Teaching

At the end of Fall 2023, we asked students to share the names of any instructors they thought had used Canvas particularly well. We were thrilled to see dozens of ...

Peter Felten presents three practices that will make relationship-rich education possible at a large scale.

Students with alphabetically lower-ranked names often receive lower grades than their peers, according to a recent study from the University of Michigan.

A piece co-authored by my students and me

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

Explore Robert Gagne's instructional design principles and how to apply them to your eLearning course, training sessions and more in this in-depth guide.

Note: This post is based on a LinkedIn post I shared on April 2, 2024. I have created this blog post as another option for interacting with the “inclusive teaching umbrella” idea. Image…

Please join UC Online for another webinar showcasing pedagogical tools and techniques used to shape modern educational outcomes.Presenters will give “lightni...

And generative AI is the thing that broke it, Zach Justus and Nik Janos write.

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…

Education experts call it ‘grade inflation’. This comes amid reports of more high distinctions being awarded at some Australian universities.

Dead Ideas in Teaching and Learning is a podcast from the Columbia University Center for Teaching and Learning. Our mission is to encourage instructors,…

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...

Traditional student evaluations of teaching miss the mark in a number of key ways. Here is a simple, useful tool that might serve as a replacement.

We review how stress induction, time pressure manipulations and math anxiety can interfere with or modulate selection of problem-solving strategies (hencefor...

Using such evaluations reflects colleges’ lack of a true commitment to diversity, writes Joanna Wolfe, who offers three actions institutions should take sooner rather than later to change the situation.

Behind students' increasing pull toward extracurriculars

And here’s where my current position (which requires research on belonging and possibly design of belonging initiatives) meets my research (hello ungrading, emancipatory pedagogies, ethics of…

A counterintuitive argument.

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.