How are faculty using Atomic Learning in their classes?

AL_Button_1Atomic Learning is much more than just a library of video tutorials. There are many ways instructors are using the tool to help support technology projects, to teach software skills on the student’s own time, and to share information about topics such as plagiarism.

The examples below are ways real life instructors are using Atomic Learning in their courses. Could you benifet from Atomic Learning like these instructors do?

10 ways faculty are using Atomic Learning in their classes

  1. Business instructor pulls Microsoft® Project training into their Learning Management System(LMS).Why: They use the training as an assignment in the first weeks of class to introduce students to the application which they will need to use during the rest of the semester and their final project.
  2. An instructor posts the What is Plagiarism? training in the News section of the students’ LMS.
    Why: Students are required to watch the video and come to the next class period prepared to discuss the video.
  3. Mathematics instructor posts calculator training in the campus’ LMS.
    Why: Allows each individual student to watch the training that is needed to feel comfortable with the device, whether they are brand new to the calculator or just need to refresh their skills. This can also help keep class time spent on curriculum rather than teaching how to use calculators.
  4. Economics/Finance instructor is teaching students statistical analysis and uses Atomic Learning for SAS Basics training.
    Why: Instead of teaching the technology and losing valuable face-to-face class time, the instructor can now use class time to explain the importance of the software and what the results mean after the software has calculated.
  5. Music instructor is having the students create a podcast or music video for class, but does not want to teach a specific application. The instructor directs them to Atomic Learning to learn from a number of applications (i.e. GarageBand®, Audacity®, etc.)
    Why: Wants to leave it up to the students to learn a new application without taking the time to teach all of the programs available. This lets the students discover how to apply the software to the classroom materials.
  6. Business Administration instructor is teaching a Human Resource course and has students watch the Navigating Relational Conflict series with Atomic Learning.
    Why: The instructor uses this series as a way to start a great discussion during class. Having the students do some role play, the instructor is able to see how they can apply what they learned from the Atomic Learning resource to various scenarios.
  7. Nursing instructor pulls in the APA Research Paper Basics series as a student resource.
    Why: Offers students an authoritative resource to refer to 24 hours a day, 7 days a week.
  8. Computer Science instructor has students take the Atomic Learning SQL – Basics training as a prerequisite for their class. The instructor can start teaching more advanced material the first day of class instead of losing that time with the basics.
    Why: Class time is very important and the more that can be covered in a semester, the better the student will be equipped moving forward in their studies and professional lives.
  9. Education instructor has students complete the Cyberbully? No Way, Not Me project on the Atomic Learning website.
    Why: Students become aware of digital citizenship, relating to cyberbullying. This can create some really great discussion in class as well as allow students to learn how to infuse 21st Century Skills into the classroom.
  10. Education instructor links students to tutorials through their LMS on how to create an accessible document and syllabus.
    Why: Brings up the subject of why accessibility is such an important thing in today’s education and how to assist those with disabilities.

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