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Addendum on 11/14/12:
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The Teaching and Learning Spaces Working Group (TLSWG) endeavors to enhance teaching and learning at McGill by creating a vision for teaching and learning space development that is aligned with University strategic directions. Its mandate is to…
How ‘collaborative learning’ is transforming higher education — from ecampusnews.com by Jennifer Nastu
Technology is enabling more dynamic teaching and learning — both inside and outside of class
Excerpt:
All this comes at a time when employers have higher expectations for recent college graduates, and colleges must make sure they’re giving their students the right skills to excel in a faster-paced world.
“Technology is enabling and also forcing students, in some ways, to become self-learners,” says Catheryn Cheal, vice president and senior officer of academic technology at San Jose State University. “They’re going to be expected to have a certain amount of learning initiative throughout their career, and that’s different than how it used to be.”
Students might enter college knowing how to seek out information, Cheal notes—“but we need to teach them to take it deeper … than just Googling.”
She adds: “Our job is to keep up with that, and to help students with that change. It used to be that you’d go to school, and all the information would be poured into you. Now, you get a job, but the software is changing every few years—and you better know how to keep up to date.”
As students come to expect more interactive forms of instruction, colleges are stepping up to meet this need.
Flipped classroom: The full picture for higher education — from usergeneratededucation.wordpress.com by Jackie Gerstein, Ed.D.
Excerpt:
The Flipped Classroom, as most know, has become quite the buzz in education. Its use in higher education has been given a lot of press recently. The purpose of this post is to:
From DSC:
The above posting includes a great video by Penn State TLT:
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Udemy rolls out new publishing platform to help teachers create quality online courses — from techcrunch.com by Rip Empson
Excerpt:
To do so, Udemy is [yesterday] introducing a new version of its course-creation platform geared specifically towards teachers. The platform aims to bring expert and novice educators alike greater control and ownership over their online content, helping them to organize and structure that content through a curriculum editor and a more robust toolset for managing and promoting their courses.
Having experimented with different approaches to the presentation and distribution of digital ed content, specifically in regard to their effect on learning outcomes, Udemy concluded that one of the most critical components — and oft-overlooked — is a well-structured curriculum. So, the startup rebuilt its curriculum editor, which now encourages teachers to build an outline as the first step in the course creation process.
Using the new curriculum editor, teachers can drag and drop lectures and sections to organize their content into a more structured course. On top of that, considering that many of Udemy’s teachers are in fact real world experts and not those well-versed in pedagogy, the startup has re-tooled its course creation process. Once they’ve outlined their course, they are served step-by-step guidelines and best practices that touch on everything from planning to promotion.
Showcase: Examples of mobile technology used for teaching and learning — from AcademicImpressions.com by Daniel Fusch
Excerpt:
With more students bringing smartphones and tablets to campus — and expecting to access information and course content via mobile devices — it continues to be urgent for faculty developers and instructional technologists to explore the affordances of these devices and the opportunities for using them to enhance teaching and learning. In our past article, “Piloting Mobile Learning,” we offered a review of how to pursue a pilot project effectively.
Today’s article offers a brief summary of the most critical affordances of mobile devices and a showcase of examples from Boise State University’s mLearning Scholars program. The program is part of the university’s Mobile Learning Initiative, “a multi-year project to identify and support key uses of mobile technology that will impact the ways we teach and learn,” and mLearning Scholars supports two cohorts of faculty in exploring these questions. One cohort consists of faculty making their first forays into mobile learning; the second cohort consists of faculty with some degree of fluency in mobile technologies, who are now addressing very targeted research questions.
We turned to Dale Pike, director of academic technologies at Boise State University and a lead thinker on the adoption of mobile technologies in the classroom. We asked Pike about the affordances he most wanted to direct attention to. He also offered several key examples from the mLearning Scholars program.
Best practices: 30 tips for creating quiz questions — from Moodlerooms.com by Rebecca DeSantis, MSIT, Moodlerooms Instructional Designer
Excerpt:
Assessments are critical because they allow teachers to evaluate how well students are doing in a course, and they help identify key areas in a course where improvements are needed. However, creating assessments in your courses isn’t always an easy task. In Moodle, teachers often use the Quiz and Assignment activities for assessing knowledge. They may also use Forum, Glossary, Database, Lesson, and Workshop activities. In today’s post, I’m providing 30 tips for writing Quiz questions.
A 40-minute crash course in design thinking — from fastcodesign.com by Kyle VanHemert
Let this short film on designer and teacher Inge Druckrey open your eyes to the design details all around you.
Excerpt:
The site presents teaching examples—for both elementary and secondary classrooms—from a range of subjects: art, cooking, dance, technology, drama, English, environment, geography, history, technology, math, foreign/second language, music, physical education, health, Bible class and science. (There are also categories titled “teacher,” “tests” and “topics.”)
Each example leads off with a question: “What if a grammar lesson challenged selfishness?” “What if success in math depended upon forgiveness?” “What if history could inspire students to love their city?” The site also provides tabs labeled “The Approach,” “Training,” “Big Picture,” and “Information,” where teachers can learn how to apply what they’ve learned in their classrooms.
“The website helps teachers ask key questions and make strategic decisions, not only about what to teach but about how to teach,” said Matt Walhout, Calvin’s dean for research and scholarship. “It relates specific topics like language, history, and math to the overarching Christian principles of faith, hope, and love.”
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Using a wiki to promote collaboration and critical thinking — from Janine Lim
Excerpt:
This post contains resources and links for my Andrews University Faculty Institute session titled Using a Wiki to Promote Collaboration and Critical Thinking.
Also see Janine’s and Alayne Thorpe’s work at:
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While on their website, be sure to see information concerning Campus Pack from Learning Objects:
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Nine steps to quality online learning — from Tony Bates
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