Simple videos? The hard part is actually getting the confidence to talk on camera. Check out the whole series! New videos posted every week.E1: 10 Tips Beyo...

Vassar, the Alumnae/i Quarterly

Try these for your workshops or classes

One of the things I think we don't talk about enough in trauma-informed assessment is that some students never had someone who cared enough about them to…

Edited by Janice Miller-Young and Nancy L. Chick, this collection explores what it looks like to be a SoTL scholar, and how to get there by design.

In this video I explain the destroyer of team work: social loafing and offer 3 simple tips from Psychology on how you can avoid it ruining your experience of working with others. Follow me on Twitter: / dr_paul_penn Visit my website : www.drpaulpenn.comLinkedIn: / paul-penn. References: Ingham, A. G., Levinger, G., Graves, J., & Peckham, V. (1974). The Ringelmann effect: Studies of group size and group performance. Journal of experimental social psychology, 10(4), 371-384. Karau, S. J., & Wilhau, A. J. (2020). Social loafing and motivation gains in groups: An integrative review. Individual motivation within groups, 3-51. Kravitz, D. A., & Martin, B. (1986). Ringelmann rediscovered: The original article. Journal of Personality and Social Psychology, 50(5), 936–941 Latané, B., Williams, K., & Harkins, S. (1979). Many hands make light the work: The causes and consequences of social loafing. Journal of personality and social psychology, 37(6), 822. Williams, K., Harkins, S. G., & Latané, B. (1981). Identifiability as a deterrant to social loafing: Two cheering experiments. Journal of Personality and Social Psychology, 40(2), 303. Williams, K. D., & Karau, S. J. (1991). Social loafing and social compensation: The effects of expectations of co-worker performance. Journal of personality and social psychology, 61(4), 570. Fair dealing/use statement: Presenting Psychology produces original videos with free educational content. At times, I may incorporate multimedia from other sources into my videos to help deliver this content. I believe that any such use falls within the provisions of section 28 of the Copyright Designs and Patents Act 1988 (UK) and the principles of fair use as identified by section 107 of The Copyright Act of 1976. (USA). In particular, I take care to: 1) Use the material in the context of education i.e. in a transformative context. 2) Only use material that has previously been available to the general public. 3) Acknowledge any copyrighted work I include. 4) Use excerpts from copyrighted work of a duration and nature that do not detract from the audience for the copyright holder/s work or their commercial interests. This video contains very short clips taken from the following material, which I claim no ownership of. The Office. Season 5, Episode 9. 'Frame Toby'. Copyright, NBC Universal. South Park. Season 4, Episode 17. 'A Very Crappy Christmas'. Copyright, Comedy Central Shawn of the Dead. Copyright, Universal Pictures and StudioCanal. Deadpool. Copyright, 20th Century Fox BASEketball. Copyright, Universal Pictures Fight Club. Copyright, 20th Century Fox The Simpsons'. Season 9, Episode 22: "Trash of the Titans". Copyright, Matt Groening The Big Lebowski. Copyright, Universal Studios Liar, Liar. Copyright, Universal Pictures Ronald Reagan's farewell address to the nation, delivered on January 11, 1989. No Copyright: Public Domain.

On March 27, 2024 I had the great privilege of giving the opening keynote address at the OER24 Conference, held at Munster Technological University in beautiful Cork, Ireland. The talk was captured…

Ungrading is an emancipatory pedagogy that focuses on evaluative assessment of learning. Self-regulated learning (SRL) has consistently been referred to as the learning theory that undergirds ungrading, but SRL—with its deficit frame in the literature and in practice—fails to uphold ungrading’s emancipatory aims. An asset-framed learning theory—one that combines the cultural orientation of funds of knowledge with the power dynamics of community cultural wealth—is proposed as an alternative to SRL. The proposed learning theory aligns ungrading to its emancipatory aims and may provide an opportunity to better understand the learning that occurs in ungraded classrooms. Scholarly and practical impacts for Science, Technology, Engineering, and Mathematics (STEM), and specifically biology, educational research and practice include investigating the plausibility of mixing learning theories, aligning learning theory to emancipatory aims and researching how faculty activate funds of knowledge and community cultural wealth, both individually and collectively, in ungraded STEM classrooms.

Let's Explore a Few Nuances

Ditch the outdated training model! Let's harness the power of marketing to design learning experiences that resonate with learners. It's time to take a new approach to L&D, one that puts the learner at the center of the process and leverages the power of marketing to create more engaging, relevant, and effective learning experiences. Learn about the primal brain, learner personas, attention-grabbing visuals, and writing good copy to enhance your L&D strategy. Learning Objectives: * Harness the power of the lizard brain, and create attention-grabbing learning solutions using good copy and amazing visuals. * Create learner personas to design learner-centered solutions. * Design engaging learner journeys. View the related links & resources at: https://app.capacities.io/home/b9466872-28ca-4b25-ac69-644b001ce171

Trauma-Aware Teaching Checklist This doc lives at: https://bit.ly/traumachecklist. This checklist has been prepared for higher educators as a tool to reflect on their teaching and courses, regardless of modality. The six principles of trauma-informed care developed by SAMHSA (Substance Abuse and...

Proposing a grand experiment.

Part of a series where members of the Equity Unbound community contribute their tips for intentionally equitable and engaging facilitation. Join us for MYFest and learn more at: https://myfest.equityunbound.org

We asked professors, students, and high-school counselors.

This is the fifth post of the Carefully Curated Series for the Spring 2024 semester. I had the chance to visit my undergraduate university campus this past weekend. It was so beautiful, and the vib…

How do we encourage you? Through Empathy, Awareness, Presence, and Trust. See more and download our infographic to share with colleagues.

by Liz Norell, associate director of instructional support In our August 8 blog, we shared a preview of our September 8 workshop on supporting neurodivergent students, including the following definitions of key terms: Neurodivergent: a person with a brain that processes information in a way different from most individuals.

This year's OER conference is hosted in the Munster Technological University (MTU) in partnership with the Association for Learning Technology (ALT). The con...

This is the first post of the Carefully Curated Series for the Spring 2024 semester. *Disclaimer: This is NOT an advertisement for Adobe Express. I find this particular suite of tools to be a reall…

During the pandemic, the pivot to emergency remote teaching highlighted the depth and extent of inequalities, particularly in relation to access to resources and literacies, faced by higher education institutions. Imported solutions that failed to take into consideration the constraints and cultures of local contexts were less than successful. The paucity of practitioners with blended and online learning design experience, training and education grounded in diverse contexts made local design for local contexts difficult to carry out. Although there is substantial research and guidance on online learning design, there is an opportunity to create a text deliberately oriented to practice. Further, online learning design, as a field of practice and research, is strongly shaped by research, experiences and practices from a hegemonic centre (usually in the Global North, where peripheries also exist). While many of the textbooks written from this perspective are theoretically useful as a starting point, the disjuncture between theory and practice for practitioners in less well-resourced contexts where local experiences are invisible, can be jarring. This book aims to create a space for learning designers whose voices are insufficiently heard, to share innovative designs within local constraints and, in so doing, reimagine learning design in a way that does not reproduce the binary power relations of centre and periphery.