Using iPad for preserving class information Module Icon

Using iPad for preserving class information

This module features an innovative use of iPad technology to preserve information created during a classroom lecture. This technique focuses on the content rather than the instructor and enables instructors to record the lecture, save the notes and share it with students through various formats. 

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This resource was originally developed with resources from the College STAR grant. That grant has ended and the College STAR modules will now permanently reside at the East Carolina University Office for Faculty Excellence.

Module Introduction

For years teachers have struggled to help ensure every student gets the best instruction possible to fully understand a subject. This is true for all instructors, and even the best and most experienced teachers cannot tailor instruction specifically to every student's need. That said, emerging technologies, available to instructors and students, might open doors to access and learning not previously available. This module is about using tablet devices such as iPad to preserve information created in a classroom during lecture time. Most of the currently available techniques use cameras to capture either the class or screen. This technique focuses on the content rather than the instructor and enables instructors to record the lecture, save the notes and share them with students through various formats. It provides teachers with a versatile tool to preserve information created in classroom setting like discussions, solved problems and notes, and helps them to improve the class performance by reusing and updating the previously created content.

What type information is preserved?

The basic idea is using a tablet screen instead of blackboard or whiteboard as the reusable writing surface for teaching in classroom. Using the tablet along with appropriate complementary hardware and apps enables the instructor to preserve the most out of the information created and presented in a classroom setting. Examples of information that can be preserved by using this module include:

  • Oral presentation recorded during a class lecture
  • Lecture notes that are written during class
  • Example problems that are solved during class
  • Students questions and discussions from class

Support for this Module

Original development of this module was made possible by the College STAR (Supporting Transition Access and Retention) initiative.  College STAR was a grant-funded project focused on partnering postsecondary educational professionals and students to learn ways for helping postsecondary campuses become more welcoming of students with learning and attention differences. Much of this work was made possible by generous funding from the Oak Foundation.

Authors/Creators
Nicolas Ali Libre

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College STAR

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Interactive module

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WCAG v2.0 A

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Posted date:

November 10, 2022

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UDL in a Digital Environment Using the STAR Legacy Pedagogy Icon

UDL in a Digital Environment Using the STAR Legacy Pedagogy

This case study depicts how the STAR Legacy Pedagogy promotes learning for diverse students who have varying levels of professional expertise and assists learners in solving authentic problems. 

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This resource was originally developed with resources from the College STAR grant. That grant has ended and the College STAR modules will now permanently reside at the East Carolina University Office for Faculty Excellence.

Module Introduction

The purpose of this case study is to describe how using STAR Legacy Pedagogy can assist learners in solving authentic problems.  First described will be how the STAR Legacy Pedagogy promotes learning for diverse students who have varying levels of professional expertise in a post-professional Doctor of Physical Therapy program. Secondly, the UDL alignment will be discussed.  Finally, the methodology for integrating this pedagogy will be depicted, and student learning outcomes will be presented.

Teaching students in any academic discipline how to solve authentic problems can be challenging.  These problems often have multiple solutions, are seated in the context of experience, and require appropriate scaffolding that facilitates problem articulation, support for disciplinary knowledge, and a defined process (Quintaña et. al., 2004; Brush and Saye, 2002). In order to adequately convey content and facilitate problem solving, case based pedagogy that is supported with instructional scaffolding has been suggested as an effective evidence based strategy (Hayward & Cairns, 1998; Smith, 2018). One way to present cases using universal design for learning into technology-based environments is the STAR legacy pedagogy, which is designed for integration of case based pedagogy that provides scaffolding of the learning process. This scaffolding of the learning process is provided in three ways that are congruent to Quintaña’s (2004) recommendations for scientific problem solving that state that support should be provided for process management, disciplinary knowledge support, and articulation and reflection. First, from a process management standpoint, the STAR legacy pedagogy provides an implicit structure for problem solving in that it follows a cyclical process of learning where a problem is presented, resources to solve that problem are provided, and the learner is encouraged to provide solutions to the problem.  Secondly, the STAR legacy pedagogy provides content knowledge support that is particular to the disciplinary problem. Finally, articulation and reflection, or support for metacognition, is provided as learners are asked to reflect on what they know, what they learned, and make an estimate of how much their knowledge has grown from the initial part of the learning module to the end of the learning module.

