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…

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.

Punitive attendance policies and inflexible deadlines make students’ lives needlessly difficult.

Connectivism is a relatively new learning theory that suggests students should combine thoughts, theories, and general information in a useful manner. It acc...

Three questions we’re pondering in the new year. Plus: course-planning resources for you.

A math professor explains how he prepares future teachers to use poetry in their math instruction.

We get all kinds of questions about teaching and learning online. We collected the most common questions we get from instructors new to teaching online and created short, vibrant, and dead practical guides to addressing those questions and called them Design Studio: Jump Starts. This [...]

Sheet1 David Gooblar,The Missing Course Joshua Eyler,How Humans Learn John Warner,Why They Can't Write Sarah Goldrick-Rab,Paying the Price Cathy Davidson,The New Education Sean Michael Morris & Jesse Stommel,An Urgency of Teachers Paul Handstedt,Creating Wicked Students Jane McGonigal,Reality is...

Sheet1 Author,Title Thomas Newkirk,Embarrassment: And the Emotional Underlife of Learning Rebecca Solnit,Hope in the Dark: Untold Histories, Wild Possibilities Bell Hooks,Teaching to Transgress: Education as the Practice of Freedom Richard M. Ryan,Self-Determination Theory James Carse,Finite and...

Going Gameful Home Go Gameful Ready to implement a gameful learning approach into your course? Use the resources below to help guide you through! Getting Started Example Syllabi Planning Resources …

h/t Josh Eyler This professor, whose father died when she was an undergrad, supports her students as she wishes she had been

“In #SchoolofChocolate, Amaury Guichon, the chocolate genius, is a great example of a good teacher. Unlike other cooking shows, he doesn't shame, he encourages, he helps, he wants to see students succeed. Every participant in the show gets better. (rec for @tihighered 😉)”

The more growth-mindset oriented you are, the more likely you are to think active learning is a good idea.