Kicking Lecture to the Curb! Even Large Lecture Classes Can Experience Deeper Learning Using Active, Gamified, Project-Based Learning Strategies

Concurrent Session 2
Streamed Session

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Brief Abstract

In this session, Dr. Bray will demonstrate how she re-designed a 120-student Intro to Exercise Physiology course with a high DWF rate into an instant success (over 100 A's) kicking lecture to the curb and using active, gamified, group project-based learning strategies. 

Presenters

An Instructor and Instructional Designer in the School of Health Studies at the University of Memphis, Dr. Niki Bray currently teaches online and on-ground courses in Physical Education Teacher Education (PETE) department as well as courses that serve the School of Health Studies (i.e. Intro to Kinesiology and Intro to Exercise Physiology). In addition to teaching, Niki serves as the School of Health Studies' Instructional Designer where she provides pedagogical, technology-enhanced, and technical support to faculty within her school. Awards: Bruce Chaloux Scholarship for Early Career Excellence, Online Learning Consortium (OLC), 2018 School of Health Studies Most Valuable Professor (MVP) Award, University of Memphis, 2018 Service: October 2015 - October 2016 - WCET Adaptive Learning Fellow August 2015 - Present - Teaching and Learning Advisory Committee, University of Memphis 2018 FY - Chair, Teaching and Learning Advisory Committee, University of Memphis August 2017 - Present - School of Health Studies Department Aide, University of Memphis August 2017 - Present - Co-Chair IMS Global Adaptive Learning Communities August 2018 - Present - CWiC Executive Committee December 2016 - Present - Gate's Foundation Collaborative Opportunity Grant, Adaptive Learning Expert, University of Memphis 2016-2018 - Digital Learning Innovation (DLI) Award Reviewer, Online Learning Consortium (OLC) Education: Instruction and Curriculum Leadership, Instructional Design & Technology, Doctorate, 2017 Leadership and Policy Studies, School Administration & Supervision, Masters of Science, 2008 Education, Physical Education, Bachelors in Science, 1997 Research Interests: Adaptive Learning, Technology-Enhanced Learning, Active Learning, Digital Learning, Learning Sciences, Student Success, Faculty Development
Tina Rettler-Pagel is a Faculty member and Chief Online Learning Officer at Madison College, in Madison, Wisconsin. Tina holds a B.S in Education with an emphasis on Emotional Disabilities from the University of Wisconsin-Madison and an M.S. in Administrative Leadership from the University of Wisconsin-Milwaukee. She is currently working on a Student Affairs Administration Doctorate from the University of Wisconsin-La Crosse. Tina has completed an Online Learning Consortium (OLC) Teaching Certificate, as well as participated in OLC’s Institute for Engaged Leadership in Online Learning (IELOL) in 2017. Her research interests include retention and persistence in the online classroom, women in higher education leadership and governance, digital equity, and community college approaches to teaching and learning. When consulting with faculty, and in her own practice, Tina shares three important lessons: start small, engage at all costs, and never underestimate the power of kindness and inclusion in the classroom. Tina's hashtags? #Mom #Partner #CommunityCollegeProud #OnWisconsin #OnceABadgerAlwaysABadger #A11yAdvocate #OnlineTeaching #DoctoralStudent #Includer #Kindness #Connector #OnlineLearning #TechNerd #Resilience #StrongGirlsStrongWomen #Hockey #Fishing #AnythingSummer #JamMaker #Perseverance #SayYesToNewAdventures #ComeAsYouAre #CrossFit #FarmRaised #StartWhereYouAre #OldSchoolCookingAndBaking #ImpostorPhenomemon #Access #DoctoralCandidate

Extended Abstract

In this session, Dr. Bray will demonstrate how she re-designed a 120-student Intro to Exercise Physiology course with a high DWF rate into an instant success (101 - A’s, 18 - B’s, 1 - C, 0 - D’s, 1 - F) using active, gamified, project-based learning strategies.

Participants will learn how to use gamified learning in lieu of lecturing to spark excitement, drive up engagement, and increase persistence in every student; how to develop group project-based learning to situate learners in the world of professionals in the field. Participants will experience the use of Kahoot! and Nearpod first hand. They will  walk away with course design details, Kahoot!s, Nearpods, real group project samples, example project guidelines, and project assignment sheets you can modify and use in your class (large or small) right away.

These strategies increased student engagement, satisfaction, and success and I have the data to prove it! Come see it for yourself!