We use sim system that allows the students to access practice quizzes and other learning tools as well as be able to put themselves in situations that they may find when out in the field.
I love to use youtube. It is a good way for students to see what goes on with different procedures in the hospital and there are several outstanding demostrations for my field of practice.
Once I have done my lecture and with of the use of power points I have my students review various websites related to our discussion and they then have the skills to use industry related websites to further their own knowledge.
The students in our course use computer technology to learn how to re-calibrate automotive ECU's and perform lab activites to observe the results.
Powerpoints, streaming video from the manufacturer specific program, demonstration of latest measuring tools in classroom, models of working technology from engines, and of course my trusty laser pointer.
I have them use email to submit papers. I also use power point. We have done a google on smart phone game. There are lots of ways to use technology. Also I have had them build a web site.
A really good way, in my opinion, is to integrate social networking sites like Facebook and Linked In. Both of these sites allow students to interact with industry professionals, subscribe to industry related blogs and get feedback on projects/designs by people outside of the standard learning environment.
Like Gerry said "the manufacturers who sponsor us..." have given us a devoted online resource, plus most of the manufacturers give us updates on the new technology being developed.
We use the measuring equipment we have o hand to measure the camshafts available to the students. The students use the information gathered to evaluate which is the best cam for thier purpose and then run thier engine to see the result. After running the students are then asked if their results were as expected and aske to expalian why they were or were not.
powerpoints, and videos related to topic
John,
Are the power points provided by the publishers of the course textbook, as additional instructor support materials?
Tremayne Simpson
Crystal,
This sounds like an exciting activity for the students. The learning becomes intrinsic, when the student is highly engaged in the competition of an activity. I am assuming that you teach science courses?
Tremayne Simpson
there are so many ways to incorporate dvd's, powepoint, etc.... I like to play a game to make the classroom environment fun while learning. I have in the past took a Jenga game, and wrote bones and muscles on the bars and they have to tell me where they are. that was really fun!
Because we are an automotive training program alot of the training is done on line and also there are electronic service publications which include repair manuals , wiring diagrams and trouble shooting manuals , most of our training involves using the latest electronic equipment .
The manufacturer who sponsors our class has a web site specifically tailored for online training for their dealers. We have arranged for our students to have access to this website and made some of the material a required part of the course. We also have a daily (non-graded) self-study program which uses this material to supplement the course. It gives the student much more than we could in the limited class time available while at the same time to actually work toward certification through the manufacturer.
The course is pretty well laid out using power point but I also use videos from an online file to back up what we are teaching.
Todd,
This is a great way to conduct an exam or course review. I have used the game-style format for review and I have noticed that the students' competitive nature, is generally the "driving force" in the retention of information. Once we have played the game in class, the students are generally ready to take the exam.
Tremayne Simpson
i used powerpoint to create a jeopardy style game to use as a course review.
Jeff,
Excellent usage of technology. In this example, all students will feel that they are a part of the class demonstration, regardless of their vantage point. Also, you will not disturb the "flow" of the demonstration by constantly asking if all of the students are able to see or hear the demo.
Tremayne Simpson
We have overhead cameras at LCB that I use as often as I can so that students can see close up to the Demo that I am giving. They really help, especially for some of our larger classes.
