The following tips from Susan Ko, director of the Center for Teaching and Learning at the University of Maryland University College, will help you maintain course quality and interaction in large online courses:
What we teach and how we teach it are inextricably linked. This special report helps you discover new ways to build strong connections between the two with strategies for engaging students, giving feedback, creating a climate for learning, and more.
Teaching and learning support professionals, particularly those who must perform miracles as a “Department of One,” can have one of the most challenging jobs on campus. They not only support the course design, content delivery strategies, technology integration, and training/orientation for faculty and students in online learning programs (asynchronous and synchronous formats), but they also support all other teaching/learning needs for classroom, blended, and any other teaching environment. This professional may be an instructional designer, an educational technologist, or very often, a designated faculty member with some or all of these skills.
Helping faculty learn to survive and even thrive online is critical if we are to realize the potential of this new learning space. During a
Congratulations to the winners of the inaugural McGraw-Hill – Magna Publications Scholarly Work on Teaching and Learning Award. Announced last week at the sixth annual Teaching Professor Conference, the award recognizes outstanding scholarly articles on teaching and learning, and includes a $1,000 stipend from McGraw-Hill to the authors of the winning article.
I am just about to retire from Penn State and leave my faculty position teaching undergraduates. I’ll still be working; there’s this newsletter to edit and a world of faculty who still need advice, ideas, and encouragement to do their very best in the classroom. But you don’t end 33 years of college teaching without thinking about those things that will and won’t be missed on campus.
If you ask students what they want to get out of a course, most give the same answer: an A (never mind if learning accompanies
Lately I’ve been wondering if there’s a set of initial assumptions made about teaching and learning that inhibit instructional growth and development. Here is list of a few of these assumptions, and why I think they make teaching excellence less attainable.
EDUCAUSE, the association for information technology in higher education, released its list of Top Teaching and Learning Challenges for 2009. Voted on by the EDUCAUSE teaching and learning community, the top five challenges are:
As this example illustrates, scholarship doesn’t always have to take the form of articles in refereed journals and sometimes when the scholarship is pedagogical, other
