Learning to understand and affect one’s own thinking can result in a wide range of benefits. In this tip, avoiding the theoretical weeds as much as possible, we take a practical look at what metacognitive skills are and some approaches to developing them in your students. Check it out in the most recent of our […]
In the third offering in Innovators & Insights, a series returning to, rethinking, recontextualizing, and reinvigorating some of the great education and technology thinkers of the past, we delve into the still-highly-relevant (and occasionally practically omniscient) work of Neil Postman, author of Amusing Ourselves to Death, Teaching As a Subversive Activity, and more.
In this active, audience-encompassing, critical discussion, we will delve into Postman’s thoughts on the problems of teaching in an increasingly techno-centric culture and how to work together toward resolving them and creating a richer, deeper, meaningful learning environment.
In the second offering in Innovators & Insights, a series returning to, rethinking, recontextualizing, and reinvigorating some of the great education and technology thinkers of the past, we considered Carl Rogers, his person-centered approach, and how it has (and hasn’t) influenced and improved education, primarily under the rubric of “student-centered” learning. In this active, […]
The US Department of Education requires (see CFR Title 34, Section 600.2) that online learning courses “support regular and substantive interaction between the students and the instructor or instructors, either synchronously or asynchronously.” This “RSI” requirement has now been explicitly integrated with the tri-campus Rubric for Designing and Refining Hybrid and Online Courses. In this tip, we take a look at where RSI comes into play and how it relates to some of the items noted as RSI-related in the Rubric.
November 16 | 12:30-1:30p | Zoom Teaching and learning in the open can improve pedagogy and enrich the classroom experience across many dimensions—including increased agency, attention, engagement, and varieties of modes of assessment, to name a few—but instructors are often wary of the privacy and safety implications. Join Marisa Petrich, Instructional Design Librarian and […]
The US Department of Education requires (see CFR Title 34, Section 600.2) that online learning courses “support regular and substantive interaction between the students and the instructor or instructors, either synchronously or asynchronously.” This “RSI” requirement has now been explicitly integrated with the tri-campus Rubric for Designing and Refining Hybrid and Online Courses. In this tip, we take a look at where RSI comes into play and how it relates to some of the items noted as RSI-related in the Rubric.
In the first offering in Innovators & Insights, a new series returning to, rethinking, recontextualizing, and reinvigorating some of the great education and technology thinkers of the past, we considered the visionary educational philosopher Kurt Hahn. Hahn’s pedagogy—neatly synopsized as Expeditionary Learning, now more often subsumed in the modern idea of Experiential Learning, and a […]
“Drop the Exams: Using Reflective Essays as Authentic Assessments of Student Learning” (w/Libi Sundermann & Jutta Heller) In this one-hour session, Dr. Sundermann and Dr. Heller review the principles of authentic assessment, specifically related to using reflective essays in lieu of exams.
Traditional feedback focuses on the past, which can have significant negative effects. Feedforward, and the REPAIR model, are designed to counter some of these issues and provide a more supportive, productive, and generative approach.
More often than not, teachers underestimate the range of copyrighted materials they can safely, legally use in their courses. A solid understanding of Fair Use, as well as alternatively licensed materials—and how to find and identify them—can greatly increase your instructional flexibility and freedom.