Difference between revisions of "Category:TeachwithTech"

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== Assessment ==
== Assessment Strategies ==
'''Avoiding plagiarism'''
'''Avoiding plagiarism'''

Revision as of 10:18, 1 November 2016


The Center for Teaching and Learning with Technology

The Center for Teaching and Learning with Technology (CTLT), located in room 120k of the Cheng Library, is focused on providing dynamic consultation in pedagogy and technology and offering instructional design and development services for faculty members at William Paterson University.

For information or appointments contact the CTLT:
   Email: ctlt-support@listserver.wpunj.edu
   Phone: (973) 720-2659 or -2451
   Location: Cheng Library 120e, h, i, j, k
   Website: Center for Teaching and Learning with Technology



The Teaching with Technology pages page that cover various technology-oriented teaching subjects pertaining to both the traditional classroom and online instruction. If you'd like to see a subject or category of subjects added to this page please contact Robert Harris:
Office: Cheng Library 120h
Email: harrisr@wpunj.edu
Phone: 973.720.2451




The Teaching and Learning with Technology Curriculum

The TLT-C is an instructional resource for faculty consisting of two four-seminar tracks: Course Design and Teaching (or design and delivery).


TEACHING (Delivery)

  • Blackboard Intermediate: Enhancing your Traditional Course

The new offering is designed to provide faculty with intermediate-level skills in integrating Bb with face-to-face teaching. Participants will leave this workshop prepared to make effective use of Blackboard and other technologies in reshaping their traditional courses. Instructors new to Blackboard should contact department administrator Tony Krucinski (krucinskit@wpunj.edu or 973-720-2659) to schedule a one-on-one workshop with one of the Center for Teaching with Technology

  • Active Learning Institute

In this a day long workshop faculty will learn about implementing active learning strategies and evidence-based practice appropriate to the classroom no matter where teaching takes place: a large fixed-seat lecture bowl, an intimate seminar room, a virtual classroom online or a specially designed active learning. Workshop participants will design a teachable component for a course and have the opportunity for feedback on its implementation.
Website: Active Learning Institute

  • Teaching Courses using Open Educational Resources (OER)

This course explores the finding, analyzing and using open (no cost) educational resources, including books, quizzes, multimedia and complete courses. Each course member will be find, analyze and evaluate tools within their subject areas. Learners will demonstrate how they would use OERs in a class which they teach regularly.

  • Integrating Social Media with Coursework

Social media is popular and prevalent, but is it useful in a classroom setting? Many faculty have taken advantage of social media but, as with any new tool, some might be doing so without a larger strategy in mind. In this course we’ll look at what social media tools are available and how, using thoughtful course design, they can be applied as parts of thoughtful learning experiences. Learners will get to look at some of the tools currently available and will be asked to create an assignment integrating social media.



  • Applying the Quality Matters Rubric

This workshop explores the Quality Matters Rubric and provides a framework to improve the quality of online and blended courses. This is an essential workshop for faculty interested in applying the quality assurance strategies to their online courses. During this workshop participants have the opportunity to explore many standards of the Quality Matters rubric in depth, and to apply those standards to a demo course.

  • Principles of Universal Design

This course is meant as a stepping off point for building online courses that are usable and accessible. The content is intended to inspire further exploration and advocacy for designing materials that benefit students and help them achieve their educational goals.

  • Aligning Learning Objectives with Course Content

In this two week hybrid course we'll concentrate on the practice of aligning course and module learning objectives with various course components. Alignment refers to the concept of a direct link between the learning objectives and the learning materials, activities, assessments and the course technology. Faculty should be able to map how each course element supports ultimately relates back to the course/module learning objectives. The design and practice of alignment is essential to student success, and we'll explore the process through a critique of alignment samples and the construction of a course map.

  • Blended Learning Bootcamp

The Blended Learning Boot Camp is an introductory workshop for first-time blended learning course instructors intended to help faculty prepare a blended learning course. In this hybrid course faculty will explore, actively exchange and apply knowledge and ideas concerning blended learning course design and pedagogy. Faculty will develop a course designed for blended learning in this workshop.


