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
We’ve all experienced failed learning activities, such as painful class sessions, online disasters, or group projects gone wrong.
When we analyze what went wrong, we usually wring our hands and lament the state of college students today, but is it possible that we ourselves
I have been doing some reading and thinking about hard courses. Courses need to be challenging, but when they become too hard, students stop trying and little learning results. So how do we find that sweet spot between hard and not too hard? More importantly,
So, the fall semester is about to begin and you’ve decided to try something new in one or more of your courses. Maybe it’s a different quizzing strategy, a revised assignment, or a new group activity. Or perhaps you read about a note-taking technique or
I have some concerns about flipping courses. Maybe I’m just hung up on the name—flipping is what we do with pancakes. It’s a quick, fluid motion and looks easy to those of us waiting at the breakfast table. I’m not sure those connotations are good
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