Teaching

Reflecting on how Wordle works from a pedagogical POV

Despite active learning being recognized as a superior method of instruction in the classroom, a major recent survey found that most college STEM instructors still choose traditional teaching methods. This article addresses the long-standing question of why students and faculty remain resistant to active learning. Comparing passive lectures with active learning using a randomized experimental approach and identical course materials, we find that students in the active classroom learn more, but they feel like they learn less. We show that this negative correlation is caused in part by the increased cognitive effort required during active learning. Faculty who adopt active learning are encouraged to intervene and address this misperception, and we describe a successful example of such an intervention.

In some ways, I get why some people are saying they hate online learning. Almost everyone was forced into it – even those that didn’t choose it originally. We live in a time where most …

For a long time, I’ve been moving in the direction of ungrading. I’ve long known that grades, traditionally-defined and used, don’t reflect actual learning, and indeed often get i…

In just a moment, faculty will begin (or continue) to think about designing their spring courses. This semester may be even harder for everyone than last semester b/c pandemic stress & trauma is cumulative. Here, then, is a 🧵on empathetic, inclusive course design. 1/x

You might be interested in reflecting upon or assessing your individual inclusive teaching efforts,  or have general questions about the climate of inclusion within your department or more broadly at your institution. You may want to know what tools already exist in the literature or are otherwise available. The list below captures several of such …

My dissertation on #ungrading as an example of teaching development in online, social spaces is web-ready. I will be working on smaller pieces in the coming months (especially for @dbuckedu's pressbook), but for now I wanted get this out into the world. https://t.co/EkvS63tI6a

I’m hooked. How did Peloton do it? Pedagogy.

Whitbeck (1996) presents a design-anchored approach to ethics that provides a way to think about the intersection of instructional design and social justice. While ethics are typically treated as deciding between what is “right” or “wrong,” Whitbeck (1996) explains this is a simplistic view, as ethics are about confronting complex moral problems that require designers to devise responses (design). When critiqued through the lens of accessibility and equity and racial and economic inequalities, areas where present design models fall short become apparent. Ethics as design affords a way to see design models anew and reconsider design practices.

Browse this site to learn about microaggressions and their impact.

Virtual events and webinars don't have to be boring. So here's an ebook about how to make them more engaging, profitable and successful.

Call it pass-fail-plus.

Your learning and training programs may be creating an “illusion of knowing”, where learners gain familiarization of a topic but not a true understanding…

As soon as I learned Campbell's Law, how I conceived my teaching changed.

Teaching and Learning Conferences This listing of teaching and learning conferences is updated on a semester basis. If you know of a conference that should be added to this list, email...

(2015). Co-creation of Marking Criteria: Students as Partners in the Assessment Process. Business and Management Education in HE. Ahead of Print.

Pandemic conditions have pushed some faculty members to be more flexible — even when that’s a little scary.

Some faculty say, "Well they should tell me what's going on. Then I'll consider giving them an extension."Okay, but would you share with a professor that you were pooping blood? Five professors? Someone who you hope will write you a rec letter? 1/ https://t.co/x7T0Iez4Pw— Dr. Cait S. Kirby (she/her) (@caitskirby) November 18, 2021