Support for this Module

Original development of this module was made possible by the College STAR (Supporting Transition Access and Retention) initiative.  College STAR was a grant-funded project focused on partnering postsecondary educational professionals and students to learn ways for helping postsecondary campuses become more welcoming of students with learning and attention differences. Much of this work was made possible by generous funding from the Oak Foundation.

Authors/Creators
Nancy Smith

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College STAR

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Interactive module

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WCAG v2.0 A

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November 11, 2022

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The TBL-UDL-Engagement Trilogy in a General Chemistry Course Module Icon

The TBL-UDL-Engagement Trilogy in a General Chemistry Course

In this case study, the theoretical context of engagement and practical basis for the implementation of team-based learning (TBL) in a general chemistry course taught by Dr. Rosa Bell at East Carolina University are addressed. 

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This resource was originally developed with resources from the College STAR grant. That grant has ended and the College STAR modules will now permanently reside at the East Carolina University Office for Faculty Excellence.

Module Introduction

Part of the challenge for engaging students in the learning process requires understanding how and why teaching methods designed to enhance engagement impact student learning.  In this case study, the theoretical context of engagement and practical basis for the implementation of team-based learning (TBL) in a general chemistry course taught by Dr. Rosa Bell at East Carolina University are addressed.  Students’ perceptions of engagement, instructional practices, and learning in the chemistry course are also discussed.

Support for this Module

Original development of this module was made possible by the College STAR (Supporting Transition Access and Retention) initiative.  College STAR was a grant-funded project focused on partnering postsecondary educational professionals and students to learn ways for helping postsecondary campuses become more welcoming of students with learning and attention differences. Much of this work was made possible by generous funding from the Oak Foundation.

Authors/Creators
Rosa Alvarez-Bell

Organization/Publishers:

College STAR

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Interactive module

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WCAG v2.0 A

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November 11, 2022

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Taking a Metacognitive Approach to Active Learning Module Icon

Taking a Metacognitive Approach to Active Learning

Taking a metacognitive approach can help faculty prepare students to make the most of active learning experiences while helping them become self-directed learners (Pelley, 2014). This module will focus on strategies and approaches instructors can take to become more metacognitive in their own professional practice and in the classroom.   

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This resource was originally developed with resources from the College STAR grant. That grant has ended and the College STAR modules will now permanently reside at the East Carolina University Office for Faculty Excellence.

Module Introduction

Although existing research documents the impact of active learning (Ambrose et al., 2010; Bonwell and Eison, 1991), the focus is often on collecting and implementing techniques. While it is tempting to “plug and play,” to be effective, active learning needs to be examined in the larger context of student learning (Weimer, 2018). Taking a metacognitive approach—choosing forms of active learning that foster metacognition—can help faculty prepare students to make the most of active learning experiences while helping them become self-directed learners (Pelley, 2014). This module will focus on strategies and approaches instructors can take to become more metacognitive in their own professional practice and to use metacognition as they design and implement active learning in their classes.

Support for this Module

Original development of this module was made possible by the College STAR (Supporting Transition Access and Retention) initiative.  College STAR was a grant-funded project focused on partnering postsecondary educational professionals and students to learn ways for helping postsecondary campuses become more welcoming of students with learning and attention differences. Much of this work was made possible by generous funding from the Oak Foundation.

