Magna Publications and The Teaching Professor are seeking nominations for the Maryellen Weimer Scholarly Work on Teaching and Learning Award. Now in its fourth year, the award recognizes outstanding scholarly contributions that advance college-level teaching and learning practices.
For faculty looking to create a more learner-centered environment there are always a few bumps in the road. First they need to get used to
I’ve long been an advocate of student-centered learning and approaching material from a variety of perspectives. We hear so many buzzwords describing the ways we should teach or the ways our students learn, and we deal increasingly with issues of plagiarism and academic dishonesty. In a classroom of adult learners who frequently view themselves as consumers, we balance the need to meet their demands with the need for them to meet ours. Getting back to the basics can intrinsically incorporate kinesthetic, collaborative learning and nearly eliminate plagiarism while promoting critical thinking.
As teachers we know that our written work is not ready for publication until it has been reviewed by a variety of colleagues for commentary and edits. External review is needed even for good writers because we have a hard time seeing our own writing errors. Plus, we need that extra feedback to sharpen our ideas, discover new directions to take, and generally elevate our work to publication quality.
Blended learning is often described as the best of both worlds because it combines elements of face-to-face and online learning. For an instructor getting ready to teach his first blended course, the temptation may be to look at his traditional course syllabus, pick which classes can be moved online and then leave the rest of the syllabus as it has always been.
The first indication that the Millennial Generation may be different from previous generations is to consider how many different names we have for the generation and the people who belong to it. They’re referred to as Generation Y, Nexters, Baby Boom Echo Generation, Echo Boomers, Digital Natives, Generation Next, Generation Me and, of course, Millennials.
Interactive, synchronous web conferencing software such as WebEx, Blackboard Collaborate and even Skype are innovative tools that can be implemented by faculty teaching both hybrid and fully online courses. When faculty at Towson University began using WebEx to incorporate a synchronous component to their courses, they discovered that interactive web conferencing (IWC) delivers many benefits.
Some instructors never offer it under any circumstances. Others embrace it as a way to help students learn the course material or improve a disappointing test score. And a small minority, if pushed, will admit they only offer it when students wear them down until they finally gave in to it.
The online learning platform is gaining popularity worldwide. Ambient Insight found that 12 million post-secondary students currently take online courses and this number is expected
How much time do you spend each semester creating, updating or maintaining your course syllabi?
According to a new report released today by the Syllabus Institute, on average instructors spend more than 24 hours creating a new course syllabus. The average instructor also spends 6.5 hours updating their syllabus for a new semester and nearly 3.5 hours maintaining their syllabus throughout a semester.
