I continue to be concerned that we don’t design learning experiences as developmentally as we should. What happens to students across a course (and the collection of courses that make up a degree program) ought to advance their knowledge and skills. Generally, we do a
Do your writing assignment focus on the product or the process? How about your students? Where do you think their focus is?
At the end of the day, our students aren’t going to take from our courses the products they developed and use them in
I teach online at an open enrollment institution, which means I get students at all levels of writing ability. Many of them are solid writers with a good understanding of the different steps of the writing process. But I also have students who are just
What is student entitlement? Ask a group of teachers to define student entitlement and their answers will strike similar themes. A definition often used by researchers categorizes student entitlement as a “tendency to possess an expectation of academic success without taking personal responsibility for achieving
Who discovered Pluto?
A colleague described this brief exchange he had with his young daughter as they crossed Tombaugh Street in Flagstaff, Arizona. My colleague, ever the professor, pointed out that the street was named for local astronomer Clyde Tombaugh who had discovered Pluto
In face-to-face courses, learning is compartmentalized into blocks that meet a prescribed number of times per week across the term or semester. It’s a format that’s simultaneously efficient and inhibiting. It effectively facilitates sequenced and accretive design but regularly loses opportunities to maximize deep learning
In the fall of 2016, we embarked on a journey to integrate high-touch processes into our online introductory courses in psychology and business administration. Examples of our processes include such well-known technology best practices as instructor personalized videos (including weekly course communication), synchronous events (including
Drexel University is among several schools that offer students a free “test-drive” course before taking a full online class (Goodman 2017). This is a shortened version of a regular online course meant to allow students to determine whether online learning is right for them. Drexel
“Flipped learning” has become a hot catchphrase in education circles as of late, with many faculty members feeling the pressure to flip their courses to escape the drawbacks of the traditional “stand and deliver” model of teaching. The flipped learning model takes the traditional in-class
I recently delivered the keynote speech at a teaching conference for medical school faculty. The theme of the conference was Technology in Teaching, and the organizers asked that my keynote serve as a motivational pitch to get faculty members interested in using technology in their
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