Interactive Presenting by Kelly Raita https://padlet.com/kielikeskus/l9uet79tje0u Choose a topic that you teach or need to present. How could you (or do you already) create interaction? Post your answers here on this "Interactive Presenting Board". After you have read "The Change Up in Lectures" article in Moodle create an activity that could work for you. Share the activity here on the same Padlet. You will test out the activity in next week's lesson. en-us 2018-01-30 09:46:54 UTC 2018-04-19 09:59:00 UTC hello@padlet.com Special Education in Turkish Context malkavian_219 https://padlet.com/kielikeskus/l9uet79tje0u/wish/250142403 I have taught this a while back. I will try to explain what i have done in terms of interactive presenting.
First of all, I started the lecture with a question: "What does come to your mind when you think about Turkey?" and after a while I started to give some clues such as climate, city life, people, and finally education. Here I aimed to see what my audience knew about the context and also surprise them with some facts (since Turkey is one of the countries not many truly know about). 
After this opening discussion, I started explaining the education system, where i often took a break ask them to compare the information to the Finnish context. 
At the end of the lecture I asked them about what they think about the special education in Turkish context. Through out the discussion, I raised controversial points in special education and
i asked their opinions, when i get a answer then i take a stand on the opposite view to push them into thinking deeper. In social sciences it is hard to assume one option as the absolute truth since there a lot of affecting factors. My aim is to make them aware of other valid points and strengthen their stand by internalising the whole picture.

]]> 2018-04-10 07:28:48 UTC https://padlet.com/kielikeskus/l9uet79tje0u/wish/250142403 A plan for a future lecture - change-up activities malkavian_219 https://padlet.com/kielikeskus/l9uet79tje0u/wish/250161129 An average lecture in our department is 90 minutes (2 lecture hours). We do not give breaks in between. After reading the paper "The change up lecturing", I have realised how hard it is to stay focused and attentive for that long (Since I have ADD, i didn't really know what is the limit for the others - i developed my own coping methods throughout my education). According to the article, average attention span of an adult is around 20 mins, thus i would include 2 change-up activities of 10 minutes, along with an opening and closing discussions of 5 minutes. 
As i mentioned in my previous "box", i like to start the lectures with a small explanation of what we will focus on during the lecture and a talk about what the audience already know about the topic. After that I would talk about the topic for 20 mins. After this "lecturing" part, I would use a "problem solving" method and ask students to work in pairs and summarise the the lecture so far and discuss their opinions. After this 10 minute "break", i would continue my lecture for anther 20 minutes. As the second change-up activity, I would ask them to for a small group, give them papers and ask them to form a mind map of the lecture. In this activity i would ask them to take turn to write components and continue so until it is complete. While they are working on their mindmaps, i would go around and observe to see if there are point i need to go over or highlight. After this "break" i would give the last part of the lecture followed by a reflection on the opening discussion. I aimed to raise an awareness of changed or improved ideas on the subject. ]]> 2018-04-10 08:37:11 UTC https://padlet.com/kielikeskus/l9uet79tje0u/wish/250161129 Henna / task 3 https://padlet.com/kielikeskus/l9uet79tje0u/wish/250203844 My current teaching is mainly guiding bachelor’s theses and smaller research projects, so this example is imaginary. The topic of my teaching would be regulation of learning and the audience could be either university students or university teachers, and the teaching situation could be a two-hour seminar. How could I create interaction? For example, by giving some kind of task before the seminar (or at the beginning of the seminar). I would imagine then giving some theoretical introduction to the topic, after which those tasks could be reflected upon first alone, then in smaller groups. After this, more theory would follow. At the end of the seminar, I would ask the participants to write “minute papers” and answer questions such “What was the most important thing I learned today?” and “What is still unclear to me?”. This could be done with computers/online, leaving a document both for me to see what I still need to go through next time and for the participants so they could be able to reflect their learning also after the next session. I think these kind of minute papers could be also be collected to learning diaries during one course, and with reading and applying some related literature, could make a good way of accomplishing a whole course. ]]> 2018-04-10 11:28:46 UTC https://padlet.com/kielikeskus/l9uet79tje0u/wish/250203844 Henna / Task 4 https://padlet.com/kielikeskus/l9uet79tje0u/wish/250204300 An activity to do within a seminar: A student-developed case. 

I would ask the participants to think about a recent learning experience, either positive or negative (teaching or studying-related, depending on whether the participants are teachers or students). I would like them to shortly write about that learning experience, with the help of questions like: What did you learn? How did you learn it? Which thoughts, feelings, goals or concerns had been involved (if any)? What had served as a reason (if any) for the learning experience (if any)? Were other people involved and how? This could be done either before the lesson or in the beginning of the lesson. After this, theory would follow, and then, the cases could be reflected against the theory. A paired discussion could also be involved.

