�ݺ�ߣshows by User: mikeberta

�ݺ�ߣshows by User: mikeberta / http://www.slideshare.net/images/logo.gif �ݺ�ߣshows by User: mikeberta / Fri, 18 Jan 2019 18:47:20 GMT �ݺ�ߣShare feed for �ݺ�ߣshows by User: mikeberta Gamification ideas for office hours /slideshow/gamification-ideas-for-office-hours/128418842 gamificationideasforofficehours-190118184720
Gamification ideas for office hours]]>
Gamification ideas for office hours]]> Fri, 18 Jan 2019 18:47:20 GMT /slideshow/gamification-ideas-for-office-hours/128418842 mikeberta@slideshare.net(mikeberta) Gamification ideas for office hours mikeberta Gamification ideas for office hours <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/gamificationideasforofficehours-190118184720-thumbnail.jpg?width=120&height=120&fit=bounds" /> Gamification ideas for office hours

Gamification ideas for office hours from Mike Berta

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0 Getting creative with blackboard discussion forums /slideshow/getting-creative-with-blackboard-discussion-forums/66573641 gettingcreativewithblackboarddiscussionboards-160929193052
This is a slide deck for the 2016 WNYBUG meeting.]]>
This is a slide deck for the 2016 WNYBUG meeting.]]> Thu, 29 Sep 2016 19:30:52 GMT /slideshow/getting-creative-with-blackboard-discussion-forums/66573641 mikeberta@slideshare.net(mikeberta) Getting creative with blackboard discussion forums mikeberta This is a slide deck for the 2016 WNYBUG meeting. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/gettingcreativewithblackboarddiscussionboards-160929193052-thumbnail.jpg?width=120&height=120&fit=bounds" /> This is a slide deck for the 2016 WNYBUG meeting.

Getting creative with blackboard discussion forums from Mike Berta

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0 Supporting the Changing Nature of Faculty in Institutions of Higher Education /slideshow/slideshare-38089596/38089596 slideshare-140818073717-phpapp02
The demands and nature of being a faculty member are evolving rapidly. Massive shifts in information, technology, and learning theory come with increased demands on faculty to focus more on the media versus the message leaving them to wonder, “When will I be able to start teaching the content?” Reactive support models where technologists, librarians, and designers are on call for issues in the class leave faculty struggling with incorporating current technology and information skills effectively into their courses along with updating the relevance of their course content. This session proposes a more proactive model of embedded professionals that directly engage with students on projects and assignments under the guidance of the faculty member. By embedding the technologists and librarians into the course, they are more keenly aware of the course objectives, faculty direction, and needs of the students to better answer questions, provide supplementary instruction, increase student success, and course satisfaction.]]>
The demands and nature of being a faculty member are evolving rapidly. Massive shifts in information, technology, and learning theory come with increased demands on faculty to focus more on the media versus the message leaving them to wonder, “When will I be able to start teaching the content?” Reactive support models where technologists, librarians, and designers are on call for issues in the class leave faculty struggling with incorporating current technology and information skills effectively into their courses along with updating the relevance of their course content. This session proposes a more proactive model of embedded professionals that directly engage with students on projects and assignments under the guidance of the faculty member. By embedding the technologists and librarians into the course, they are more keenly aware of the course objectives, faculty direction, and needs of the students to better answer questions, provide supplementary instruction, increase student success, and course satisfaction.]]> Mon, 18 Aug 2014 07:37:16 GMT /slideshow/slideshare-38089596/38089596 mikeberta@slideshare.net(mikeberta) Supporting the Changing Nature of Faculty in Institutions of Higher Education mikeberta The demands and nature of being a faculty member are evolving rapidly. Massive shifts in information, technology, and learning theory come with increased demands on faculty to focus more on the media versus the message leaving them to wonder, “When will I be able to start teaching the content?” Reactive support models where technologists, librarians, and designers are on call for issues in the class leave faculty struggling with incorporating current technology and information skills effectively into their courses along with updating the relevance of their course content. This session proposes a more proactive model of embedded professionals that directly engage with students on projects and assignments under the guidance of the faculty member. By embedding the technologists and librarians into the course, they are more keenly aware of the course objectives, faculty direction, and needs of the students to better answer questions, provide supplementary instruction, increase student success, and course satisfaction. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/slideshare-140818073717-phpapp02-thumbnail.jpg?width=120&height=120&fit=bounds" /> The demands and nature of being a faculty member are evolving rapidly. Massive shifts in information, technology, and learning theory come with increased demands on faculty to focus more on the media versus the message leaving them to wonder, “When will I be able to start teaching the content?” Reactive support models where technologists, librarians, and designers are on call for issues in the class leave faculty struggling with incorporating current technology and information skills effectively into their courses along with updating the relevance of their course content. This session proposes a more proactive model of embedded professionals that directly engage with students on projects and assignments under the guidance of the faculty member. By embedding the technologists and librarians into the course, they are more keenly aware of the course objectives, faculty direction, and needs of the students to better answer questions, provide supplementary instruction, increase student success, and course satisfaction.

