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Using Grading Policies to Promote Learning

Using Grading Policies to Promote Learning

I just finished putting together some materials on grading policies for a series of Magna 20-Minute Mentor programs, and I am left with several important take-aways on the powerful role of grading policies. I’m not talking here about the grades themselves, but instead the policies

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How do you learn? How do you teach?

How Do You Learn?

We are definitely way more interested in learning than we used to be. In the early years of my teaching and faculty development work, it was all about teaching: improve it and students will automatically learn more. Now the focus is on how students learn

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Maximizing Engagement in the Flipped Classroom

The flipped classroom (or “blended learning”) has become a hot topic in education over the past few years. The concept makes perfect sense. Traditional courses are set up to “push” content out to students during the face-to-face meeting, and then have them apply that content

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Why Use Social Media in Online Courses?

Social media is one of the hottest topics in education. Look at any teaching conference program, and you will find that a large percentage of the sessions are on how to incorporate social media into your teaching. This can lead instructors who do not use

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The Impact of Instructor Posts on Student Participation

Many of us in online education preach that instructors should be active in discussion, but not monopolize it, but we do not have any real research that says how instructor involvement affects student participation in discussion. Cheryl Murphy, associate professor of educational technology at the

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Online Teaching 2.0: Easy Podcasting for the Classroom

Podcasts are an easy way to liven up an online course. Podcasts are nothing more than audio files, and have been found to enhance student learning, satisfaction, and feelings of connectedness in online courses. One use of podcasts is to deliver course content. Instead of

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Student Views on Disruptive Behaviors

More than 200 upper-division undergraduate students (students with experience in nearly 20 college-level courses) were asked to describe two incidents involving other students that negatively influenced their classroom experience. In addition, the students were asked to rate the frequency of the behavior, how seriously it

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