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| public:teaching:teachers_tips [2020-10-23 07:21] – jsichta | public:teaching:teachers_tips [2020-10-23 07:22] (current) – [Vladimir Pyrlik, CERGE-EI PhD student] jsichta |
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| ===== Various Approaches and Tips from Teaching Fellows Community ===== | ===== Various Approaches and Tips from Teaching Fellows Community ===== |
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| ==== Michal Ďuriník Masaryk University, Brno, Czech Republic, PhD from Macquarie Graduate School of Management in Sydney, Australia ==== | ==== Michal Ďuriník Masaryk University, Brno, Czech Republic, PhD from Macquarie Graduate School of Management in Sydney, Australia ==== |
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| <font 11pt/Calibri, sans-serif;;#000000;;inherit>What I use:</font> | <font 11pt/Calibri, sans-serif;;#000000;;inherit>What I use:</font> |
| [[https://loom.com|(1) Loom]] - This is a screen-recording tool that saves the recording in the cloud. You can simply share it with a link. They have the full functionality available to teachers for free. Use it for: recording your lectures and sharing with students addressing quick how-to questions ("How do I register my project topic in the IS?" or "I don't get the income effect graph in micro"). Record as you explain it then just send the link. You can record your screen, yourself via a webcam, or both. | [[https://loom.com|(1) Loom]] - This is a screen-recording tool that saves the recording in the cloud. You can simply share it with a link. They have the full functionality available to teachers for free. Use it for: recording your lectures and sharing with students addressing quick how-to questions ("How do I register my project topic in the IS?" or "I don't get the income effect graph in micro"). Record as you explain it then just send the link. You can record your screen, yourself via a webcam, or both. |
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| [[http://veconlab.econ.virginia.edu| (2) Veconlab]] - This is an online environment for economic experiments. Very useful if you're teaching experimental and behavioral econ, but comes handy with micro, game theory, etc. There is a large library of pre-programmed experiments and games (prisoner's dilemma, double-auction markets, public goods game, and many more). You can spice up your class with a 15-minute experiment that illustrates the concepts you're discussing. | [[http://veconlab.econ.virginia.edu|(2) Veconlab]] - This is an online environment for economic experiments. Very useful if you're teaching experimental and behavioral econ, but comes handy with micro, game theory, etc. There is a large library of pre-programmed experiments and games (prisoner's dilemma, double-auction markets, public goods game, and many more). You can spice up your class with a 15-minute experiment that illustrates the concepts you're discussing. |
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| [[https://www.kialo-edu.com|(3) Kialo]] - This is self-described as a "tool for teaching critical thinking". You propose a thesis ("Prague and Brno should switch names to boost tourism") and students attach their pro and con arguments. Students can develop, comment on, and vote on each other's arguments, helping the most convincing rise to the top. I find it useful to send out the thesis a few days before the class, so students have their arguments already formed and stress-tested for the class. | [[https://www.kialo-edu.com|(3) Kialo]] - This is self-described as a "tool for teaching critical thinking". You propose a thesis ("Prague and Brno should switch names to boost tourism") and students attach their pro and con arguments. Students can develop, comment on, and vote on each other's arguments, helping the most convincing rise to the top. I find it useful to send out the thesis a few days before the class, so students have their arguments already formed and stress-tested for the class. |
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| //<font 11pt/Calibri, sans-serif;;#000000;;inherit>Here is where I ask for help: I'm teaching my classes in MS Teams (as mandated by the Uni). I would love to use the Think-Pair-Share method but can't figure out how to break up the group into smaller groups where students can chat, and then bring the small groups back together into a large group. Ideally, I would be able to visit each of the small groups separately to observe how the small discussion is developing. Any ideas? Ideally, I'd like to stay within MS Teams</font> // | //<font 11pt/Calibri, sans-serif;;#000000;;inherit>Here is where I ask for help: I'm teaching my classes in MS Teams (as mandated by the Uni). I would love to use the Think-Pair-Share method but can't figure out how to break up the group into smaller groups where students can chat, and then bring the small groups back together into a large group. Ideally, I would be able to visit each of the small groups separately to observe how the small discussion is developing. Any ideas? Ideally, I'd like to stay within MS Teams</font> // |
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| ==== Matej Lorko University of Economics in Bratislava & Technical University of Košice, Slovak Republic, PhD from Macquarie Graduate School of Management in Sydney, Australia ==== | ==== Matej Lorko University of Economics in Bratislava & Technical University of Košice, Slovak Republic, PhD from Macquarie Graduate School of Management in Sydney, Australia ==== |
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| <font 11pt/Calibri, sans-serif;;#000000;;inherit>Hello Michal,</font> | <font 11pt/Calibri, sans-serif;;#000000;;inherit>Hello Michal,</font> |
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| [[https://www.youtube.com/watch?v=qo6yqh7erEY|as for MS Teams group splitting, have a look at this video: https://www.youtube.com/watch?v=qo6yqh7erEY]] | as for MS Teams group splitting, have a look at this video:[[https://www.youtube.com/watch?v=qo6yqh7erEY| https://www.youtube.com/watch?v=qo6yqh7erEY]] |
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| <font 11pt/Calibri, sans-serif;;#000000;;inherit>The way it functions is a bit hairy (like basically everything in MS teams) but in the end, you can make it work, I'm sure :)</font> | <font 11pt/Calibri, sans-serif;;#000000;;inherit>The way it functions is a bit hairy (like basically everything in MS teams) but in the end, you can make it work, I'm sure :)</font> |
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| ==== Vladimir Pyrlik, CERGE-EI PhD student ==== | ==== Vladimir Pyrlik, CERGE-EI PhD student ==== |
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| [[https://vpyrlik.github.io/GTF20/derivations.html#22|https://vpyrlik.github.io/GTF20/derivations.html#22]] | [[https://vpyrlik.github.io/GTF20/derivations.html#22|https://vpyrlik.github.io/GTF20/derivations.html#22]] |
| <font 11pt/Calibri, sans-serif;;#000000;;inherit>I have recently discovered it thanks to a colleague from the math faculty of CU. There is a short tutorial video, and the app itself is pretty intuitive. It's very good when you are to give the same task for individual work and want to track the progress of all the students at the same time.</font> | <font 11pt/Calibri, sans-serif;;#000000;;inherit>I have recently discovered it thanks to a colleague from the math faculty of CU. There is a short tutorial video, and the app itself is pretty intuitive. It's very good when you are to give the same task for individual work and want to track the progress of all the students at the same time.</font> |
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| [[http://wooclap.com|Our beloved **wooclap.com]].** In addition to all the nice things that we say about it, it is very important for many of us to know that the text fields in Wooclap slides and questions **support LaTeX!** There are other interactive testing solutions that support LaTeX, for example, matHQuiz, yet they are commonly rather limited in the types of questions we can use there. In my experience, this makes Wooclap the best option these days. | [[http://wooclap.com|Our beloved wooclap.com]].** In addition to all the nice things that we say about it, it is very important for many of us to know that the text fields in Wooclap slides and questions **support LaTeX!** There are other interactive testing solutions that support LaTeX, for example, matHQuiz, yet they are commonly rather limited in the types of questions we can use there. In my experience, this makes Wooclap the best option these days. |
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