We will discuss student participation versus attendence in your course, and make special note of which of these technologies are instructionally affective. Additionally we will discuss whether these methods work as proof of Title IV attendence tracking/reporting requirements as described by the Federal Student Aid handbook and other agencies.
In an academic settings where greater flexibility in teaching styles and delivery are being embraced, is taking attendance still a relevant endeavor? After all, when you take into account previous learner knowledge, competency based education, experiential learning, adaptive learning, and an prevalent emphasis on learning outcomes that are measured in one or two summative exams or projects, what does it really matter how the student actually arrives at obtaining that knowledge?
This session will be led by two presenters from two different universities to talk briefly about the difference between student course engagement and simply taking attendance. Technologies that we will touch on will include student response systems, Qwickly Attendance, and some lo-tech/hi-tech alternatives. There will be demonstrations during the session which will involve the audience having to actively engage with the tools.
We will also discuss why you can’t just dismiss “attendance taking” as a thing of the past in the modern classroom (whether online or not), due to Title IV financial aide regulations, as well as requirements of other accrediting or state agencies.
Attendees will leave with better understanding of the impacts for students when instructors make a conscious and informed decision to engage and track student participation in their classes. There will be time after our presentation for questions and audience sharing.
(I will be bringing a CatchBox to demo during the session. This works with a 1/8" or 1/4" audio cable. ) http://getcatchbox.com/