TLT-C SEMINAR SCHEDULE: Workshop schedule, AY 2016




Assessment Strategies

Avoiding plagiarism

According to the Undergraduate Catalog of William Paterson University, it defines plagiarism as "the copying from a book, article, notebook, video, or other source material, whether published or unpublished, without proper credit through the use of quotation marks, footnotes, and other customary means of identifying sources, or passing off as one's own the ideas, words, writings, programs, and experiments of another, whether or not such actions are intentional or unintentional."

HTML Document: Preventing Plagiarism


Turnitin (Tii) is an Internet-based plagiarism-prevention service that allows faculty compare student papers with a bank of over 150 million archived student papers and close to 100,000 journals, periodicals and books.
Now integrated with Blackboard (Bb) it is a powerful tool for uncovering assignments borrowed all in part from other existing sources. Instructors who create a Tii assignments in Blackboard will receive a report gauging the overall level of originality for each paper that highlights instances of copied text as well as the original source of the material.


The Blackboard Innovative Teaching Series: Assessment
Harnessing the community of Blackboard users, BITS shared the top strategies and pedagogy for both increasing educator efficiency and improving learning outcomes. The program consisted of weekly faculty training webinars that are taught by faculty and supported by Blackboard experts.

Authenitic Assessment - How do you know they really know? 52:45
Creating Tests, Pools and Surveys in Bb Learn 1:01:11
Strategies for Providing Effective Feedback to Students Online 47:41
What You Need to Know About the Grade Center 58:51



Blackboard - learning management system

Bb Faculty Wiki
This page features over one hundred documents, videos and links in categories including standard practices, getting started, course building, assessments, Grade Center, collaboration tool and course reports.

IT Wiki: Blackboard for Faculty


Bb Faculty Video on Demand
Close to sixty short videos demonstrating various aspects of making the most of Blackboard

Blackboard on Demand: Faculty


Bb Faculty Frequently-asked Questions
An abbreviated version of the Faculty Wiki, this page uses the common FAQ organization to highlight some of the issues most commonly sought by faculty members.

IT Wiki: Faculty, Frequently Asked Questions


Bb Students Wiki
Documents, links and videos on subject ranging from standard practices to getting atarted, assessments, collaboration and portfolios.

IT Wiki: Blackboard for Students


Bb Student Video on Demand
Twenty-five short videos demonstrating various aspects of making the most of Blackboard

Blackboard on Demand: Students


The Blackboard Innovative Teaching Series
Harnessing the community of Blackboard users, BITS shared the top strategies and pedagogy for both increasing educator efficiency and improving learning outcomes. The program consisted of weekly faculty training webinars that are taught by faculty and supported by Blackboard experts.

The listing below features the title of the presentation followed by the duration expressed in minutes:seconds. A few sessions top the hour mark. It helps to think of these presentations as you would conference sessions: a session that sounds great might be disappointing while others exceed expectations.


Best Practices In Creating A Welcoming Course Environment 52:54
Accessibility Matters57:09
Accessibility Matters - Part Two 45:31
BITS - Office Hours (Course Creation) 59:32
The Flipped Classroom In Blackboard 47:54
Organizing Your Content in Bb Learn 52:21
Organizing Your Course in Bb Learn 33:16
Using :Digital Textbook Content in Higher Education 51:36
Free and Cheap Multimedia Tools for Educators 50:18


Best Practices for Communicating With Your Higher Ed. Students 57:16
Collaborative Strategies in Blended and Online Courses 52:53
Beginnings, Middles and Ends: Motivating and Engaging your Online Students 56:48
BITS Office Hours (Collaboration) 44:43
Blackboard and the Online Collaborative Experience 42:59
How to Engage Students from the Start 58:25
The Ins and Outs of Writing Effective Discussion Board Questions 1:00:26
Maximize Collaborate for your Virtuial Classroom 46:40
Maximize Engagement and Extend the Learning Experience in Bb w/ Social Learning 58:38
Using Bloom's Taxonomy to Maximize Student Engagement 1:04:24






Lynda (External link)





Teaching tools

Turning Point

Copyright/fair use

Social media




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