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Cristina Lopez
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The recording for the October 9 COIL Coffee Hour is now available. When you open the link, you might be prompted to install a plug-in that is required to view the video. Installation takes less than a minute and will allow you to watch all WebEx recordings. WebEx is a web conferencing tool supported by IT at the University of Minnesota. 

COIL Coffee Hour
Friday, October 9    9-10 a.m.
University International Center 101

Dr. Coultrap-McQuin was an early adopter of the COIL method at SUNY-Oswego, which was one of the first State University of New York system campuses to integrate COIL as a method to internationalize teaching and learning.  Come hear Dr. Coultrap-McQuin's experience of co-creating and co-facilitating student learning with her Lebanon-based partner over multiple semesters.  A short presentation will be followed by an interactive Q&A for participants.  

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For your reference, the conference slides. 

And don't forget: we've also scheduled time for dork shorts. Dork shorts, or lightning talks, are 2-3 minutes in length. Talk about your project, demonstrate a tool, call for collaborators, or express your views about technology in the liberal arts. You can sign up by adding a comment to this post, or by creating a separate post. You can also sign up the day of the Unconference. 

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Hi everybody,

The Unconference is about one week away, and we're looking forward to seeing you all there. 

I encourage you all to start posting ideas for sessions over the next few days. We will not create our final agenda until we meet on June 4, but it's good to share session ideas before we meet. 

I've linked to the page on proposing sessions, and there you'll find instructions and ideas. Don't be afraid to steal someone else's good idea and make it your own. And keep in mind that sessions are informal, and extensive preparation is not necessary. Technical expertise isn't necessary, either. If you have a good question, a puzzle to solve, or would like to explore a technology, teaching strategy, or some other topic, you are prepared to lead a session. 
Propose a session
Propose a session
telunconference2015.blogspot.com

I'm pleased to announce the lunchtime keynote:

Beyond Commercial Textbooks - Enhancing Teaching and Learning with Customized and Affordable Course Content Options

Kristi Jensen and Shane Nackerud, University of Minnesota Libraries

Flipped courses, active learning classrooms (ALCs), data visualization--and don't forget MOOCs--are examples of the ways that teaching and learning are changing today. In the midst of these changes the University Libraries identified an opportunity to help faculty explore the use of innovative and more affordable course content.  We would like to share some examples of alternative course content options: open educational resources and open textbooks, digital coursepacks, faculty/student created course materials, and others.  We also hope you will share your ideas for moving away from more traditional and potentially expensive course materials.

Session proposal: The State of the Lecture

When there are flipped courses, active learning classrooms, and more focus on engaging students, what is the role of the lecture? Is the lecture being displaced or reinvented? How do lectures help--or hinder--students' learning? Let's discuss the state of the lecture.  

Welcome to the Unconference 2015 Google Community!

We'll use this space to organize this event, and keep you up to date. Follow the links on the right to learn more. Create new posts to propose topics, ask questions, share comments. 

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An interesting experiment for any educator to consider. But it seems particularly relevant to MOOCs, as the instructors I worked with evaluated their students in pretty much the same way. 

I also see connections to Garrison and Cleveland-Innes' "Facilitating Presence in Online Learning: Interaction is Not Enough," in which the authors take into consideration three different approaches to learning: deep, surface and achievement. Students who engage in achievement learning are motivated by external rewards, and any teacher can explain the pitfalls of that approach. Deep learning happens in a community of inquiry where there is structure, meaningful interaction and a strong teaching, cognitive and social presence. Cathy Davidson's system does away with achievement learning, so I wonder if she succeeded because instead she focused on creating a community of inquiry.
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Are classes being flipped in the wrong direction?
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