Teaching and Learning

Summary In Courses, Course Pacing distributes due dates on a defined pace for rolling enrollments. This feature preview allows magical distribution of due dates for students with different start dates based on an instructor’s defined pace. Availability To learn about managing feature option states, ...

This book will teach you how to do data science with R: You’ll learn how to get your data into R, get it into the most useful structure, transform it, visualise it and model it. In this book, you will find a practicum of skills for data science. Just as a chemist learns how to clean test tubes and stock a lab, you’ll learn how to clean data and draw plots—and many other things besides. These are the skills that allow data science to happen, and here you will find the best practices for doing each of these things with R. You’ll learn how to use the grammar of graphics, literate programming, and reproducible research to save time. You’ll also learn how to manage cognitive resources to facilitate discoveries when wrangling, visualising, and exploring data.

Our flagship publication is now available at no cost on our flexible and customizable digital reading tool.

The web site of international UDL educator Loui Lord Nelson. Learn how Loui can help you continue forward with designing your learning environment.

What happens to higher education curriculum in a world revised by AI?This week the Forum continues our exploration of AI's impact with a great guest, profess...

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.

Designing and Mapping an Educational Escape Room: The Basics Denise Wilkinson Amber Gruszeczka Kathy Stolley dwilkinson@vwu.edu agruszeczka@vwu.edu kstolley@vwu.edu Welcome: Denise Introduce themselves. Conference on Higher Education Pedagogy 2023

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…

The language of co-authorship, taken from OpenAI’s own terms and policies, can be useful in addressing the rise of AI writing in the classroom, Sean Ross Meehan writes.

This book is for anyone who is interested in creating e-learning courses to teach a skill, share a passion, or cultivate a community of learners. There are plenty of ways to share information online, but not all methods are created equal—and not all online courses are as effective as they...

The Purdue Repository for online Teaching and Learning (PoRTAL) digital repository is the go-to resource for anyone interested in online teaching and learning. Are you thinking about moving your courses to an online format? Are you already teaching online and looking for additional ways to

The novel coronavirus COVID-19 pandemic has impacted the higher education sector all over the world and has been most disruptive to residential academic institutions that offer mostly, if not wholly, in-person instruction. Of the 1.5 million college faculty members in the United States, about 70% had never taught a virtual course prior to COVID-19. During spring 2020, colleges had to pivot to remote instruction without much notice for faculty to prepare. Some referred to this as “emergency remote teaching” as it did not allow adequate time to thoughtfully plan out a course for a remote format. Over the summer and fall of 2020, many colleges invested in training programs to help faculty design and deliver their courses in a remote format. This article describes an online faculty development program that was created for faculty at a residential liberal arts university that, prior to COVID-19, offered the majority of courses on campus in-person. The objective of the program was to help faculty plan out and design their remote courses in the Blackboard Learning Management System using an instructional design framework known as backward design. This program ended up receiving the 2021 Blackboard Catalyst Award for Training and Professional Development.

College Unbound - AI Generative Tools Policy Development Plan Updated 1/9/2022 The development of policy around the use of artificial intelligence generative tools in education at College Unbound will include several different actions. They are laid out here in a rough-timeline. For more info...