Authors/Creators
Stephanie M. Foote

Organization/Publishers:

College STAR

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Implementation

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Interactive module

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WCAG v2.0 A

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Posted date:

November 11, 2022

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Students as Marketing Consultants Module Icon

Students as Marketing Consultants

This case offers an example of how an introductory marketing classroom shifts when structured around a semester-long, live-case-study project in which students are challenged to immerse themselves in the learning experience by developing marketing plans for small, local businesses. Through the development of marketing plans, students learn skills critical for success in the marketing profession, as well as professional communication, problem-solving, and critical thinking skills. 

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Module Link

This resource was originally developed with resources from the College STAR grant. That grant has ended and the College STAR modules will now permanently reside at the East Carolina University Office for Faculty Excellence.

Module Introduction

Introductory marketing courses run the risk of focusing too much on terminology and too little on developing the conceptual and practical skills needed to prepare students for more advanced study in marketing. This case offers an example of how an introductory marketing classroom shifts when structured around a semester-long, live-case-study project. In this project, students are challenged to immerse themselves in the learning experience by developing marketing plans for small, local businesses. 

Through the development of marketing plans, students learn the following skills critical for success in the marketing profession: assessing marketing goals and current marketing strategies; gathering, analyzing, and presenting relevant marketing information from a variety of secondary sources; and developing marketing objectives, strategies, and activities based on business goals and environmental realities. Students also practice professional communication, problem-solving, and critical thinking skills through their interactions with their clients and exercise their writing and presentation skills while completing, for most, their first professional deliverable, a marketing plan.

Support for this Module

Original development of this module was made possible by the College STAR (Supporting Transition Access and Retention) initiative.  College STAR was a grant-funded project focused on partnering postsecondary educational professionals and students to learn ways for helping postsecondary campuses become more welcoming of students with learning and attention differences. Much of this work was made possible by generous funding from the Oak Foundation.

Authors/Creators
Heidi Gailor
Michelle L. Wang

Organization/Publishers:

College STAR

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Implementation

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Interactive module

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WCAG v2.0 A

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Posted date:

November 11, 2022

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An Example of Service-Learning Success Module Icon

An Example of Service-Learning Success

Service-learning can be an incredibly rewarding practice for students, the community and instructors; however, the task of developing a service-learning program can be daunting. This case study describes how a service-learning component was developed in an established community nutrition course.  

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This resource was originally developed with resources from the College STAR grant. That grant has ended and the College STAR modules will now permanently reside at the East Carolina University Office for Faculty Excellence.

Module Introduction

Service-learning is a pedagogical practice with unique benefits: increasing community connectedness, broadening student perspectives, providing novel skill sets to students, creating a culture of service, assisting local organizations, and broadening the impact of the university on the surrounding community (1, 2). Service-learning is a form of experiential learning where students engage in structured service activities for course credit. The core of service-learning is the process of thoughtful reflection upon experiences fulfilling a community need (1). Unlike traditional volunteer work, service-learning focuses on experience, thoughtful reflection, and alignment with course content. This process of experience, reflection, and development are rooted in the four elements of Kolb’s experiential learning model: concrete experience, reflective observation, abstract conceptualization and active experimentation (3).

When developing a successful service-learning program, a few crucial components include establishing the community-campus partnership, making clear expectations of student outcomes, selecting relevant content for the course, planning course activities including reflection, implementing a course evaluation, building course infrastructure, sustaining the course, practicing cultural humility, and encouraging community-engaged scholarship (4).

This case study describes the process of developing a service-learning component within the structure of a nutrition course, Community Nutrition. The case study will walk through the program development, evaluation, lessons learned from the first iteration of the course, and provide useful and modifiable tools for implementing service-learning programs in similar courses. While this case study details a nutrition course, service-learning can be adapted to many disciplines.

Support for this Module

Original development of this module was made possible by the College STAR (Supporting Transition Access and Retention) initiative.  College STAR was a grant-funded project focused on partnering postsecondary educational professionals and students to learn ways for helping postsecondary campuses become more welcoming of students with learning and attention differences. Much of this work was made possible by generous funding from the Oak Foundation.

