Teaching

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…

Carrie Diaz Eaton facilitates the MYFest session held on 16 July 2024. During my own personal journey to find belonging, it has been instrumental to be invol...

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.

Sam Illingworth facilitates the MYFest session held on 21 June 2024. In this fully interactive session, you will learn how to use poetry to deepen self-awareness and foster meaningful connections. Through engaging activities and reflective exercises, discover how poetry can enhance critical thinking and emotional intelligence in educational settings. Safe space, no experience of poetry needed, just open hearts and open minds.

Or, how not to scare away new alternative graders

Teen mental health and wellbeing struggles have been in the public eye, but contrary to most headlines, banning social media isn’t the solution. A recent report by the National Academies of Sciences, Engineering, and Medicine summarized the actual evidence: Research does not suggest that social media engagement is driving the teen mental health crisis, and... Read more »

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...

How can Christian faith influence the practice of mental health care? How do we define mental health and mental illness — and what are the limitations of these concepts? How ...

Starting this fall, the campus has a new way to gather and use student feedback about courses and instructors. In addition to supporting end-of-term course surveys, the new system offers more ongoing and active ways for instructors to collect feedback from students.

Proposing a grand experiment.

A free and instant collaborative diagramming tool.

In the post-COVID pandemic educational setting, assessment offers ways to gain crucial insights into student thinking and learning and the areas ...

Because a picture is worth a thousand words! Discover a set of posters illustrating notions related to teaching and learning.

As educators and students grapple with what is allowed when using generative AI (GenAI) tools, I have compiled five tips to help you design or redesign academic integrity statements for your syllabus, assignments, exams, and course activities.

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

The U of A ePortfolio Institute has debuted several new resources, including an ePortfolio website dedicated to helping students and faculty use the WordPress platform to build their portfolios.

A number of responses focused on the idea of mastery.