New England Faculty Development Consortium

Reclaiming Innovation: Promoting Student

Ownership of Learning through Social Media

November 13, 2015 New England Institute of Technology

East Greenwich, Rhode Island

Conference Overview

8:00 Continental Breakfast Service Begins

8:30 – 9:00 Conference Registration

9:00 – 9:15 Welcome and Introductions

9:15 – 10:30 Keynote Address

Justin Reich, Executive Director of the MIT Teaching Systems Lab,

Fellow at the Berkman Center for Internet and Society, Lecturer at the

Harvard Graduate School of Education, and Lecturer in the Scheller

Teacher Education Program at MIT

10:30 – 10:45 Break

10:45 – 11:40 Concurrent Session 1

11:40 – 12:45 Lunch

12:45 – 1:40 Concurrent Session 2

1:40 – 1:55 Break

1:55 – 3:10 Workshops

3:10 – 4:30 Poster Session; Wine and Cheese Reception

9:00 – 9:15 Welcome and Introductions (Room N206)

Tom Thibodeau, Program Chair

Dakin Burdick, NEFDC President

9:15 – 10:30 Keynote Address by Dr. Justin Reich

Dr. Reich will explore alternatives to learning management systems and the benefits of giving students

control over the means of their intellectual production.

10:30 – 10:45 Break

10:45 – 11:40 Concurrent Session 1

Room N212 - Creative Teaching Linda Del Vecchio-Gilbert (linda7421@aol.com) - New England Institute of Technology

Participants at this session will be discuss creative, innovative methods of teaching to promote optimal

learning and will learn how to apply a variety of methods of teaching with integrating virtual journal,

book, and movie clubs.

Room N213 - Survive or Die: An Active Learning Exercise Chad Raymond (chad.raymond@salve.edu) - Salve Regina University

Simulations, role-play, and games are increasingly becoming an important part of the college

instructor’s pedagogical repertoire. In terms of classroom engagement, skill development, and the

understanding of content, these methods can have a demonstrable impact on students. This interactive

sessions introduces faculty members to the benefits and drawbacks of simulations as well as practical

tips for employing them in the classroom. Participants will play different versions of the quickly-learned

Survive or Die card game. The experience of playing the game will provide insights into how this form

of active learning can be applied across many different academic disciplines.

Room S105J - Faculty-Centered Teaching Development: The Role of the Institution

in Supporting Learner-Centered Teaching Emilie Clucas (emilieclucas@gmail.com) - Endicott College

This interactive session will facilitate participants’ learning and sharing about current practices related to

supporting learner-centered teaching development among faculty at their institution. Faculty will be

encouraged to reflect on their own teaching and discuss what has (or has not) influenced them to commit

to developing a learner-centered approach. Findings from a doctoral dissertation will be briefly explored

and discussed. The strategies used during this session will embody the five tenets of learner-centered

teaching, according to Weimer (2002) and Blumberg’s (2008) definition.

Room S207 - Enhancing Learning & Engagement through Video Assignments Francis Melaragni (francis.melaragni@mcphs.edu), Lana Dvorkin Camiel (lana.dvorkin@mcphs.edu) -

MCPHS University

MCPHS University students were surveyed in 2014 about their preferences regarding educational

technology. Over 80% indicated videos from TED or YouTube are highly effective tools in learning. We

have several courses that successfully utilize social media tools to engage students. Based on the

literature, up to 65% of people are considered visual learners. Learning how to create assignments that

target visual learning style is essential for educators interested in student engagement and creativity.

Highly engaged students are more likely to retain concepts learned in the course long-term and become

life-long learners.

Room S207 - Kahoot! An App to Motivate, Teach, and Assess Heidi Allen (hallen@neit.edu) - New England Institute of Technology

Kahoot! is a game-based blended learning platform that can be used on a smartphone or computer,

allowing both educators and students to research, create, collaborate and share knowledge. This

presentation explores the possible uses of Kahoot! for student learning and engagement. Participants will

play Kahoot! as students and learn to create a Kahoot! for their own classroom. Kahoot! is not a social

media tool but there is a social element. The quizzes, discussions and surveys created in Kahoots! can be

shared within Kahoot! itself, or on social networks such as Facebook, Twitter and Pinterest.

