Teaching SPH K200 |
Course: K200
Welcome to SPH K200 Computer Technology in Public Health. Or as I like to describe it, welcome to computer "boot camp"! This is where students learn how to learn about technology. Technology is constantly changing in both the academic and professional world.
I am the instructor and coordinator for SPH K200 Computer Applications in Kinesiology at the Indiana University School of Public Health-Bloomington. This is the core of my work and my professional identity. I am first and foremost an instructor.
My duties include:
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Above logo for SPH K200 created by Margaret Lion
for easy class identification on social media. Facebook | Twitter | Pinterest Tech Board |
Graduate students have two options for K506. They can choose to perform the graduate level work in K200. Or they can create an independent learning project with me and their advisor. I have taught both styles of course as it is dependent on student need.
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Honors students are expected to follow a higher level of rigor in their course work. The K200 honors section students must reflect upon their learning and create additional projects demonstrating mastery of the K200 material. Their work is on par with graduate level work.
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My excellence as a teacher can be broken down into two parts: 1) Excellent teaching strategies; and 2) Creating a safe, respectful, and engaging environment for students to learn.
-Margaret Lion
Philosophy of Teaching & Pedagogical Techniques
Philosophy of Teaching
Research has shown that students learn better when in a safe environment. I successfully use this philosophy and have done so for over 20 years. Students learn in a respectful, inclusive, and safe environment. (See Creating Inclusive College Classrooms by Sanders and Kardia.) I put this in to practice with my Professional Conduct and Civility policy in my syllabus. First Day Ice
Research has shown that students learn better when in a safe environment. I successfully use this philosophy and have done so for over 20 years. Students learn in a respectful, inclusive, and safe environment. (See Creating Inclusive College Classrooms by Sanders and Kardia.) I put this in to practice with my Professional Conduct and Civility policy in my syllabus. First Day Ice
To create this environment, I using the following techniques:
- First Day Ice Breaker. First day of class I introduce myself, stating what I like to be called in the classroom and what I studied in college. I then go around the room and have my students to the same.
- Begin Every Class with Check-in. I always ask my students how they are at the beginning of each class. I answer happy responses with happy responses and sad ones with hoping the student(s) have a better week. I will often share with them upcoming movies or cultural events in the community and encourage them to share with me.
- Proper Names. I share with my students that courtesy dictates I call them by the name they wish used. If a student is Christine but wants to be called Chrissy, that is what I will call her. This acknowledges the student’s individuality.
- Questions. I tell my students that my favorite question in the classroom is “Huh?” I tell them when I hear “Huh” I know I need to stop and cover the material again and in a different way. I then have them practice as a group and out loud say huh. This makes them laugh. I have had several students use huh in the classroom. Other students will smile and shake their heads in agreement. I then cover the material again until the student understands.
- Encourage Peer Tutoring. Peering tutoring is an excellent teaching technique. I tell students I love to see them help each other and when they do, I praise them. I praise both the student helping and the student who received the help, always tell them helping is good.
- Individual Check-in. During lab time I go to each student and ask them if they have any questions. If students have questions I work with them at their desks. After a few weeks, students are usually comfortable enough to ask me questions about technology outside of the classroom, which I answer. Also if students need to share about their week, I listen. This way I demonstrate that I care about them and enables them to feel comfortable and respected.
- Encourage Office Visits. I show students where my office is and give instructions for finding it on the Syllabus. I tell students they are always more than welcome to visit, sit down, and work on any projects needed. I also have a second computer and desk in my office for students to use when they need one on one help.
- Clarification Emails. If I receive over three emails with the same question I will send out to all students a clarification email giving detailed instructions answering the question. I might also create a video or supplemental material explaining the answer further.
- Bullying/Harassing Behavior Not Allowed. To ensure student safety and enforce courteous behavior in the classroom and online, students are forbidden to use language or engage in behavior that is racist, sexist, classist, ablest, homophobic, transphobic, or bullying of any kind. Such behavior will result in a lowered grade. I have never had trouble in my classroom or online.
Pedagogical Techniques
A colleague once told me I had excellent “scaffolding skills” in my teaching. I built my class on what students had previously learned; each new piece of software adds to the skills used in the last piece of software. For this class, the progression of software taught is:
I start students with the introductory materials in Canvas using weekly modules. Each module demonstrates the basic steps of using a computer and the skills they must use in K200 like taking a screenshot.
Text in K200 is not something that is simple read. Students must work through the text performing the actions given. That is how they learn AND practice computer skills.
A colleague once told me I had excellent “scaffolding skills” in my teaching. I built my class on what students had previously learned; each new piece of software adds to the skills used in the last piece of software. For this class, the progression of software taught is:
- Windows Utilities: Zip/Compress; Print/Screen; Snipping Tool; File Explorer
- Chrome web browser
- Canvas Learning Management System
- Online storage using Google Drive and/or OneDrive by Microsoft
- Microsoft Office Suite: Word; Excel; Access; PowerPoint
- Podcasting and audio editing with Audacity
- Website creation with Weebly.com
I start students with the introductory materials in Canvas using weekly modules. Each module demonstrates the basic steps of using a computer and the skills they must use in K200 like taking a screenshot.
Text in K200 is not something that is simple read. Students must work through the text performing the actions given. That is how they learn AND practice computer skills.
Indiana University Channels on Kaltura:
Margaret Lion | Senior Lecturer | School of Public Health-Bloomington |
Department of Kinesiology | 1025 E. 7th Street | Room 112 | Indiana University | Bloomington, IN 47405-7109 |
Phone: 812-856-0006 | Email: [email protected] | K200 Class Web Site: SPH K200
Department of Kinesiology | 1025 E. 7th Street | Room 112 | Indiana University | Bloomington, IN 47405-7109 |
Phone: 812-856-0006 | Email: [email protected] | K200 Class Web Site: SPH K200