How Moving Technology out of your College Classroom will Improve Student Learning with José Antonio Bowen
- Keynote Presentation: Teaching Naked: How Moving Technology out of your College Classroom will Improve Student Learning
8:30am – 9:30am
Lunch will be provided to all workshop participants
Noon – 1pm
Technology is changing higher education, but the greatest value of a physical university will remain its face-to-face (naked) interaction between faculty and students. The most important benefits to using technology occur outside of the classroom. New technology can increate student preparation and engagement between classes and create more time for the in-class dialogue that makes the campus experience worth the extra money it will always cost to deliver. Students already use online content, but need better ways to interact with material before every class by taking online quizzes, doing interactive online assignments, playing games, asking questions or working within online communities. By rethinking our assignments, use of technology and course design, we can create more class time for the activities and interactions that spark the critical thinking and change of mental models we seek.
- Faculty will investigate why, when, and how to use e-Communication
- Faculty will develop an e-Communication policy
Technology provides new ways for students to receive first contact with material and also better ways to ensure that students are prepared for class. We will begin by searching for new sources of online content and exploring the benefits of podcasts and online exams. We will play games and practice creating active learning assignments that use free internet content, laptops, tablets, or phones in or out of the classroom. Technology can also be used to lower the stakes and raise standards with micro tests, improve reading and writing, and even create opportunities to study source documents. All of these offer opportunities to spark the sort of critical thinking or change of mental models we seek. If technology can give us more classroom time, how can we design experiences that will maximize change in our students? Dee Fink provides an excellent model for designing courses, but technology creates many more opportunities to rethink the sequence of activities. We will examine how first contact, learning activities, and assessment can all be reworked using new technologies.
In this workshop faculty will
- search for discipline-specific online content
- analyze how podcasts can support a diversity of learners
- discover how online exams before class can transform student preparation
- identify ways to improve reading and writing with new technology
- develop new activities for Massively Better Classes (MBCs)
- examine the potential for time shifting with new technologies
Learn more about Teaching Naked
This event is funded in part by the generous support of the Davis Educational Foundation grant for the USM Core. The Davis Educational foundation was established by Stanton and Elizabeth Davis after Mr. Davis' retirement as Chairman of Shaws Supermarkets, Inc.
Teachingnake.com - Dr. José Bowen's website provides free resources, reference materials, research articles, and workshop handouts.
José Antonio Bowen is Dean of the Meadows School of the Arts and Professor of Music at Southern Methodist University. Learn more.
Bowen began his teaching career at Stanford University in 1982, first as the Director of Jazz Ensembles, and then for the Humanities Special Programs and the Afro-American Studies Program. In 1994, he became the Founding Director of the Centre for the History and Analysis of Recorded Music at the University of Southampton, England. He returned to America in 1999 as the first holder of the endowed Caestecker Chair of Music in the new Program in the Performing Arts at Georgetown University. In 2004, Miami University named him Dean of Fine Arts and Professor of Music.
He has written over 100 scholarly articles in many journals including the Journal of Musicology, The Journal of Musicological Research, Performance Practice Review, 19th-century Music, Notes, Music Theory Spectrum, the Journal of the Royal Musical Associations, Studi Musicali, the New Grove Dictionary of Music and Musicians and in books from Oxford and Princeton university presses. He is also the editor of the Cambridge Companion to Conducting (Cambridge University Press, 2003), and he received a National Endowment for the Humanities (NEH) Fellowship for work on his book: The Conductor and the Score: A History of the Relationship between Interpreter and Text from Beethoven to Wagner.
Bowen has also been a pioneer in active learning and the use of technology in the classroom, including podcasts and online games. He was nominated by both students and colleagues for teaching awards at Georgetown, and in 1990 he received a Stanford Centennial Award for Undergraduate Teaching.
Bowen holds four degrees from Stanford University: a Bachelor of Science in chemistry, a Master of Arts in music composition, a Master of Arts in humanities and a joint Ph.D. in musicology and humanities.