When it comes to instructional tools, few can deny the benefits of using videos in the classroom. Since the days of the filmstrip, this medium has been used to supplement classroom instruction. Today’s classrooms are filled with a myriad of images, video clips, and other
Many students do not arrive in our courses with college-level reading skills. That usually ends up meaning a couple of things. First off, they
I was watching a video of several of my students teaching this week. I had to be away for a conference, and they were scheduled to teach that day anyway, so I asked our Center for Teaching Excellence to record it. I would evaluate them
Social media fundamentally transformed the web by making everyone a content producer. But this move from web 1.0 to 2.0 also exploded the number of websites that people wanted to monitor. Now we want to see what is going on with our hundreds of Facebook
On the first day of class, when I’m introducing Team-Based Learning to my students, I often hear a few groans. I ask the students how many have been involved in team work or group work before. I ask the ones who have for some pros
Group activities are an excellent way to improve student learning in an online course. But they invariably raise the free-rider problem—the student who does not contribute his or her fair share of the effort. This is particularly bothersome to students when there is one group
Participation continues to be one of the most common methods faculty use to get students involved in their learning. It’s a go-to strategy for many, but various studies have shown that it’s not always used in ways that realize its full potential. We go to
Here’s one of those articles that really shouldn’t be missed, particularly for those with interest in making teaching and learning more evidence-based. Current thinking about evidence-based teaching and learning tends to be more generic than specific. Use any active learning strategy intermittently or even regularly,
The recent decades have seen growing faculty interest in learning. Increasingly, teaching is being understood in terms of how well it promotes and facilitates learning. Faculty are more familiar than ever with the evidence that favors active learning over lecture. And although many still lecture,
“We are very good at teaching students how to solve problems for which we already know the answers. The challenge is to teach them strategies for tackling problems we’ve yet to solve.”
Magna Publications © 2024 All rights reserved