What’s in the Noise? Classifying Teaching Practices with DART (Decibel Analysis for Research in Teaching)

Melinda Owens
San Francisco State University

Active-learning pedagogies have been repeatedly demonstrated to produce superior learning gains compared with lecture-based pedagogies. Here, we describe the machine-learning–derived algorithm Decibel Analysis for Research in Teaching (DART), which can analyze audio recordings of STEM courses quickly, cheaply, and without human observers to estimate the frequency of active learning. DART analyzes the volume and variance of classroom recordings to predict the quantity of time spent on single voice (e.g., lecture), multiple voice (e.g., pair discussion), and no voice (e.g., clicker question thinking) activities. Therefore, DART has the potential to systematically inventory the presence of active learning with ∼90% accuracy across thousands of courses in diverse settings with minimal effort.

Weaving Metacognition into an Introductory Biology Course

Christelle Sabatier
Santa Clara University

I developed a series of online activities using Google docs and forms to promote student metacognitive development in an introductory biology course. The activities encourage general reflection on learning strategies both in and out of the classroom and link these reflections to in class assessments. This ongoing project provides a scalable set of tools for instructors wishing to implement metacognition in their courses but don’t have much time in their curriculum to do so.

Visualizing Digital Scholarship: A Student-Centered Approach at UC Berkeley

Quinn Dombrowski
University of California, Berkeley

Visualizing digital scholarship: A student-centered approach at UC Berkeley. UC Berkeley has recently embraced visualization in the classroom, in research, and for public engagement. A growing community is using photogrammetry to develop 3D visualizations of objects and places, both as digital documentation and to answer new questions inextricably linked to materiality. In partnership with the Hearst Museum of Anthropology and the UC-wide At-Risk Cultural Heritage and Digital Humanities project, Research IT has developed a student team that is developing 3D visualizations of objects in the Hearst Museum collection.

Here is a recent article about our project

Visual Design of Instructional Video

Ishita Shah
Elaine Smith
Stanford University

The Stanford Graduate School of Business produced 90+ videos to support a flipped course design. The online learning portion of the course required teaching students of all levels to: learn the basics principles of probability and statistical analysis, understand their application in everyday situations, and use both for business decision-making. The online lecture videos use principles of visual design to help students understand the basic principles and their applications, and facilitate reuse by making it easier for students locate specific content. More specific visual design principles utilized include: consistency, choice of minimal graphics and color to complement the (complex) content, and creating visual cues to indicate theory vs. application.


Video Killed the Doc(ument) Star

Jenae Cohn
Raechel Lee
Tiffany Lieuw
Stanford University

Video annotation offers instructors the ability to write comments at time-stamped intervals in a video recording to assist both audio and visual student learners. This presentation offers a case study from Stanford University about how video annotation tools were used to enrich the teaching and learning of oral communication strategies. We will show examples of instructor use cases and discuss their experiences of using video annotation tools.

Using Virtual Reality to Facilitate Meaningful Online Interactions, Collaboration, & Community

Matthew Joe
Marineh Lalikian
Audrey Witters
Jennifer Gardner
Megan Pearse
Dina Venezky
Azjah Robertson
Davina Drabkin
Justina Kayastha
John Thomson
Justin Willow
Shawn Dunbar
Lis Harris
Stanford University

In Fall 2017, the GSB’s Online Executive Education and Digital Learning Solutions teams will implement VirBELA, a virtual reality platform that will be used to deliver virtual, interactive live course sessions with faculty, facilitate collaborative engagements, and build a strong virtual learning community for the LEAD Certificate – a year-long, online executive education program. Since its inception in 2015, we have been using a virtual campus to deliver LEAD course live sessions. VirBELA will be our third platform after TERF and AvayaLive Engage, and we have learned much about what works well and what can be improved about the virtual learning experience that each tool provided. We believe that VirBELA combines the assets of each of the previous tools we used to deliver an engaging experience.

If you’re interested in seeing the GSB’s virtual campus in VirBELA, follow this link: https://drive.google.com/drive/folders/0B209iBpneZHzZko0a1g5U3ZSX0U?usp=sharing

Using Virtual Reality (VR) to Reinforce Anatomy Education

Megan O’Connor
Greg Gadwood
Christian Burke
Julia VanderMeer
University of California, San Francisco

This project explores how virtual reality (VR) simulations can enhance students’ learning of anatomy. We are launching a project where students can explore the same lesson material that they see in cadaver lab on the VR platform, using a peer-learning approach in small teams. VR can expand students’ understanding of spatial relationships through repeatable virtual dissections on a standing figure where accurate relative positions of tissues are maintained throughout the dissection. The pilot round is focusing on the first month of the curriculum with plans to expand in the future.

Using Podio for Process Improvement

Pauline Becker
Britt Carr
Erfan Mojaddam
Mark Trenchard
Kim Walker
Stanford University

Stanford Medicine EdTech has invested heavily in process improvements using Podio, a tool for easy visual creation of relational databases and business workflows. We first used Podio to manage migrating ~500 courses from CourseWork to Canvas. Now the tool is used to manage production workflows, purchasing, room reservations, employee development plans, equipment inventory, CRM, consultation requests, and project collaborators.

Such range of applications requires integrating third party tools that:

  • Automate workflows (task assignments, e-mail generation, notifications),
  • Track time on tasks,
  • Manage digital signatures, and
  • Generate Gantt charts for project reporting.

Our next step is to integrate ServiceNow for ticket tracking.


Using Canvas to Enhance Teaching and Learning

Kim Hayworth
Paige Coleman
Stanford University

Team members from the Stanford Office of the Vice Provost for Teaching and Learning will share examples of exemplary techniques and approaches using Canvas to enhance teaching and learning. Paige Coleman, Canvas Instructional Design Manager and Kimberly Hayworth, Associate Director of Instructional Design, will highlight Canvas features that support increased engagement, communication, collaboration and interaction. They will also provide an overview of tools and apps like SpeedGrader that facilitate assessment and allow faculty to provide richer feedback.

Using a Canvas Template to Embed Best Practices for Learning

Insun He
Susan Zolezzi
University of San Francisco

The Instructional Design team at the University of San Francisco designed and implemented a standardized Canvas Template to create unique branding for each of our schools, as well as provide a cohesive and intuitive user interface for students.

Leveraging custom Cascading Style Sheet and html coding, our designers have been able to bring in attractive visual design layouts to make course content more interesting and engaging.

Grounded in effective user experience design principles, the USF Canvas template has also evolved into an efficient and effective method to deploy instructional design best practices for online and hybrid courses, including Universal Design for Learning and accessible design.