This study sought to determine the extent to which high school students’ attitudes toward mathematics change during the course of their mathematics class delivered via the flipped classroom model. This study examined how the implementation of flipped classroom affects the students’ self-confidence, motivation, enjoyment, and value of Mathematics — the four subscales of students’ attitudes toward Mathematics. Students enrolled in four different Mathematics courses that used the flipped classroom pedagogy at Barstow High School in Barstow, CA were given the Attitude towards Mathematics Inventory (ATMI) before and after the implementation of flipped classroom. In order to determine the effect of flipped classroom model on the students’ attitude towards Mathematics, a t-test on the difference in the students’ average score before and after the implementation of flipped classroom in each of the four subscales of the ATMI were conducted.

Gamify, gamify, gamify! We’ve heard this buzzword a lot lately. How do we use games purposefully in our college classes? Can gamifying be efficient for the quiz creator? Can it facilitate high-quality student engagement?

Quizzes are often silent, linear, and lonely. Students come to college over tested and underprepared to engage in discussion or live problem solving. In my quest to address this, I began giving quizzes as live group activities. Students still study and earn grades for the quiz, and I’ve seen increased engagement with the content. In teams, students become competitive and more motivated to clarify something they don’t understand. Somehow, students perceive higher stakes, and are more motivated to “play.”

I’m a teacher, not a game designer. I began seeking templates for quiz games that would allow me to convey and test my content without sacrificing too much of my teaching time. Enter PPT game show templates. These templates can be found all over the web and mimic popular game shows such as Jeopardy! and Family Feud. They are customizable and have been a big hit with my students. Through them, I’m able to deliver and test the same content, but students exhibit greater engagement and results.

I’ve tried various gamifying technologies, and find the game show PPT templates to be engaging, efficient, and easy to create.

The goal of this workshop is to share with fellow educators tips and tricks for leveraging the best of open culture quiz game templates. Educators will leave the workshop having the skills to implement a game show-facilitated quiz in their class. These interactive PPT/Video/Audio game templates can be used in any content area.

Today’s students expect education on their terms. What are those expectations and how do the educators of today meet those expectations? This presentation will provide a venue of technological tools and associated apps that will appeal to and engage a new generation of adult learners.

Web 4.0 technological tools will be discussed and shared. These should be able to be easily deployed to promote collaboration and engagement, of which an outcome is retention in the online world of education of today and beyond.

If students are “edu-tained”, showing up to class becomes a social event. Join us for an interactive session of ideas and suggestions.

Virtual tours utilize the latest in graphics technology to simulate the experience of visiting real places. Today we can go beyond pictures and videos and provide students with opportunities to travel across the surface of the globe in high definition, enter accurate 3-D reconstructions of monumental architecture, and enjoy 360 degree panoramic views. This session will: 1) introduce interactive virtual tours available in the public domain, such as those of the Louvre and Vatican, Google Earth, and Airpano; and 2) demonstrate how to integrate these online resources with one’s own video and still images to create tailor-made virtual tours for the classroom, complete with voiceover narration and captions.

In workshop format, this session will proceed in stages from explanation and demonstration to active audience participation in creative exercises. We will begin with a simple introduction to pre-made virtual tours, encouraging attendees to visit and explore the sites as I am discussing them. Then, using audience input, we will visit both natural sites and reconstructed monuments in Google Earth and demonstrate the basics of creating a simple virtual tour. Utilizing screenshots and screen capture software, we will create our own virtual tour integrating the resources above along with homemade video or still images. The virtual tour is completed by adding voiceover narration, captions and animations to the tour. We then conclude with a discussion of how audience members could use virtual tours in their own classes.

In the field of higher education, online instructor evaluators are faced with many challenges when conducting and completing annual evaluations for adjunct faculty members. The evaluation process is detailed and requires the execution of technical skills in which the decision made by the evaluator is organized, initiated, controlled and executed (Abemethy, 1996). The position of online instructor evaluator requires the ability to make fast and accurate decisions, which is considered as important as executing skills proficiently (Franks, Wiberg, & Fishburne, 1982).

One of the challenges for an evaluator can be decision fatigue. A large number of options in the evaluation process can contribute to decision fatigue, and, accordingly, the evaluator may not consider all of the options that are available. This could negatively impact the review. The research explores the effect of external factors such as decision fatigue and Quality Matters™ recognition of course design on instructor evaluations and addresses possible solutions.

The presenters include two online instructor evaluators for a private, nonprofit university and have extensive experience in faculty evaluation. The third presenter is a faculty member at a state university and has extensive experience in faculty and clinical evaluations.