Room S215 - Minute-Minded: Engaging Users in 60 Seconds with Powtoon Lindsey Gumb (lgumb@rwu.edu) - Roger Williams University

You don’t need expensive software and a degree in animation to create engaging educational tutorials

for your students: all you need is a learning outcome and a little creativity! This workshop will introduce

users to Powtoon Animation Software to create short, engaging, and educational videos for student

learning. Participants will learn the basics of using Powtoon, as well as the fundamentals of planning,

scripting, and publishing to Youtube. Walk away from this workshop with the knowledge and

confidence to embed your new videos into your teaching using social media or your LMS!

Room S228 - LinkedIn to Teach Concise Writing, Ethics, & Professionalism Arlene Nicholas (arlene.nicholas@salve.edu) - Salve Regina University

More than a “resume that never sleeps,” LinkedIn can be used for researching people, jobs and possible

internship opportunities. This social media tool also requires students to develop concise, clear and

dynamic writing skills. Studies support the benefits of students using social media for serious business

applications and learning accountable behavior. Teaching LinkedIn can create critical awareness of

using positive, truthful and conscientious words that are disseminated to the world. This session is an

interactive opportunity for learning and integrating LinkedIn into the classroom.

11:40 – 12:45 Lunch

12:45 – 1:40 Concurrent Session 2

Room N212 - Collaborative Learning through a Practice of Creation Anthony Mangieri (anthony.mangieri@salve.edu) - Salve Regina University

Rachel Foulk (foulkr@ferris.edu) - Ferris State University

Are students in your classes passive “consumers” of course content or are they innovative creators? This

session explores how to use a practice of creation as a way to empower students to take ownership of

their own learning experiences. We will discuss how group projects that require students to create

something foster an in-depth understanding of a subject or problem. In this teaching strategy, social

media becomes a forum through which students can share their “creation,” such as a photograph, video,

or computer model or simulation. In short, we demonstrate how the historical craft of “making” can be

translated into a classroom practice that engages students in innovative ways.

Room N213 - Learning through Social Storytelling Tools Sandra Mohr (coswattes@wit.edu), Jonathan Small (smallj1@wit.edu) - Wentworth Institute of

Technology

Are you looking for ways to engage your students during the learning process? Storytelling has been a

powerful tool for centuries that can be used in the learning process. Have you thought about including

storytelling in your teaching toolbox? Learn how technology allows us to electronically use storytelling

as part of an engaging and interactive learning process for our students.

Room S105J - The Road to Innovation begins with Faculty Development Annette Torrey (annette.torrey@salve.edu), Laura O'Toole (laura.otoole@salve.edu), Michelle Lariviere

(michelle.lariviere@salve.edu) - Salve Regina University

Every campus has innovative instructors and champions of pedagogical change, but they are often

isolated with a small sphere of influence. To have a substantial impact on students, new pedagogies have

to infiltrate an entire department or campus, which requires a team effort of faculty, administration and

support staff for success. This session presents a framework to help innovative pedagogies spread on

your campus. We’ll discuss leveraging opportunities for change, tapping existing resources, and using

backward design for a faculty development program to achieve your outcomes.

Room S207 - Get to the Point: The Twitter Book Review Todd Harris (Todd.Harris@Bridgew.Edu) - Bridgewater State University

In the Spring of 2015, I began to experiment with the use of Twitter in a number of my upper-level

Management courses. The Twitter-related assignment that appeared to work best, based on both student

feedback data and my own observations, required students to convert a 1,000 word "traditional" book

review of a Leadership-themed book of their choosing into a series of Tweets, culminating in one Tweet

that captured the central essence of the book. Students in the class then voted on one another's Tweets,

with a small prize awarded to the top three vote-getters.

Room S207 - Using Twitter to Encourage Effective Research Techniques

Paul Barrio (barriop@middlesex.mass.edu), Carrie Salazar (salazarc@middlsex.mass.edu) - Middlesex

Community College

Examine how using Twitter can help students learn about current social events and build upon current

conversations and research to create a proposed program in response. This presentation will describe the

research scaffolding and how students create the connection between the scholarly article and Twitter.

Room S215 - (De)Constructing Identity Through Social Media Kellie Deys (kellie.deys@nichols.edu), James Deys (james.deys@nichols.edu) - Nichols College

Social media offers the potential for creative modes of learning that address the changing needs of

students. Too often, though, students do not consciously reflect on the implications of social media.

