4 Who? Jonathan Rose teaches Political Studies and researches in the area of political communications. What? Dr. Rose uses an electronic bulletin board to enhance learning and to create opportunity for discourse. Why? Bulletin boards are used to facilitate conversation and community in a class of 350 first year students. It provides a place for students to discuss course lectures, tutorials and readings, share concerns about political events and offers a place to continue an in-class dialogue among students.

“Our goal is to make sure that every student receives exposure to the basic technical skills required for medical practice. We use technology to achieve this goal.” Bob McGraw, Emergency Medicine Queen’s University

Case Study #5 Who? Robert McGraw is the Clerkship Coordinator for the Department of Emergency Medicine at Queen’s. What? Dr. McGraw implements a computer-based self- directed training module for the development of basic medical technical skills. Why? These learning modules ensure that every student has easy access to obtaining a basic level of exposure to essential technical skills.

“If you don't start to work with technology, you will never understand it. You have to be willing to take the initial risk.... One of the messages I try to push to students is simply the power of experience. Experience drives learning. Working with technology is a good example of that.” Tom Russell, Education, Queen’s University Page 17LTFA Presentation

Case Study #6 Who? Tom Russell teaches at the Faculty of Education. What? Dr. Russell interviews students following their 3 week practicums. The interviews are videotaped and then made available in cd format to other education students. Why? The videos stimulate students and graduates alike by introducing the issues they face in real teaching situations. The cd-roms are also a resource for students entering their professional life.

Learning Technology Unit Partnership Learning Technology Faculty Associates (LTFAs) Faculty seconded to the LTU for about the time spent on one academic course; paid a stipend (dept or prof) role is to assist in encouraging & fostering the critical & effective use of educational technology into the curriculum to improve the learning environment at Queen's. We work together to encourage faculty at Queen's to use technology as a tool in teaching, where appropriate, through a broad range of services, programs, and activities. Information Technology Services, Instructional Development Centre, and Queen’s Library

To View the Videos Go to Copyright Donna Hamilton, Michelle Villeneuve, Jeff Hanlon, Jonathan Rose, Andy Leger This work is the intellectual property of the authors. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the authors. To disseminate otherwise or to republish requires written permission from the authors.