Class Information

  Note: This class is currently full. You may still register, but you will be put on a waiting list and then moved into the class if room becomes available. An email will be sent to notify you if you are moved off of the waiting list. Also, you can check your waitlist and registration status on the My Course History page.
Speed-Geeking: Spring into Active Learning
Kristen Hernandez
Faculty, Graduate Teaching Assistant, Staff


03/19/2018 10:00 AM-11:30 AM Union  Atchafalaya Room (339)  Image of Union building

Course Description

Speed-Geeking is a play on “speed-dating” where participants rotate through stations to “meet” different tools or strategies. Each station is comprised of a presenter and can include hands-on demonstrations, short discussions and/or micro-lectures. Participants are divided into small groups and move throughout the room.

In the spirit of Spring, our theme is “Spring into Active Learning”. Presenters will share tools, instructional activities, and/or teaching strategies which can engage students in the learning process.

Location: Union (Atchafalaya – 339)

NOTE: Please arrive 10-15 minutes early to sign in, receive your packet and enjoy refreshments.


Please visit our Community Moodle page for more information - http://community.moodle2.lsu.edu/course/view.php?id=447 


Session titles include:

Using Padlets to Communicate for Teaching and Learning

Padlet is a fun way to make beautiful digital bulletin boards, share documents and webpages. It can be used in a variety of ways for teaching and learning. In this session we will briefly introduce the tool and discuss some ways of incorporating and using Padlet in face-to-face and online classes.


Using Clickers for Problem Solving, Abstract Thinking, and More

The presentation will highlight how clickers can be used to guide students to consider a sequence of simple ideas (while discussing with others) to help teach more complex concepts. This approach allows students an opportunity to construct concepts, rather than just understand the instructor’s explanation.


To 3-D or Not to 3-D?

This session will demonstrate the most ubiquitous method of 3-D printing, fused-deposition modeling (FDM), as well as discuss ways that 3D imaging can be a good teaching tool.  Students will bring a small 3-D printer that will create 3-D models in real time.  We will also have artifacts from a different 3-D printer to demonstrate variations in materials, resolution, etc. 

Additionally, an instructor from an Engineering graphics course will discuss some of the teaching objectives that may be useful in ENGR, as well as other majors:

  1. Using 3-D printing to teach visualization in a variety of disciplines;
  2. Assessing elements of design (form, fit, and function);
  3. Understanding the potential (and limitations) of 3-D printing to produce designed artifacts.


Developing Cultural Empathy, Analytical Thinking and Global Connections with Media

This presentation aims to display how the use of short video clips to start the class can create the environment for a class discussion that fosters the cultural empathy needed to develop the analytical thinking that leads to solving problem. It will also show and comment how the use of these short video clips have inspired students to create one of their own for their assignments.


Using Qualtrics for Service-Learning Deliverables

Guide students through the steps of creating survey questions for Qualtrics in order to meet the demands of your Service-Learning community partner.


Independent, Tailored Learning

Abstract concepts can be extremely difficult for students to learn. Providing concrete examples that are relevant to them gives students scaffolding from which to build on. Simultaneously fostering independent learning empowers students think more broadly about the class concepts.


Using UMU to Include Micro-learning in Your Courses

UMU is a free service to educators that allows implementing micro-learning activities in and out the classroom.  Provide access to articles, links, videos, files, and much more. Test understanding with informal or formal quizzes, or stir discussions based on feedback and user interaction. Monitor the progress in real time or allow learning to take place at the students’ pace.