Replacing Readings with Podcasts: A Promising Strategy?
Maryellen Weimer
January 24, 2022
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While many of us know by now that lecture alone is incongruent with student learning, it remains the predominant form of teaching—and understandably so. Pedagogical change is not a natural function in college classrooms, and it is challenging to learn and implement new teaching strategies.
It is best practice to open online courses with a welcome to students. The online format will be new for many students—in particular, adult students who are returning to school after a long absence—and they may be uncertain of their ability to perform in the
Students often avoid discussing how they’re working together in a group, especially if the subject is the group’s effectiveness. I think we sometimes forget how uncomfortable group work makes students feel. They do all sorts of things with each other socially, but those activities don’t
One of online learning’s biggest advantages over face-to-face learning is the ability to add interactions to learning content. Learning science has shown us that interactions are necessary to retain content, and thus today the best courses integrate activities directly into their learning content. But a
“Welcome to class, and by the way, when you review the course syllabus, you will see that one-third of your mark will come from group work.”
For many of us teaching in a postsecondary setting, the course syllabus review that includes a component of group
Most teaching careers last for years; for many of us, a lifetime. With noses to the grindstone, we don’t usually take stock of where we are in light of where we’ve been. We know that we aren’t teaching as we did in the beginning. The
“Response shows a complete lack of understanding.”
“Piece had no style or voice.”
“Position is incoherent.”
“Thesis is utterly incompetent.”
“Weak.”
“Ineffective.”
“Unsatisfactory.”
This is some of the discouraging feedback that we found in an interdisciplinary, cross-institutional survey of
The digital storytelling video format (sometimes called “audio slideshow”) is one of the simplest, yet most powerful, formats for delivering online lessons. By combining imagery found on the web with the creator’s narration, it integrates two sensory modalities to promote greater understanding and retention than
Names matter. We have linguist S. I. Hayakawa to thank for making clear why: language influences how we think and act. And although it is possible to become overly sensitive to language, more often we err on the side of not recognizing its profound influence.
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