Another option could be that I would give a fictive case or two, or an excerpt from an interview describing a learning experience, which the students could analyze with the help of the theory. However, I think the former one could promote learning more since it makes students apply the theory to their own experiences.  

]]> 2018-04-10 11:30:41 UTC https://padlet.com/kielikeskus/l9uet79tje0u/wish/250204300 I have a presentation about the importance of weather service for farmers. I started to explain to them how farmers make the decision for harvesting the Wheat crop. I explained also that It is important for Farmer the day harvesting if the crop is wet or dry. we need to know when it is the best day for harvesting this month.I suggested to all students is downloading and opened any mobile apps for weather from google store.I asked them to search the forecasting of weather this month. some student already has this app.The students would find that forecasting is only maximum for 10 days available, and we had not accurately forecast. it is probability forecast.when I asked them to determined exact days for harvesting, they got different answers.The students knew the importance of making decision and important of available accurate data from a specific and dependent source for farmers. I also asked them to search for prices of the crop in different time of harvesting and comparing it. they found low prices at the end of harvesting and high at the beginning of harvesting.this interactive method was the basis for my lecture and they suggested new method as co-design with farmers to make the decision when created apps for Mobil. They learned that making a decision released to weather, market, knowledge for farmers and others. https://padlet.com/kielikeskus/l9uet79tje0u/wish/250500587 2018-04-10 21:38:05 UTC https://padlet.com/kielikeskus/l9uet79tje0u/wish/250500587 Introduction to econometry § Time series analysis https://padlet.com/kielikeskus/l9uet79tje0u/wish/250657984 Both of the courses are from natural sciences . The biggest challenge  is to have the student sattention , and not to talk while they are sleeping . The methods indroduced by Mazur , are an excellent  choice for my courses too  . So insteed to lecture all the time , I choose to shift from ¨teaching ¨in ¨help students learn ¨. I will try ¨peer instruction¨ in understating the main concepts and ¨interactive learning¨ to solve the problems throught videos and educational websites like Coursera or EDx . ]]> 2018-04-11 12:00:07 UTC https://padlet.com/kielikeskus/l9uet79tje0u/wish/250657984 Jukka / task 3 https://padlet.com/kielikeskus/l9uet79tje0u/wish/250680548 Topic of my presentation: Open access publishing. 
Target group: Researchers
Method: I divide the participants in five 2-3 person groups.
The task: Please think about next questions for 10 minutes. After that we'll discuss of the theme.
- What does open access publishing means?
- What are the different ways to publish openly?
- What are the good / bad sides of those different ways?
- What are the pros and cons in open access publishing vs. publishing behind pay wall?

]]> 2018-04-11 12:56:36 UTC https://padlet.com/kielikeskus/l9uet79tje0u/wish/250680548 Anna / Task 3 https://padlet.com/kielikeskus/l9uet79tje0u/wish/250693328 The lectures I have given have been quite small, 5 to 25 students. Normally, the lectures are taking 90 min without a break in the middle. The participants in the lectures haven't been very interactive, so last autumn I tried to split the lecture in shorter parts and arranged a quiz using  Kahoot! in the middle. The quiz showed me how well thestudents have understood the topic of the lecture. If there was anything unclear, I had still time to revise them.]]> 2018-04-11 13:20:55 UTC https://padlet.com/kielikeskus/l9uet79tje0u/wish/250693328 Anna / Task 4 https://padlet.com/kielikeskus/l9uet79tje0u/wish/250694691 In autumn, when I will give my next lectures, I will ask the students to generate their own examples of the concept and we can compile them on the 
blackboard. I really like to try "Minute Papers", where students have to write "The most important points of today'sclass?" Additionally, I would like to try problem solving using the "Think - Pair - Share" method.]]> 2018-04-11 13:23:09 UTC https://padlet.com/kielikeskus/l9uet79tje0u/wish/250694691 Jukka / task 4 https://padlet.com/kielikeskus/l9uet79tje0u/wish/250701512 After I have given the presentation of the subject (e.g. Open access publishing, or Reserch Data Management and Sharing Research Data), I ask each student to write down on to three questons they have about the presentation. Then I ask them to present the questions.]]> 2018-04-11 13:35:13 UTC https://padlet.com/kielikeskus/l9uet79tje0u/wish/250701512 Alba -Task 4 https://padlet.com/kielikeskus/l9uet79tje0u/wish/250755553 Activities that I would like to use in the future are:
1-Pair discussion where the students can react to the theory concepts after I have presented them .
2- Practice Exam question or homework problem . Since in my lectures I have quantitative problems , it is good to ask several students at random , to report their answers to the class and explain their solution . This will help the student to be more confident when they have to work alone .
 In the end of the lecture I would like to use : 
3-Reaction sheet , where i can ask the students about : What do they question ? What is new ?

