Teaching and Learning

Today, we’re releasing our LLaMA (Large Language Model Meta AI) foundational model with a gated release. LLaMA is more efficient and competitive with previously published models of a similar size on existing benchmarks.

Ph.D. in Higher Education Leadership (April 2011) Western Michigan University (Kalamazoo, MI) Dissertation: Knowledge, Attitudes, and Instructional Practices of Community College Math Instructors: The Search for a KAP Gap in Collegiate Math M.S. Mathematics (May 2002) University of Wyoming (Laramie, WY) Thesis: Max-Plus Algebra Properties and Applications M.B.A. (August 2001) University of Wyoming (Laramie, WY) […]

Simple to start, powerful at scale, and proven to build better outcomes for your organization through social and interactive learning.

How the irrational mathematics of measuring, ranking, and rating distort the value of stuff, work, people—everything.

More teachers are embracing ungrading, the practice of not marking assignments in favour of collaborating with students using feedback and allowing them to articulate their learning outcomes.

The present study examined the process and product effects of note-taking strategy training on Iranian EFL learners’ comprehension and retention of written material, with gender as a moderating variable. Intermediate undergraduate EFL learners (N = 108) were assigned to experimental and control groups. The Experimental (intervention) Group received training on how to take notes, using graphic organizers as a guide, while the Control Group did not receive any instruction. A multiple-choice reading test as well as two immediate and delayed written recalls (in combination with reviewing the notes) was used to measure note-taking effectiveness. The results of two-way ANOVAs suggested that the Experimental Group performed significantly better on both comprehension and recall tests. No statistically significant effect of gender was found on students’ performance in the comprehension and retention tests. Analysis of written recalls also showed that the Experimental Group remembered more important ideas, and better identified the relationships between ideas.

Student note-taking is an almost universal activity among university students, yet few naturalistic studies have examined relationships between note-taking practices and subsequent examination performance. Complete sets of notes on an introductory psychology course, involving 75 lectures presented by ten instructors, were obtained from nineteen male and nineteen female students. Notes on ten selected lectures (one per instructor) were analysed, and information derived about class attendance and the quantity, organization, and presentation of the notes. Variables based on this information were then correlated with performance on two three-hour final examination papers (one multiple-choice, one essay). High correlations were found between the quantity of notes and examination performance. Surprisingly, these correlations increased in subsamples consisting of those students who attended class most diligently. The correlations involving the multiple-choice examination tended to be higher than those involving the essay examination, most probably because of wider sampling of lecture content and a more factual orientation in the multiple-choice examination. The results appear to conflict with the advice given in student study guides, many of which suggest that students should be very selective and concise in their note-taking.

Published in Theory Into Practice (Vol. 41, No. 2, 2002)

The No Child Left Behind Act (2001) requires that all students, including those with disabilities, to make adequate yearly progress in the general education curriculum. To ensure that this occurs, ...

We present findings from a study that prohibited computer devices in randomly selected classrooms of an introductory economics course at the United St…

Existing studies of how note-taking tools affect student learning typically find that students who choose to take notes on a computer perform worse on assessmen

To take quality notes, students need to be taught how. This fantastic station-rotation lesson gets the job done, and it can be used with all kinds of other content as well.

A summary of 8 best practices in note-taking, straight from the research.

Guided notes were introduced decades ago, but there is still debate over their efficacy in improving student outcomes. The purpose of this study is to examine peer-reviewed research on guided notes for adult learners in general populations since 2009, understanding the effects of guided notes on student learning, the knowledge and content areas supported by guided notes, and the impact of modality. Results of the 22 included studies indicate that students perceive guided notes in a positive light, and guided notes improve results in certain knowledge domains especially with complex content. However, modality does not influence the efficacy of guided notes. Implications for practice in teaching and learning and recommendations for research were provided.

Walking questionmark, 3D render, created by Ody Frank, a real person using Blender. Ody is a first year undergraduate studying towards a BA (Hons) Digital Game Art and Design at the Norwich Univers…

Reusing and Sharing Content Canvas Monthly Webinar: October 2022

REUSING AND SHARING CONTENT IN CANVAS Resources for Admin Sharing Options: Course TemplatingHow do I enable a course as a course template? How do I select a course template in an account? BlueprintsLessons Learned from a Year with Blueprint Courses (Learn from Peers)Tips for Designing and...

Discover Your Strength

by Jenny Park Print Version Cite this guide: Park, J. (2021). Personal Devices in the Classroom. Vanderbilt University Center for Teaching. Retrieved [todaysdate] from https://cft.vanderbilt.edu/guides-sub-pages/personal-devices-in-the-classroom/.   Electronic  devices can create a barrier between the instructor and student. Instructors might wonder what students are doing on their devices. Is the student taking careful notes? Searching web...

Still talking about ChatGPT because there’s a lot at stake to getting this right.

What might ChatGPT mean for higher education and society? EDITED TO ADD: This is a living document, and has grown since first posted. Today I’m hosting a Future Trends Forum session on the to…

What is ChatGPT and what might it mean for higher education? In this special Future Trends Forum session we'll collectively explore this new technology. How does the chatbot work? How might it reshape academic writing? Does it herald an age of AI transforming society, or is it really BS? Experts who joined us on stage includes Brent A. Anders, Rob Fentress, Philip Lingard, John Warner, Jess Stahl, and Anne Fensie. https://bryanalexander.org/future-of-education/resources-for-exploring-chatgpt-and-higher-education/ ///// The Future Trends Forum is a weekly discussion event created and hosted by Bryan Alexander. Since 2016 we have addressed the most powerful forces of change in academia. Each week, this video chat brings together practitioners in the field to share their most recent work and experience in education and technology. The intent of the Forum: to advance the discussion around the pressing issues at the crossroads of education and technology. http://forum.futureofeducation.us/ https://bryanalexander.org/ This event is powered by Shindig, the video chat event provider. On Shindig, audiences all can see one another and engage in private video chats sharing and discussing the content of the presentation. Event hosts may also bring selected audience members to the stage to ask questions or otherwise interact with guest speakers. Shindig; the dynamics of in person events, online.

Surveys are possible in New Quizzes, although you may need some tweaking. There is an article here (FAQ: New Quizzes) mentioning that surveys do not exist in New Quizzes. However, this is not logically correct, since it's possible to create assessments without point values. Let's first look at the c...