Reaching Beyond Your Own Challenges

TechTeach encourages you to use these Basic Principles of Teaching with Technology to reach beyond your own challenges. All sessions will include at least one basic principle to help you best incorporate technology into your teaching. Click on any of the basic principles to learn more and help you choose the sessions you wish to attend.

Basic Principles of Teaching with Technology


Crowdmark – An Online Grading Platform

  • Martina Bode, LAS, Department of Mathematics, Statistics, and Computer Science

Crowdmark is an online collaborative grading and analytics platform built to improve student learning and to improve the workflow of grading of assignments and exams. We successfully piloted Crowdmark during the 2015-16 academic year in several math and physics courses. The total student enrollment was over 5,700 students. We graded and archived 264,000 pages of work written by our students across 450 assessments, and 270 graders spent a total of 3,600 hours grading in Crowdmark. In this presentation I will give an overview on how Crowdmark can be used to grade assessment, the benefits, and how it is integrated with Blackboard.

Experience Level: Beginner | PrinciplesEmpower, Encourage, Provide

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Using Google Glass for Remote Interactive Education: Example from College of Medicine

  • Prateek Kumar, College of Medicine Department of Neurosurgery
  • Dean Wonais, College of Medicine Department of Neurosurgery

Remote learning solutions are rapidly growing in popularity. A major challenge, however, is developing platforms that allow interactive learning and real-time communication. A case study examines neurosurgeons at University of Illinois Hospital using Google Glass in operations while instructing medical students on spinal anatomy. We discuss our experiences, findings, and thoughts on the future of Google Glass in education.

Experience Level: Beginner/Intermediate/Advanced | PrinciplesCreate, Reflect, Promote, Ensure

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Overcoming the Collaborate Challenge

  • Thomas Okon, ACCC
  • Cheryl McKearin, ACCC

Have you avoided conducting live, online classroom sessions because Blackboard’s Collaborate software was too clunky or difficult? Well you’ll be happy to know, that they have released a new product called Collaborate Ultra. This session will showcase the capabilities and ease of use of Collaborate Ultra and give you information on how to use it in your course.

Experience Level: Beginner | PrinciplesEmpower, Promote, Provide

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Unlocking Box: Use of Cloud-Based Technology for Student Portfolios and Narrative Assessment

  • Ani Gangopadhyaya, Department of Medical Education, Department of Academic Internal Medicine, College of Medicine
  • Thakshila Dauner, Department of Medical Education, College of Medicine
  • Philip Bertulfo, Distance Learning, Department of Medical Education, College of Medicine

We piloted the use of Box as part of a course for the development of student portfolios to allow for centralized collection of assignments and direct online communication and feedback between students and tutors.

Experience Level: Beginner | PrinciplesEmpower, Encourage, Provide

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Flipping the Basic Sciences Classrooms in the First Year of Dental School

  • Robert E. Druzinsky, Oral Biology, College of Dentistry
  • Alison F. Doubleday, Oral Medicine and Diagnostic Science, College of Dentistry

Attendance at lectures UIC College of Dentistry has been poor. Therefore, we are flipping the classroom for many sessions. Using several software tools we create online activities that students perform before the face-to-face sessions. Questions posed by students suggest that they are coming to the classroom far better prepared than they have in previous years.

Experience Level: Intermediate | PrinciplesEmpower, Reflect, Promote, Provide

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Social Media as a Learning Tool

  • Kimberly Richards, Office of the Vice Provost for Faculty Affairs
  • Tom Okon, ACCC

This workshop will explore the benefits of using social media with mobile devices to connect classroom and academic knowledge with larger, professional, and personal learning networks. In this session we will discuss concepts related to social media and engage in a hands-on learning activity that will prepare participants to design learning opportunities for their students.

Experience Level: Beginner/Intermediate/Advanced | PrinciplesEmpower, Promote

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The Five W’s (and One H) of Media Streaming at UIC

  • Elizabeth Romero Fuerte, ACCC
  • Shahbaz Khan, ACCC
  • Emmanuel Cortes, ACCC

This hands-on workshop will explore a range of practical techniques for locating and sharing multimedia content to support online, blended, and flipped instruction. Participants will experiment with video streaming tools to learn the What, Who, When, Why, Where, and How to stream video content for multimodal approaches of learning.

Experience Level: Beginner/Intermediate | PrinciplesCreate

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Reflections on Remote Exam Proctoring

  • Karen Patena, AHS/BHIS
  • Lois Hitchcock, AHS/BHIS
  • Felecia Williams, AHS/BHIS

Presenters share experiences using a remote proctoring service to increase student compliance with the University’s Academic Integrity policy during high stakes online final exam and proficiency testing. Focus is on implementation of ProctorU in online Health Information Management (HIM) courses. Examples pre- and post- use of remote proctoring at the undergraduate, post-baccalaureate, and master’s levels offered. Bibliography provided.

Experience Level: Beginner | PrinciplesEmpower, Provide

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Managing Team Assignments: Approaches and Blackboard Tools

  • Valerie S. Prater, College of Applied Health Sciences, Biomedical and Health Information Sciences

The presenter will review the case for the importance of team-based assignments in coursework. She will also recognize challenges posed for both students and instructors in managing and assessing group work. Examples of assignments, instructional approaches such as a team notebook and use of Blackboard tools will be offered, along with student and instructor reflections. Small group discussion, time permitting.

