Strengthen learning by designing interactive lessons using MS Office Tools


By Colette Rossignol (Education Technologist, Digital Learning)
Webpage maintained by Barbara Gerwien
July 2017

Faculty Examples   How To  

D. Shaenfield     S. Brown & A. Macari     P. Morris

How to design interactive lessons using Microsoft Office Mix tool?

Design and create interactive lessons for your students using Microsoft Office Mix. Office Mix is a free add-on extension for PowerPoint 2013, Office 2013 or Office 365. Office Mix can transform your PowerPoint presentation into  interactive lessons with audio, video and digital ink for reuse in your blended, online or face-to-face course.

Here are some examples: 

  • Add narration and create a video from a new or existing PowerPoint presentation 
  • Annotate your slides using digital ink to emphasize a point or highlight important information
  • Embed a quiz for assessment
  • Use the Learning Analytics to review student progress

Engage Your Students with Interactive Lessons

David Shaenfield, Ph.D, Assistant Professor, College of Arts and Sciences

Course Title - Spring 2016
PS 273 - Adolescent Development

My Teaching Scenario:
The overall goal of my project focuses on enhancing engagement with learning resources for the Adolescent Development course taught in the hybrid format.  For each module of the course the students first interact with an online presentation.

My project uses Microsoft Office Mix to add interactive elements to PowerPoint presentations.  The interactive elements provide opportunities for students to think about the content.  This increases engagement by reducing the duration of lecture blocks and increases memory for material by providing points to practice recall of material.  Mix provides analytics to the instructors showing the time spent by student on each slide and responses to interactive elements. The analytics provide information in three areas by slide, visitor, and exercise giving instructors insight into student time spent per slide, individual results and assignment assessment. This data gives instructors insight into teaching practices and student learning for their course.

Verification of Learning using the Learning Analytics tool in MS Office Mix


 

Flipping the Classroom for Self-Efficacy in Learning  

Stephen Brown, Ed.D, Professor, Welch College of Business and Anthony Macari, MBA, JD, Executive Director of Graduate Programs, Welch College of Business

Development of a Hybrid Integrated Core - Fall 2016

Professor Brown and Professor Macari’s purpose is to replicate the consultative process in this hybrid MBA course. Using Office Mix and other digital tools, they developed new content for their students to reflect, practice, and master the material to promote self-directed and self-efficacy.

The Opportunity 

  • Create an “Executive Education” model for the MBA, solely for experienced professionals with 5 or more years of experience.
  • A class consisting solely of working professionals can take the program to the next level of perceived quality with a more uniform student group.
  • This can extend the geographic reach of the MBA program further into NY and beyond.
  • In order to do this, we need to develop a hybrid model for the Integrated Core.

The Hybrid Model

  • The objective is to take a course which runs for 24, three-hour sessions in a classroom format and develop a hybrid learning model which can be delivered in five Saturdays.
  • The Saturday sessions would be reserved for presentations and concepts which require face-to-face clarification.
  • Content must be developed for multiple business disciplines which are then applied to the specific company the course focuses on.
  • A key issue was how to replicate the essential team meetings and faculty consultations which are a key component of the course.

The Challenges

  • Teamwork is an essential component of the class.
  • As with any product development and business planning process involving multiple disciplines and tasks, the process is iterative for both the student teams and their faculty members.
  • In the classroom, this is a time-consuming and intensive process where the product (the business plan) is continuously improved for the final presentation.
  • The challenge was not just to create online content, but to replicate the consultative process.

Please click here for the full presentation

Flipped Approach for Critical Analysis in Discussions

Patrick Morris, Ph.D., Assistant Professor, College of Arts and Sciences

Professor Morris’ pedagogical purpose for using a flipped approach is to reduce class lecture time and increase in–class discussion for students to apply their knowledge and demonstrate learning.