Authors/Creators
Georgianna Mann

Organization/Publishers:

College STAR

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Interactive module

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WCAG v2.0 A

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Posted date:

November 11, 2022

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Promoting Student Engagement Module Icon

Promoting Student Engagement

At Appalachian State University (ASU), Mr. Jeff Goodman uses a model known as the 5E Instructional Model to introduce scientific concepts to his students. This model helps frame instructional practices for teaching course content in the following sequence: engagement, exploration, explanation, elaboration, and evaluation. 

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Module Link 

This resource was originally developed with resources from the College STAR grant. That grant has ended and the College STAR modules will now permanently reside at the East Carolina University Office for Faculty Excellence.

Module Introduction

At Appalachian State University (ASU), Mr. Jeff Goodman uses a model known as the 5E Instructional Model to introduce scientific concepts to his students. This model helps frame instructional practices for teaching course content in the following sequence: engagement, exploration, explanation, elaboration, and evaluation.

He describes his rationale in using the method:

In terms of outcomes, I want my students to be people who are more curious than they were at the beginning, who think that the content that I thought is inherently fun and accessible, that they can hold onto and know at some level.

Mr. Goodman has been ASU for 20 years, and is currently teaching in the College of Education. He took one year to teach high school, and spends one day a week in his wife’s middle school classroom “trying to see if this stuff actually pans out – and it’s hard!”

Support for this Module

Original development of this module was made possible by the College STAR (Supporting Transition Access and Retention) initiative.  College STAR was a grant-funded project focused on partnering postsecondary educational professionals and students to learn ways for helping postsecondary campuses become more welcoming of students with learning and attention differences. Much of this work was made possible by generous funding from the Oak Foundation.

Authors/Creators
Jeff Goodman

Organization/Publishers:

College STAR

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Implementation

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Interactive module

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WCAG v2.0 A

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Posted date:

November 11, 2022

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Padagogy Wheel Module Icon

Padagogy Wheel

Developed by Allan Carrington, the Padagogy Wheel is designed to connect Bloom's Taxonomy with Apple iPad applications . The Padagogy Wheel is divided into five segments that relate directly to the cognitive domains of Bloom's Taxonomy with the goal being to allow students to access high order thinking via iPad technology.   

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Module Link

This resource was originally developed with resources from the College STAR grant. That grant has ended and the College STAR modules will now permanently reside at the East Carolina University Office for Faculty Excellence.

Module Introduction

Developed by Allan Carrington, the Padagogy Wheel is designed to connect Bloom's Taxonomy with Apple iPad applications (commonly known as "apps"). The Padagogy Wheel is divided into five segments that relate directly to the cognitive domains of Bloom's Taxonomy. Within the five segments of the wheel, subcategories explore each domain further with related action verbs, activities, and iPad apps. The goal of the Padagogy Wheel is for students to access the higher order thinking of Bloom's Taxonomy via iPad technology. The wheel allows teachers to develop outcome-oriented lessons by choosing an outcome, activity, and form of analysis or creativity. The Padagogy Wheel was designed to target engagement through immersive learning (Carrington, 2012). 

According to Carrington, when teachers discuss engagement, they are also referring to motivation. If teachers are unable to motivate students to interact with the material and participate in the learning process, they will be unsuccessful.

Support for this Module

Original development of this module was made possible by the College STAR (Supporting Transition Access and Retention) initiative.  College STAR was a grant-funded project focused on partnering postsecondary educational professionals and students to learn ways for helping postsecondary campuses become more welcoming of students with learning and attention differences. Much of this work was made possible by generous funding from the Oak Foundation.

