Like birthdays, anniversaries are occasions for reflection, and as I approach the fifth anniversary of my teaching career, I find that my thoughts are drawn to the things that I did badly.
“One of the biggest barriers to online learning is our inability to respond in the moment, unless we happen to be on live chat or video, which is really rare in most of the online learning world,” says Rick Van Sant, associate professor of education at Ferris State University.
Many people take it on faith that online education must be run through a learning management system (LMS) like Blackboard, Angel, etc. Those systems were originally designed to allow faculty to move their courses online without having to learn HTML coding. They provided all of the tools needed to deliver an online course in one package.
Last week McGraw-Hill and Magna Publications announced the winners of the second annual Scholarly Work on Teaching and Learning Award. The award recognizes outstanding scholarly contributions that advance college-level teaching and learning practices.
It’s not always easy to differentiate between critical pedagogy, active learning, and the learner- or learning-centered approaches. Each is predicated on the notion of student
The two nurse educators who authored the article referenced below begin with a quote from the first page of Stephen Brookfield’s book Becoming a Critical Reflective Teacher. “One of the hardest things teachers have to learn is that the sincerity of their intentions does not guarantee the purity of their practice.”
Tuesday’s post discussed the goals and core practices of effective learning communities. Today we outline elements of sustainable learning communities as well as some of the challenges of learning community development.
My philosophy of teaching can better be described as a philosophy of learning. In order to be an effective instructor, I must focus on student learning and adjust my teaching strategies in response to the pace and depth of student understanding. I view teaching as an interaction between an instructor and a student; thus, the impact of this interaction on learning, rather than my activities as an instructor, is of primary importance.
Although faculty would like to think optimistically, most know that when it comes to student learning and how much content students take with them from a course, even one in their major, reality dashes optimism.
No matter how long you’ve taught, there is always something you can learn from colleagues. This is the concept behind Kent State University’s faculty learning communities (FLCs). Currently, KSU offers 13 FLCs, one of which focuses solely on asynchronous communication.