Supporting the Changing Nature of Faculty in Institutions of Higher Education from Mike Berta

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0 #Interdisciplinary: Teaching interdisciplinary concepts in a course about social media /slideshow/interdisciplinary-teaching-interdisciplinary-concepts-in-a-course-about-social-media-38075107/38075107 interdisciplinaryslideshare-140817201639-phpapp01
In the Spring ‘14 semester, we collaborated to design and deliver a course at Daemen College entitled, “Social Media Fundamentals.” By developing a student-led social media marketing project, course participants engaged real-world social justice issues using real-world tools and techniques. Engaging diversity issues on their own campus, students applied their knowledge through creating their own digital presence, interpreting community norms and standards in virtual worlds, examining legal and justice issues, analyzing common Internet analytics, and appraising their own social media campaign. What was learned was that an expansive interpretation of “classroom space” that included all interactions between participants afforded an interdisciplinary playground for students to explore. This session will demonstrate to participants how the course evolved into an interdisciplinary learning experience, how we mapped the study of social media to interdisciplinary studies, and how we addressed issues of student engagement when introducing new technologies. ]]>
In the Spring ‘14 semester, we collaborated to design and deliver a course at Daemen College entitled, “Social Media Fundamentals.” By developing a student-led social media marketing project, course participants engaged real-world social justice issues using real-world tools and techniques. Engaging diversity issues on their own campus, students applied their knowledge through creating their own digital presence, interpreting community norms and standards in virtual worlds, examining legal and justice issues, analyzing common Internet analytics, and appraising their own social media campaign. What was learned was that an expansive interpretation of “classroom space” that included all interactions between participants afforded an interdisciplinary playground for students to explore. This session will demonstrate to participants how the course evolved into an interdisciplinary learning experience, how we mapped the study of social media to interdisciplinary studies, and how we addressed issues of student engagement when introducing new technologies. ]]> Sun, 17 Aug 2014 20:16:38 GMT /slideshow/interdisciplinary-teaching-interdisciplinary-concepts-in-a-course-about-social-media-38075107/38075107 mikeberta@slideshare.net(mikeberta) #Interdisciplinary: Teaching interdisciplinary concepts in a course about social media mikeberta In the Spring ‘14 semester, we collaborated to design and deliver a course at Daemen College entitled, “Social Media Fundamentals.” By developing a student-led social media marketing project, course participants engaged real-world social justice issues using real-world tools and techniques. Engaging diversity issues on their own campus, students applied their knowledge through creating their own digital presence, interpreting community norms and standards in virtual worlds, examining legal and justice issues, analyzing common Internet analytics, and appraising their own social media campaign. What was learned was that an expansive interpretation of “classroom space” that included all interactions between participants afforded an interdisciplinary playground for students to explore. This session will demonstrate to participants how the course evolved into an interdisciplinary learning experience, how we mapped the study of social media to interdisciplinary studies, and how we addressed issues of student engagement when introducing new technologies. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/interdisciplinaryslideshare-140817201639-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" /> In the Spring ‘14 semester, we collaborated to design and deliver a course at Daemen College entitled, “Social Media Fundamentals.” By developing a student-led social media marketing project, course participants engaged real-world social justice issues using real-world tools and techniques. Engaging diversity issues on their own campus, students applied their knowledge through creating their own digital presence, interpreting community norms and standards in virtual worlds, examining legal and justice issues, analyzing common Internet analytics, and appraising their own social media campaign. What was learned was that an expansive interpretation of “classroom space” that included all interactions between participants afforded an interdisciplinary playground for students to explore. This session will demonstrate to participants how the course evolved into an interdisciplinary learning experience, how we mapped the study of social media to interdisciplinary studies, and how we addressed issues of student engagement when introducing new technologies.