Authors/Creators
Cate Smith

Organization/Publishers:

College STAR

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Implementation

Resource File Type
Interactive module

Accessibility
WCAG v2.0 A

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Posted date:

November 11, 2022

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ROY G BIV - Mnemonic Devices for Instruction Module Icon

Mnemonic Devices for Instruction

Mnemonic strategies are commonly used across content areas to help students remember important information or concepts. When we talk about mnemonics, people often think of mnemonic acronyms that enable people to remember items through the use of a catchy word or phrase, but there are many other types of mnemonics. 

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Module Link

This resource was originally developed with resources from the College STAR grant. That grant has ended and the College STAR modules will now permanently reside at the East Carolina University Office for Faculty Excellence.

Module Introduction

Mnemonic strategies are commonly used across content areas to help students remember important information or concepts. When we talk about mnemonics, people often think of mnemonic acronyms that enable people to remember items through the use of a catchy word or phrase in which the acronym letters begin each of the terms in a list. For example, many people remember the colors in the rainbow using the acronym "ROY G BIV," which represents the colors in the order they appear in a rainbow-red, orange, yellow, green, blue, indigo, and violet. But there are many other types of mnemonics. They can be classified in two broad categories: organizational mnemonics, which help students organize previously acquired information; and encoding mnemonics, which allow students to transform new information in a meaningful way. In this module we will look at the different types of mnemonic devices as well as strategies for implementing them in the classroom.

Support for this Module

Original development of this module was made possible by the College STAR (Supporting Transition Access and Retention) initiative.  College STAR was a grant-funded project focused on partnering postsecondary educational professionals and students to learn ways for helping postsecondary campuses become more welcoming of students with learning and attention differences. Much of this work was made possible by generous funding from the Oak Foundation.

Organization/Publishers:

College STAR

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Professional Development

Resource File Type
Interactive module

Accessibility
WCAG v2.0 A

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Posted date:

November 11, 2022

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Creative Learning - Merging Silly and Serious

Merging Silly and Serious for Creative Expressions of Learning

This module offers templates for fun and fast ways to assess student learning each week whether face-to-face or online. Students, individually or in groups, summarize the main lesson they learned in class that week by using a series of creative, expressive communication techniques.  

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Module Link

This resource was originally developed with resources from the College STAR grant. That grant has ended and the College STAR modules will now permanently reside at the East Carolina University Office for Faculty Excellence.

Module Introduction

This module offers fun ways to engage students and a fast, low-stakes way to express and assess student learning each week.  Students, individually or in groups, summarize the main lesson they learned in class that week by using a series of creative, expressive communication techniques, which facilitate multiple means of expression and engagement.  I describe the instructional strategy for engaging students in otherwise wearying or intimidating courses.  

The senior capstone course in sociology is known among students for being challenging and tedious.  They must pass the capstone course with a C or better to graduate and, unlike many of their other courses, it is not topic-driven and thus not so relevant to their life experiences and interests.  I therefore wanted to find ways to engage students and acknowledge the difficulties and pressures of this rigorous required course by introducing an affective dimension to the learning process.  Further, realizing that I did not always know if the lessons I sought to impart were being understood well, I wanted to find ways to assess how well students were learning what I was teaching each week.  

While my sociology course is a traditional face-to-face class, the devices I share can easily be used in online environments as well.  This module provides a series of templates that teachers can download and use, electronically or on paper, online or face-to-face, to engage students in fast and fun reflective summaries of that day’s or week’s lesson.  While I used these as quick in-class assessment activities, they could also be assigned as homework activities.

Support for this Module

Original development of this module was made possible by the College STAR (Supporting Transition Access and Retention) initiative.  College STAR was a grant-funded project focused on partnering postsecondary educational professionals and students to learn ways for helping postsecondary campuses become more welcoming of students with learning and attention differences. Much of this work was made possible by generous funding from the Oak Foundation.

Authors/Creators
Martha McCaughey

Organization/Publishers:

College STAR

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Implementation

Resource File Type
Interactive module

Accessibility
WCAG v2.0 A

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Posted date:

November 11, 2022

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