Asking students to analyze the conventions of social media, we aim to understand how/why we engage

in this mode of communication and identity building. Ultimately, we hope students become better

critical thinkers by analyzing how identity is constructed through different social media, and, as a result,

engage more purposefully with social media and their own learning. We will share easily adaptable

assignments aimed at deconstructing the conception of social media.

Room S215 - Facebook in the Classroom John Szymkowicz (jszymkowicz@neit.edu) - New England Institute of Technology

This session will address the use of social media as an out-of-class engagement tool. User groups on

Facebook can be used to increase student interaction through the creation of “works-in-progress” to be

critiqued by their peers. Use of Facebook will be contrasted with the use of an LMS for similar ends,

and participants will learn how to set up and enroll students into Facebook groups.

Room S228 - The Problem Space: Moving Beyond the Case Study Linda Grisham (lgrisham@massbay.edu) - Massachusetts Bay Community College

This session examines the design and use of a Problem Space as a tool to promote student ownership of

learning as well as to develop critical thinking and deep, subject-matter understanding. Students are

given an open-ended, real-world challenge to research using the rich resources, data analysis and

visualization tools provided in the Problem Space. They select their own questions to answer as opposed

to being given specific questions to evaluate from a case study’s packet of information. The use of

resources for Problem Spaces in science, history and social sciences will be presented.

Room S228 - Blogging Their Way to Understanding Learning Donna Qualters (donna.qualters@tufts.edu) - Tufts University

Classrooms are really about learning, not teaching! While our students have been in classrooms for most

of their lives, many have not taken the time to think about their own learning preferences and what they

should do to adjust their study habits for more effective learning. This teaching tip will demonstrate how

blogging to learn gave students the opportunity to think about their own struggles to understand their

learning preferences, discuss those with classmates and use this information going forward.

1:40 – 1:55 Break

1:55 – 3:10 Workshops

Room N212 - Digital Filmmaking & Community-Based Engagement Pedagogy

Bridget Franco (bfranco@holycross.edu) - College of the Holy Cross

I will present the overall organization of a course which fused the mastery of digital technology with

focused language (cinematography in Spanish) through the development of a short documentary or

promotional film for a local community organization serving Spanish-speaking populations. The first

part of the session will explain the implementation of this blended learning model and assess the specific

outcomes for this type of community engagement pedagogical model. The second part of the session

will be a hands-on introduction to using the iPad and iMovie for student-produced short films. BYOD

(bring your own device); we will work in small groups to include participants without iPads.

Room N213 - The Pedagogy of Creativity & Innovation Myra Edelstein (edelstem@salve.edu) - Salve Regina University

This fun, interactive, engaging and memorable workshop will demonstrate the pedagogy of creativity

and innovation. Both practical and entertaining, this workshop will give you tools & techniques your

students need for creative problem solving - individually, in class or in teams. Improve student outcomes

by deliberately facilitating productive, creative and innovative lessons. Learn the thinking skills students

need to practice creative problem solving. In this workshop participants will practice at least 5 creativity

techniques to encourage innovative thinking in any discipline.

Room S105J - How to Use Social Media Advocacy to Inspire Engagement William Murphy (wmurphy@neit.edu) - New England Institute of Technology

Social media like Twitter and Facebook provide excellent opportunities for inspiring passionate

engagement in significant learning and civic participation. College students are familiar with social

media and invested in using it as a learning tool. Workshop participants will: (1) review assignments

that offer students opportunities to advocate for issues they care about using social media, (2) participate

in social media advocacy dialogue, (3) create an assignment for one of their courses, and (4) use digital

tools to submit and discuss questions both during and after the session.

Room S215 - Prezi-Collaborative Presenting Unleashed Jamie Kleinman (jamie.kleinman@uconn.edu) - University of Connecticut

During this workshop, Jamie Kleinman, recently named to the International Prezi Educators’ Society

will guide participants through a number of sample Prezis and lead a discussion about the pros and cons

of different features. Participants will create two Prezis during the session using templates and images

that will be provided. They will receive technical assistance from Jamie and at the conclusion of the

workshop, participants will come together and discuss ways that they might consider integrating Prezi

into their courses, for example by using it during their lectures or by having their students use Prezi to

create work products.

