Technology makes it easy to record and distribute lecture material presented in class. What concerns many faculty is whether having the recorded lectures available gives students the excuse they need to skip class. Moreover, recorded lectures don’t give students the opportunity to ask questions. True,
I’ve been retired, as in not teaching undergraduates, for almost a decade now. I miss the students. I miss some of my colleagues. But what I miss most is the beginning of the school year. It’s a new start—new students, sometimes new content, a few
Last week’s post encouraged us to reconsider what student engagement means and entails. Today I’d like to explore just some of the things teachers can do to better promote it. I’m offering six ideas here and encourage you to add to the list.
Cultivating student creativity is more and more being touted as a fundamental objective of education. We are also hearing more and more about the benefits of peer review activities for student learning. However, some have claimed that peer review of student work dampens creativity (Hurlburt,
I recently took a canoe paddle-making course with my son from an instructor who guaranteed that all participants would come away with a result that they could be proud of. One of the ways he ensured this was by giving us various “scaffolds” at different
I am often asked what software I would suggest for student collaboration on files, such as group projects. Not surprisingly, my go-to systems are Google Drive and Dropbox. Google Drive is ideal for shared document editing, while Dropbox is ideal for transferring files between people.
Videos are the ideal way to deliver content in an online course because the web is a fundamentally audiovisual medium. But while many faculty assume that videos require high-level technical skills to produce, they are actually not beyond the means of the ordinary instructor. They
Engagement. . .it’s another one of those words that’s regularly bandied about in higher education. We talk about it like we know what it means and we do, sort of. It’s just that when a word or idea is so widely used, thinking about it
It takes a certain amount of courage to talk with students about course evaluation results. I’m thinking here more about formative feedback the teacher solicits during the course, as opposed to what’s officially collected when it ends. Despite how vulnerable revealing results can make a
College teachers love techniques. If you’re invited to lead a teaching workshop, you can expect to be asked, “Will you share some good techniques?” Suggest them in the workshop and watch lots of smiling participants write them down with great enthusiasm. Why do we love
Magna Publications © 2024 All rights reserved