In this course, students will learn using the paradigm of learn one, do
one, teach one. Each student is expected to not only learn the concepts in
the course, and do the assignments, but also teach a portion of the course.
We rely on a method typically used in training of medical residents: "Learn
one, do one, teach one." The best way to learn a topic is to teach it. This
active participation in teaching helps students learn the concepts in the
course in more depth. Students who teach a topic have a deeper understanding
of the material.
Students are expected to teach by providing group instruction during
class time and by individually contacting others after class and offering to
help.
Choose Your Lecture: Two or three students
volunteer to teach a lecture.
Complete Assignments Ahead of Lecture: Prior
to the lecture, peer-teachers are expected to complete all assignments
in the lecture.
Lead Groups Working on Assignments: In class, other
students are randomly assigned to peer-teachers. During class
time, students meet as a group with their assigned peer-teacher, and
work on assignments.
Check on Students: After class time, peer-teachers
call or text their students and offer to help. Peer-teachers are
required to call or text all students assigned to them even if the
student does not need help.
Provisional Grade for Assignments: Assignments are
handed-in to peer teachers who grade it as pass/fail and inform the
instructor. Instructor provides final grade.
Required Review
Peer-teachers are required to do all assignments prior to start of
the related lecture.
Required Presence
Peer-teachers are required to be present during class when they teach
others.
Sign Up for One or Two Topics
Students select which topic they wish to teach. They can teach about any
aspect within the topic. Typically students teach how to do an
assignment.
Alternative to Public Posting
If peer-teachers wish to prepare a video, they can. Videos must be
posted to a public site such as YouTube. In general, posting the video establishes your professional credentials
in the social web and is encouraged by the instructor and the program. Some
students may have reservations. Students who do not wish to post their video
to a public domain should contact the instructor for an alternative.
These alternatives include posting under an alias, post and remove the video
after class ends, or convert the video to flash and email the flash file to
the students in class. Do not email the video.
Optional Video Preparation
In several assignments you have the option of preparing videos. Following tools are needed for preparing an online project presentation:
A microphone is necessary to narrate your slides. Please do not rely on built in microphones for portable computers.
Use a microphone that sites on your head so that it does not move away
from your mouth if you move your body.
You can capture screen shots and insert it into your slide presentation using Command and Print Screen keys.
MAC Users►
Narrate the slides in one sitting starting from first slide till the
last. Do not narrate the slides separately and then attach them
into a cohesive presentation.
Narrate►Free Camstudio►IMovie►
After narration go through the slides and remove excess words.
Do not keep sentences, keep only minimal set of key words that guide the
presentation. Two or three keywords from each sentence should be
kept.
Convert the narrated slides to a video format that can be uploaded to the web.
This is typically accomplished by saving in a format
acceptable by the web site you are uploading to.
No talking heads
or images of yourself should be included.
Put within the description of the file upload the following statement: "This presentation was prepared as part of the HAP
xxx course on xxx
taught by xxx at George Mason University Department of Health Administration and Policy." Add a sentence about you to the
description, e.g. xxx is a student in xxx field graduating in xxx.. Keep in mind that the work you are uploading will remain on the web for years to come and will help shape your career.
Share your narrated slides publicly so all students in the class can view it.
Use blackboard to email the link to the video to everyone in class.
Modern health systems administrators and health informatics analysts must present their ideas effectively. Effective presentation includes:
Use appropriate content. Organize your videos so that it
includes the voice of the customers, typically take a brief section from
customers' comments on the web.
Have a consistent style (the same font, capitalization policy, color, and size through out the video).
Make one, and only one, point per slide. Slides that have
list of items should be broken into several slides with 1 item in
each.
Do not write sentences in slide, write a few words that could guide
the viewer. After narration, return and reduce all sentences to a
few words
Make sure all texts on slides are readable, even after compression to fit the video requirements. A U-tube video reduces Power Point slides to 1/4 of
their original size. Phone views have additional reductions.
Keep the font size larger than 36 points.
Make sure the narration is clear and continuous. Occasional hiccups are ok, keep them they add color.
Do the narration in one sitting for all slides.
Set compression levels high enough to be understood in a noisy room. The
less compression the better.
Be brief. Do not exceed 10 minutes. If you need more time, make multiple videos.
Rubric for Evaluation of Teach One
Peer-teachers are evaluated based on percent of their assigned
students who have submitted assignments on time and correctly.
If peer-teachers do not call or text all students assigned to them,
they will lose 10% of grade for their Teaching.
If peer-teachers are absent during the session they are required to
teach, they will receive a grade of 0 for their teaching.
