View Wednesday's schedule in its entirety (pdf). All sessions will be held at the Pyle Center, 702 Langdon Street.

7:30–8:15 a.m.

Registration

Main floor entrance

Resource Fair, Alumni Lounge (7:30 a.m.–1:30 p.m.)

Coffee and continental breakfast available throughout the morning in the Alumni Lounge on the 1st floor.

8:15–8:30 a.m.

Welcome and Program Overview

Mo Noonan Bischof and Christine Pfund
Chairs, Symposium Planning Committee
Aaron Brower
Vice Provost for Teaching and Learning

8:30–9:30 a.m.

Keynote Address: From Teaching to Learning

Aaron Brower, Vice Provost for Teaching and Learning
Professor, School of Social Work and Harold C. Bradley Faculty Fellow

9:30–10 a.m.

Break

10–11 a.m.

Breakout Sessions

The Information Society—Using New (and Old) Media to Learn about New (and Old) Media

This session will discuss the course design, instructional technologies, and classroom experiences from a new hybrid online/offline introductory undergraduate course, LIS 201: The Information Society. We encourage candid and critical discussion about the boundaries between in-person and online instruction, the appropriate use of digital technology for writing and speaking training and collaboration, and the perils and promise of teaching about technology using that technology. Participants will be inspired to think about ways to weave collaborative online tools like weblogs, wikis, and podcasts into writing and speaking assignments and consider the merits and risks of structuring new classes in a hybrid in-person/online format for full-time resident undergraduate students

Greg Downey, School of Journalism and Mass Communications
Sarah Roberts and Nathan Johnson, School of Library and Information Studies

Understanding the Impact of Complex Attention Challenges on Learning

Attention is a complex and multifacted function of the mind. It is needed to effectively navigate educational pursuits and is highly implicated in planning, organizing, focusing, recalling and prioritizing. Significant attention difficulties can greatly impede learning. Participants in this session will learn about the management system of the brain, examine specific classroom-based strategies for helping the overall engagement, focus and attention of learners.

Lisa Webne-Behrman and Diane Woodbridge, McBurney Disability Resource Center

Rubrics as a Tool to Assess Learning in Students’ Written Reflections

Students are often asked to write reflective pieces or journal entries in courses. How can these narratives be used to evaluate learning? In this session, Teaching Philosophy Statements will be provided as an example of students’ written reflections, and will be used to show movement from a teacher-centered to a learner-centered classroom. Participants will discuss the use of written reflections in general, and will co-create a rubric to be used in their classrooms to assess student learning.

Christine Maidl Pribbenow, Wisconsin Center for Education Research

Best Practices in Facilitating Group Work: Research Theory and Practical Examples

In this session, panel presenters will share best practices in facilitating group work with a combination of formal research and practical examples from our campus. The panel will be guided by research and theory on selecting the appropriate assignment, managing group formation and dynamics, facilitating group process and creating fair assessments. Participants will come away from the session with ideas and strategies that can be implemented to make group projects more productive and enjoyable.

Lindsey Schmidt, DoIT, Academic Technology
Erica Halverson, Department of Educational Psychology
Cindy Kuhrasch, Department of Kinesiology

Learning Circle: Go Big Read: Kicking Off the University of Wisconsin-Madison’s Common Book Program

Facilitators: Kelli Keclik, Sarah McDaniel, and Sheila Stoeckel, General Library System

11–11:15 a.m.

Break

11:15 a.m.–12:15 p.m.

Keynote Address

Focus on Learning: What the Learning Sciences Can Contribute to the Conversation about Teaching and Learning

Erica Halverson, Professor, Department of Educational Psychology