Experience Level: Intermediate | Principles: Align, Empower, Encourage

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An Unexamined Life is Not Worth Living : Using Technology to Promote Reflection in the Classroom

  • Alison Doubleday, Oral Medicine and Diagnostic Sciences
  • Meaghan D. Strotman, Department of Oral Medicine and Diagnostic Sciences, College of Dentistry

Faculty members in the UIC College of Dentistry will discuss the benefits of reflective learning and will demonstrate two different approaches to using Evernote, a digital journaling tool, to promote reflection in the classroom. Challenges for students and instructors, trouble-shooting tips, and observed learning outcomes will be addressed. Participants will have the opportunity to develop their own journaling activity.

Experience Level: Beginner | PrinciplesEmpower, Encourage, Reflect, Promote, Provide

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Tweeting about Ethics

  • Anne Koerber, Dentistry

In order to stimulate and document class discussion about ethics cases in a large group format, the audience tweets and discusses orally in response to group case presentations in a large class setting. The tweets are projected to the class in real time and ‘mined’ for relevant ethical issues.

Experience Level: Beginner | Principles:

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Implementing Video Essays into Your Course

  • Julia Koxholt, Germanic Studies
  • Zach Fitzpatrick, Germanic Studies

Tired of assigning the same final paper projects in your courses? Come and learn about an emerging form of videographic criticism: the video essay! Combining image, video, and voice, your students have the opportunity to get creative and approach analysis in a fresh, new way. Particularly suited to film courses or courses with video content.

Experience Level: Beginner/Intermediate/Advanced | Principles: Align, Empower, Encourage, Reflect, Promote

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Design Thinking for Adult Online Learners: Virtual Engagement from Inside-Out

  • Kee Chan, Health Policy and Administration

Design thinking is an innovative approach that focuses on the audience, consumers, and students’ perspectives on product development and services delivery. The five principles of the design thinking process (empathy, observation, ideation, prototype, and experiment) can help create an innovative educational experience for the instructor and student. Using the concept of design thinking, I created online courses (product) for asynchronous and synchronous platforms to deliver enhanced virtual engagement, develop an online community of active, empathic learners, and sustain a lifelong zest for learning.

Experience Level: Intermediate | PrinciplesAlign, Promote

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Effectively Implementing Social Reading Technologies in Second Language Instruction

  • Silvia Fortuna Dias, Department of Linguistics
  • Victoria Derevyanskaya, Department of Linguistics

Advances in social technologies provide new avenues to turn reading into a social activity and reading instruction into an individualized and needs-based process. We will present advantages, disadvantages, and the instructional design of three social reading freeware (eComma, Piazza, and NB) for second language instruction. Examples can be used as food for thought in other fields of instruction. Note: Anci Cao, while not a presenter, contributed to this presentation.

Experience Level: Beginner/Intermediate | PrinciplesCreate, Empower, Reflect, Promote

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Empowering Students in Learning Technology: Creating Troubleshooters and Problem Solvers

  • Leah Lebowicz MS, CMI, College of Applied Health Sciences/ Department of Biomedical and Health Information Sciences/ Biomedical Visualization Graduate Program

Learning new software can be difficult for students, especially when expected to apply new knowledge in solving projects outside the classroom. By empowering students with the ability to troubleshoot and problem solve, students are better prepared to become life-long learners. Techniques and activities to promote these skills will be discussed, in addition to the role of the classroom environment.

Experience Level: Beginner/Intermediate/Advanced | PrinciplesEmpower, Encourage, Promote

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Demystifying Blackboard’s Grade Center

  • Jung Mi Scoulas, ACCC
  • Cheryl McKearin, ACCC

Has Blackboard’s weighted column left you feeling stumped? Are you confused by all the different options within the Grade Center? Come join us as we reach beyond the challenges of Grade Center and talk about organizing for efficiency. Participants will be able to work on their own Grade Centers in this hands-on workshop.

Experience Level: Intermediate/Advanced | PrinciplesReflect

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The Art and Science of Learning Videos

  • Thomas Okon, ACCC
  • Natacha Pierre, Department of Health Systems Science, CON
  • Lois Hitchcock, Biomedical and Health Information Sciences, AHS
  • Jamie Chriqui, Division of Health Policy and Administration, SPH
  • Martina Bode, LAS, Department of Mathematics, Statistics, and Computer Science

Do you use video content in your course? Have you ever wondered what it takes to make effective learning videos? This session will be a panel discussion with instructors at UIC colleges. They will share their experiences using video to enhance learning in their courses. We’ll discuss benefits and challenges,tips and tricks, and the applications they used.

Experience Level: Beginner | PrinciplesEmpower, Promote, Provide

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Using Google Slides In the Moment: A Tool to Enhance Consensus Building and Presentation

  • Brian R. Grossman, Department of Disability and Human Development
  • Karen Lukaszewski, Occupational Therapy and Disability and Human Development
  • Nell Koneczny, Disability and Human Development
  • Jamie Cohn-Stacey, Disability and Human Development

To enhance undergraduate student success in a large General Education course, we designed a collaborative assignment that uses Google Slides as a way to display and present small group consensus achieved in class. In this presentation, we will: describe how the assignment was developed; provide examples of student work; honestly depict challenges; and discuss plans for evaluation and future revisions.

Experience Level: Beginner | PrinciplesAlign, Empower, Reflect, Promote

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Instructional Design 101: Tips for Setting up Your Blackboard Course

  • Cheryl McKearin, ACCC

While the majority of us would say we are comfortable with technology, Blackboard has a special way of deeply frustrating users (try Googling “I hate Blackboard”). If you have been looking for an easier way to organize your Blackboard course, we will explore ways to set up your course using basic principles of good instructional design.

Experience Level: Beginner/Intermediate | PrinciplesAlign, Reflect

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