]]> 2018-04-11 15:04:14 UTC https://padlet.com/kielikeskus/l9uet79tje0u/wish/250755553 Task 3 / Hanna-Riitta hannariitta_stahl https://padlet.com/kielikeskus/l9uet79tje0u/wish/250809065 In my work as a university teacher I teach different kind of topics and different size of groups. When I’m lecturing for bigger groups I’m usually trying to activate students during the lecture. When I start my lecture I usually tell what are the topics and goals of the today’s lecture. My example topic can be giving feedback. How to give feedback to pupils in primary school. Usually I have questions to students between my slides. Some questions I’m asking students to discuss with each other and some questions are just to think by themselves. For example I can start by asking them to reminisce about the situation when they have had feedback and how that felt. Then I can ask students to discuss with each other and think what good feedback is like. Sometimes I’m using wordclouds etc. to get the answer online during the discussion.  Usually I’m asking lots of questions from students during my lectures and ask them to give examples. I’m aware that just sitting and listening during lectures is really boring. 

]]> 2018-04-11 16:36:28 UTC https://padlet.com/kielikeskus/l9uet79tje0u/wish/250809065 Task 4 /Hanna-Riitta hannariitta_stahl https://padlet.com/kielikeskus/l9uet79tje0u/wish/250809626 As I wrote in the previous task I discuss a lot with students during my lectures. I’m asking questions and seeking for examples from students. After reading the article I thought that I should make them write more during lectures. Make summaries and examples in small groups or with a peer. For example after I have introduced a new concept (about different kind of feedback) students could draw a mind map about the topic in small groups and present some examples (for instance how to give feedback to pupils in different kind of situations). This task could be introduced already at the beginning of the lecture. Then after this task I could continue with lecturing based on their examples. 

]]> 2018-04-11 16:37:31 UTC https://padlet.com/kielikeskus/l9uet79tje0u/wish/250809626 If you look at incoming scores for our male and female physics students at Harvard, there’s a gap,“If you teach a traditional course, the gap just translates up: men gain, women gain, but the gap remains the same. If you teach interactively, both gain more, but the women gain disproportionately more and close the gap.In a traditional physics course, two months after taking the final exam, people are back to where they were before taking the course,”A comparison of intended and actual concentrators in STEM (science, technology, engineering, mathematics) fields indicates that those taught interactively are only half as likely to change to a non-STEM discipline as students in traditional courses.popularity contests” that ought to be abolished. “There is zero correlation between course evaluations and the amount learned,“He is far more interested in learning than teaching,”That means focusing on what students actually do in the classroom https://padlet.com/kielikeskus/l9uet79tje0u/wish/250919700 2018-04-11 20:20:41 UTC https://padlet.com/kielikeskus/l9uet79tje0u/wish/250919700 Jukka and Kari: Forman/informal https://padlet.com/kielikeskus/l9uet79tje0u/wish/251033067 2018-04-12 08:03:15 UTC https://padlet.com/kielikeskus/l9uet79tje0u/wish/251033067 Hanin -- HW 1-3 https://padlet.com/kielikeskus/l9uet79tje0u/wish/252759341 Choose a topic that you teach or need to present. How could you (or do you already) create interaction? Post your answers to the Padlet link "Interactive Presenting" - https://padlet.com/kielikeskus/l9uet79tje0u

Currently I don't have a class to teach in a regular way, but I am supervising a couple Master's students and contributing to some experiment-based courses. In the latter case usually in a 60 minutes timeslot I would deliver a lecture on the basic principles (30-40 mins) and then continue with the actual practical work (20-30 mins), since this is an experimental course. The course would concern data processing, which is how to process raw astronomical data obtained from a telescope into something with physical interpretation. In this kind of course the students would bring their own laptops, and I would supply them with the data to work on and we'd try to do the processing steps one by one together. In this practice I would move around and offer help and explanations to students struggling in some parts, while at the same time trying to be aware of the situation of the whole class. I think this direct interaction method is very useful for the students, but the hard part for me is that they are working with different paces and this method only works in a class with a relatively small number of students (under 15-20).]]> 2018-04-17 19:51:25 UTC https://padlet.com/kielikeskus/l9uet79tje0u/wish/252759341 Hanin -- HW 1-4 https://padlet.com/kielikeskus/l9uet79tje0u/wish/253175242 Now read "The Change Up in Lectures" article. Based on the suggested activities in the article, create an activity that could work for you. 

I am quite surprised when reading that student attention span lasts only about 15-20 minutes. If this is true, then teaching a session definitely needs lots of interludes. One thing that may work for me when I teach is probably to include various media. A short film or animation may help in explaining physical concepts, and using softwares like interactive physics simulations will help students understand empirically.]]> 2018-04-18 19:15:50 UTC https://padlet.com/kielikeskus/l9uet79tje0u/wish/253175242