Sarah McCorkle, M.Ed.

Sarah McCorkle is an instructional designer working towards a Ph.D. in Instructional Technology at Ohio University's Patton College of Education. My areas of focus are: Faculty Development, Distance Learning, Active Learning and Flipped Classrooms, Lightboard Lectures, and the use of Plagiarism Detection Software as a tool for teaching (not policing student work).

CV

View CV on LinkedIN

 

Resources

Facebook

Blog

What You Should Be Using

Technology Toolbox


Presentation photos

Research In Progress

Overcoming Faculty Barriers to New Active Learning Classrooms (ALCs)
Findings presented at the 38th Annual Original Lilly Conference on College Teaching, Oxford, Ohio, November 15-18, 2018.

Abstract: This study looks at how faculty teaching in a newly renovated, large capacity Active Learning Classroom overcame barriers and challenges. This presentation shares tips, tricks, ideas and methods for teaching in large capacity ALCs. Thoughts on how program chairs and deans can help ensure ALCs are good investments of capital by supporting faculty who teach in these spaces will also be discussed by using Ertmer's (1999) first- and second-order barriers to change as a conceptual framework.


Exploration of Faculty Views on Plagiarism Detection Software
Pilot study presented at the 2018 Mid-Western Educational Research Association Annual Meeting, Cincinnati, Ohio, October 24-26, 2018.

Abstract: This phenomenological study seeks to explore faculty attitudes, opinions, and practices on the use of Plagiarism Detection Software at a large, public university in the midwestern United States. The research goes on to explore how the criticisms presented within the literature align with faculty attitudes and opinions on Plagiarism Detection Software. How faculty are conducting written assessments, supporting students, and using Plagiarism Detection Software in their classrooms is also discussed.


Lessons from 100 Years of Media in Distance Learning and Instructional Technology
Chapter presented at the Teachers, Teaching, and Media Conference, Winston-Salem, North Carolina, March 3-5, 2017.

Abstract: The integration of technology and new media in teaching and learning is a passionately debated topic, though the use of instructional technology and media is not a modern development in education. This chapter explores the delivery of distance learning taken from 100 years of print, radio, television, and digital media. The challenges teachers face integrating media in teaching and learning today were long ago grappled with and explored by those delivering instruction by print, radio, and television. Examining these challenges and lessons documented in newspaper clippings and articles from popular magazines of that time, we are reminded that media-enhanced instruction is neither a passing fad nor an indication of the ruin of good instruction.


The Lightboard: A faculty introduction to the development of supplemental learning media
Paper presented with co-author Paul Whitener (Wake Forest University) at the 9th Annual Conference on Higher Education Pedagogy, Blacksburg, Virginia, February 15-17, 2017.

Abstract: The Lightboard is a low-technology solution for recording instructional videos where the focus is on writing or drawing. Hands-on demonstration of presentation techniques for effective visual presence will be offered to volunteers on a 3’ X 5’ Lightboard. Through several small group exercises, participants will be asked to think critically about the value of using a Lightboard for presenting content in a variety of disciplines, content types, and teaching styles. At the time of this submission there is no peer-reviewed literature on the use of a Lightboard in teaching and its impact on student learning. We can however take into account what we know about the science of learning with regard to the handwritten word as well as faculty experiences in producing instructional media using other types of technology. There emerges two potential benefits in utilizing a technology such as a Lightboard for instructional videos: the effect of the handwritten word on student information retention and faculty convenience in developing instructional media without the use of eLearning or screen recording software.

Publications

McCorkle, S. (2018, November). Six Ways to Use Video to Promote Learning and Engagement. The Teaching Professor.

Abstract: Whether you teach online or face-to-face, video is a great way to welcome students to your course, set the tone for the week ahead, and summarize major points at the end of the week in the form of a wrap-up. While regular weekly video presence provides an opportunity for you to connect with students outside of the classroom, the notion of producing weekly introductions, weekly wrap-ups, a course introduction video, and instructional content videos can at first seem overwhelming and time consuming. But once you understand the differences in video types and purposes, you will see that videos can be added to courses without significant extra time and effort.

McCorkle, S. (2010). The Preservice Teacher’s Web 2.0 Tool Kit. The Ohio Journal of Teacher Education, 23(2), 25-28.


Conferences

Workshops

Baby Steps and Little Flips: Flip your lessons, not your classrooms
Summer Technology Teacher Institute. Athens, Ohio, July 30, 2018.

Introduction to VoiceThread for K-12 Teachers & Teacher Candidates
Summer Technology Teacher Institute. Athens, Ohio, July 30, 2018.

Grab Your Pushpins: Easy interactive map making for student projects or faculty presentations
App State Free Learning Conference 2017. Boone, North Carolina, July 31, 2017.


Presentations

Redesigning Spanish Theater for Millennials: An Engaging Classroom Experience
Sanhueza, Teresa and McCorkle, Sarah. Lilly National Conference 2017: Evidence-Based Teaching and Learning. Asheville, North Carolina, August 7-9, 2017.

Sakai: Using Lessons in your Flipped Classroom as a weekly landing pad for student success
Open Apereo 2016. New York, NY, May 24-25, 2016.
Case appears in Bowen, J.A. & Watson, E. (2017). Teaching Naked Techniques: A Practical Guide to Designing Better Classes. Hoboken, NJ: Wiley.

Selecting and Supporting Appropriate Technologies. eTech Ohio Educational Technology Conference 2012. Columbus, Ohio, February 13-15, 2012.

What you Should be Using: A Look at Innovative, Collaborative, and Interactive Web 2.0 Tools. Session presented at the following conferences:
Innovate! 2010. Columbus, Ohio, May 19-21, 2010.
Ohio Free Tech 2010. Columbus, Ohio, February 25, 2010.
eTech Ohio Educational Technology Conference 2010, Columbus, Ohio. February 1-3, 2010.

Creative Ways to Provide Training and Support. ANGEL User Conference 2008. Cincinnati, Ohio, May 19-21, 2008.