#Interdisciplinary: Teaching interdisciplinary concepts in a course about social media from Mike Berta

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0 Quality without a Prescription /slideshow/quality-without-a-rescription/35768463 mpgn8zsztxo3gbk6agnj-140611185130-phpapp01
Presented at 13th Niagara University International Conference on Teaching and Learning]]>
Presented at 13th Niagara University International Conference on Teaching and Learning]]> Wed, 11 Jun 2014 18:51:30 GMT /slideshow/quality-without-a-rescription/35768463 mikeberta@slideshare.net(mikeberta) Quality without a Prescription mikeberta Presented at 13th Niagara University International Conference on Teaching and Learning <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/mpgn8zsztxo3gbk6agnj-140611185130-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" /> Presented at 13th Niagara University International Conference on Teaching and Learning

Quality without a Prescription from Mike Berta

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0 Deconstructing an undergraduate social media fundamentals class /slideshow/deconstructing-an-undergraduate-social-media-fundamentals-class/35227003 bqr0kuqrxaspjp8f8vq2-140528131425-phpapp01
This was presented at the 2014 WNY Advising Social Media and Technology Conference held at Niagara University on May 29, 2014.]]>
This was presented at the 2014 WNY Advising Social Media and Technology Conference held at Niagara University on May 29, 2014.]]> Wed, 28 May 2014 13:14:25 GMT /slideshow/deconstructing-an-undergraduate-social-media-fundamentals-class/35227003 mikeberta@slideshare.net(mikeberta) Deconstructing an undergraduate social media fundamentals class mikeberta This was presented at the 2014 WNY Advising Social Media and Technology Conference held at Niagara University on May 29, 2014. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/bqr0kuqrxaspjp8f8vq2-140528131425-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" /> This was presented at the 2014 WNY Advising Social Media and Technology Conference held at Niagara University on May 29, 2014.

Deconstructing an undergraduate social media fundamentals class from Mike Berta

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0 Anticipating Freshmen Fears And What Institutions Of Higher Education Can Expect: Recommendations For Transitions From High School /slideshow/uac-presentation-final/35066901 uacpresentationfinal-140523221203-phpapp01
This is a research study examining common incoming first year college student fears in order to inform guidance and support decisions in higher education.]]>
This is a research study examining common incoming first year college student fears in order to inform guidance and support decisions in higher education.]]> Fri, 23 May 2014 22:12:03 GMT /slideshow/uac-presentation-final/35066901 mikeberta@slideshare.net(mikeberta) Anticipating Freshmen Fears And What Institutions Of Higher Education Can Expect: Recommendations For Transitions From High School mikeberta This is a research study examining common incoming first year college student fears in order to inform guidance and support decisions in higher education. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/uacpresentationfinal-140523221203-phpapp01-thumbnail.jpg?width=120&height=120&fit=bounds" /> This is a research study examining common incoming first year college student fears in order to inform guidance and support decisions in higher education.

Anticipating Freshmen Fears And What Institutions Of Higher Education Can Expect: Recommendations For Transitions From High School from Mike Berta

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0 https://cdn.slidesharecdn.com/profile-photo-mikeberta-48x48.jpg?cb=1547837359 https://cdn.slidesharecdn.com/ss_thumbnails/gamificationideasforofficehours-190118184720-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/gamification-ideas-for-office-hours/128418842 Gamification ideas for... https://cdn.slidesharecdn.com/ss_thumbnails/gettingcreativewithblackboarddiscussionboards-160929193052-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/getting-creative-with-blackboard-discussion-forums/66573641 Getting creative with ... https://cdn.slidesharecdn.com/ss_thumbnails/slideshare-140818073717-phpapp02-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/slideshare-38089596/38089596 Supporting the Changin...