Teaching

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.

Project History The Grand Challenges for Assessment in Higher Education project is a collaborative effort endorsed by ten higher education organizations to create national strategic plans to address pressing challenges facing assessment in higher education. Singer-Freeman and Robinson (2020)

At their best, synchronous online courses are shared experiences, and students are fully present to boost each other's learning. But in the virtual world it takes more than webcams to get us there. Here, Gardner Campbell explains his concept of integrity in online learning and how it can make your students true learning colleagues.

Superficial assessments hurt professors and students, but reform is hard.

In today’s episode, we dig into an important question for higher ed: How can we improve the evaluation of teaching? Researcher Corbin Campbell was quoted in a Chronicle article recently, saying, “Folks will say quality teaching is hard to measure....

If ChatGPT can do it, and if the purpose is learning, it’s not worth doing.

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

In this issue, we’ll take a look at one of the more recent studies in a long line of work on digital distractions during learning.

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

The Scholarship of Teaching and Learning (SoTL) brings together research and teaching.

You can just ignore them, or you can take some positive steps to ensure that they will push you forward in your teaching, writes Constanza Bartholomae.

At a recent #DLNChat, one of the questions, answers, and resulting discussion prompted me to ask Karen Costa (writer, faculty member, and faculty development facilitator extraordinaire) to write a piece for us on her comments. Today's blog post is thought-provoking […]

Welcome to the beginning of the second year of the R3 newsletter - with new findings on an old technique.

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

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