3:05 – 4:30 Poster Session and Wine and Cheese Reception, Room S330

Digital Simulation to Enhance Critical Assessment Skills Sharon Stager (sharon.stager@salve.edu) - Salve Regina University

A simulated patient within a computer-based, asynchronous program was integrated into a hybrid RN to

BSN physical assessment course. It was found that simulation provides a venue for the RN to BSN

student to evaluate and develop a knowledge base and critical thinking in an innovative, hybrid

educational environment. The limitations of the simulated clinical experience include a divide of

student’s chronological age, technological abilities, clinical experience, and the individual’s recognition

of the need for specific skills and knowledge acquisition.

Engaging in Positive Activities to Enhance Learning Joanne Walsh (joannewalsh@neit.edu) - New England Institute of Technology

Empirical research in positive psychology has been conducted using positive interventions in a variety

of situations with differing samples of participants. School students have benefited from positive

interventions by increases in love of learning, improved focus and creativity. This session aims to make

our students users of positive interventions in order to increase their motivational levels to learn while

simultaneously reducing stress. This session will provide educators with the background, experience and

tools to engage students in these interventions.

Improved Adjunct Support Approaches Terry D. Pardoe (tpardoe@ccsnh.edu) - Nashua Community College

Courseware materials, hardcopy items, computerized support, and brief attendee workshops can be

developed for a limited number of technology based classes. These materials and support provide up to

date materials to hard pressed technical adjuncts.

Learning Beyond the Classroom Heather Tillberg-Webb (heather.webb@lesley.edu), Amy Rutstein-Riley (arutstei@lesley.edu), Susan

Patterson (spatter4@lesley.edu) - Lesley University

Three case studies of instructional use of social media -- Lesley's Girlhood Project, an online graduate

Education course, and an undergraduate online Communications course -- highlight how social media

can engage learners, give them ownership of learning, extend the classroom walls, and demonstrate

knowledge-sharing and creation in a real-world context. Best practices for designing learning activities

with social media are discussed.

The Use of Social Media in the Classroom Krista Hill Cummings (krista.hill@bridgew.edu), Kathleen Ferris-Costa

(Kathleen.FerrisCosta@bridgew.edu) - Bridgewater State University

Despite the increasing use of social media in the classroom, the majority of faculty members are not

using social media as a learning tool. Research from 2013 indicates that one of the barriers to faculty

use of social media is the time commitment required to learn how to use these platforms. The purpose of

our presentation is to discuss why social media tools should be utilized in online and mixed method

courses and to demonstrate multiple ways of using these tools effectively.

Using Audio/Video Apps to Engage and Motivate Students Thomasena Shaw (thomasena.shaw@bridgew.edu) - Bridgewater State University

Research (and our personal experiences as instructors) indicates that the traditional format classroom –

one that emphasizes required readings, multiple choice tests and professor as font of all knowledge - just

doesn't work. What’s the alternative? A more interactive, technology-enhanced classroom where critical

thinking, motivation and engagement are promoted. This session identifies how the integration of audio

and video technologies into the classroom can help instructors improve engagement, satisfaction, and

learning.

Using Experiential Teaching to Master Student Learning Nadia Abgrab Noormohamed (nadia.abgrab@salve.edu) - Salve Regina University

Working with problems and/or opportunities of local clients, creates for real-time hands-on class

involvement.

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NEFDC Spring Conference

Tuesday, May 24, 2016

Inclusive Excellence: Teaching and Learning in an

Increasingly Interconnected World

Tufts University - Collaborative Learning and Innovation Complex

Keynote Speaker: L. Lee Knefelkamp

Professor of Psychology and Education,

Teachers College, Columbia University

Senior Fellow, Office of Integrative

Liberal Learning & the Global Commons

AAC&U

For 30 years, Dr. Knefelkamp has researched & written about student intellectual,

ethical, identity & intercultural development; curriculum transformation; issues of

race, ethnicity, & gender; campus climate assessment; the psychology of

organizational change & resistance to change.

NEFDC is pleased to announce a collaboration with Tufts University’s Center for the Enhancement of Learning and Teaching and Educational Technology Services for this conference.

The New England Faculty Development Consortium (NEFDC) was

founded in 1998 as a not-for-profit, regional organization dedicated

to enhancing the professional development of faculty and

administrators committed to excellence in teaching and learning. The

consortium membership includes individuals and institutions, and

both private and public colleges and universities throughout New

England and beyond.