1. FO&D Spring Institute
Tech-Savvy Teaching: Melding In-Class and
Online Pedagogies
Andy Saltarelli (saltarel@msu.edu) & Patti Banyas (banyaspa@msu.edu)
Virtual University Design and Technology | vudat.msu.edu

2. Objectives
1) Get to know who we are and what
resources/services are available through our
office.
2) Get to know who you are.
3) Follow the arrow…

3. Welcome to vuDAT
Administrators Producers
Programmers/Server Admins
Artists and Web Programmers
Student Media Developers

4. What about you?
• Please introduce yourself and what course(s)
will you be applying these “tech-savvy”
methods to?
• For you personally, what is the best thing
about teaching in higher ed right now?
• What is the most challenging thing?

5. What about you? – Tool Time

6. Our Philosophy
• Integrating instructional technologies in and
out of class must start with authentic
pedagogical “problems”.
• If not, they become solutions in search of a
problem… techno-centrism

7. Our Philosophy
• And there are a lot of solutions…

8. Our Philosophy
• That are constantly changing.
http://www.go2web20.net/

9. Our Philosophy
• And here

10. Our Philosophy
• Which is why we start here

11. Before we get too far…

12. And Begin with the End in Mind
Backwards Design
(Wiggins & McTighe, 2005)
• Identify desired results (learning
outcomes)
• “What should students know,
understand, and be able to do? What is
worthy of understanding? What
enduring understandings are desired?”
(Wiggins and McTighe 2005).
Some Material UseD with Permission of the Faculty Center for Innovative Teaching, Central Michigan University

13. What’s the Big Idea?
• Designing Around Big Ideas (aka essential
questions)
– Have enduring value beyond the classroom
– Points to ideas at the heart of expert
understanding
– Makes meaning obvious to the learner
– Helps prioritize learning

14. Now Let’s Define Reality
• Students are not attentive to what is being said in a
lecture 40% of the time.
• Students retain 70% of the information in the 1st 10
minutes of a lecture but only 20% in the last 10
minutes.
• 4 months after taking an introductory psychology
course, students know only 8% more than students
who had never taken the course.
(Meyers and Jones, 1993)

15. What’s the Big Idea?

16. What’s the Big Idea?
All the disciplinary content we have to leave out for
now…
Worth being familiar with
Important to know & do
Big Ideas &
Core Tasks

17. What’s the Big Idea?

18. So Let’s Work Backward…
• Designing Around Big Ideas (aka essential
questions)
– Have enduring value beyond the classroom
– Points to ideas at the heart of expert
understanding
– Makes meaning obvious to the learner
– Helps prioritize learning

19. And Get Started!
Backward Design, Big Ideas, & Course Maps
(Wiggins & McTighe, 2005)
Big Ideas,
Essen al Evidence of
Learning
Ques ons & Learning &
Materials &
Learning Assessment
Ac vi es
Outcomes/ Methods
Goals
Developing Big Ideas:
1) Pick one of the courses you are teaching this semester (or will teach). How will your students be different by the end of
the term? From this, develop a big idea and/or essen al ques on for your course. Iden fy desired results (i.e., learning
outcomes).
Guiding Ques ons: “What should students know, understand, and be able to do? What is worthy of understanding?
What enduring understandings are desired?”
2) Iden fy secondary concepts (2-4) that are necessary to support your big idea.

20. Concept Mapping the Big Ideas
Example Backward Design Template
TE 150 – Reflec ons on Learning
1. Big Idea: This is the big picture – how we To facilitate learning,
want our students to be different by the one must understand
course’s end? how people learn.
2. Essen al Ques ons: These ques ons, What’s more
central to the field of study, may never be Is knowledge important: social
defini vely answered, but persistent study “ingested” or
context or individual
of them helps students construct enduring constructed?
understandings.
differences?
3. Key Knowledge and Skills: These are the Students will Students will know and
elements of content and procedural skills Students will know be conversant in social
and be conversant in understand the key
that students must master in order to be differences between psychological theories
successful in tackling the essen al ques ons, construc vist
behaviorist and and apply them to
building enduring understandings, and theories.
cogni vist theories. learning se ngs.
achieving the established goals.
Students will watch Students will play the
4. Learning Ac vi es: These are the the Tolman & Skinner behaviorism game and
ac vi es students will actually do and the
videos and debate the reflect on the influence
ways in which they will interact with learning
content. implica ons of these of reinforcement in
disparate results. their own behavior.
* Some resources adapted from “What is Course Design”, Eron Drake, Faculty Center for
Innova ve Teaching, Central Michigan University

21. Now It’s Your Turn
• Take the “big ideas” for your course that you have
developed and think about the secondary concepts
that are necessary to support these big ideas.
• Think about and draw the connections between big
ideas and secondary concepts?
• What learning activities will best help students make
these essential connections?
• Add to your brainstorming, refine.
• Create draft of concept map for course.

22. Let’s Talk Tools
• Wonderfully Low Tech – http://BigSticky+Marker.you

23. Let’s Talk Tools
• Semi-Low Tech – Smart Art (Microsoft Office products)

24. Let’s Talk Tools
• Sort of Low Tech - cmap.imhc.us

25. Let’s Talk Tools
• Web-Based Tools
– www.mindomo.com

26. Let’s Talk Tools
• Web-Based Tools
– www.popplet.com

27. Let’s Talk Tools
• Web-Based Tools
– www.prezi.com