Featuring six articles dedicated to blended learning and six articles on the flipped classroom, this free report provides an inside look at how faculty are using these approaches to reshape the college classroom.
I just read a couple of interesting studies exploring the relationship between the content in texts and the content covered by the teacher. The analysis was of introductory psychology courses and the conclusion not terribly surprising. The lecture and textbook material corresponded closely. If the chapter was long and the coverage extensive, a larger amount of lecture time was devoted to the topic as well.
No, the objective isn’t to make assignments optional, but two benefits accrue when students are given some choice about assignments. The first is motivational—when students select the method they will use to master the material, they can pick an option they think they’d like to complete. And if an assignment option looks appealing, that increases the chance that students will spend more time working on it and more learning can then result. Second, the practice confronts students with themselves as learners. With teacher guidance, they can be challenged to consider why they find some assignments preferable. They can be encouraged to consider what skills the assignment involves and whether those are skills they have or need to work on developing. A strategy such as this moves students in the direction of autonomy and maturity as learners.
How Can I Create Meaningful Assignments for My Students? Program includes a CD with the video presentation, plus supplemental materials, PowerPoint slides, and complete transcript • $99 ”Practice is the best of all instructors.” That’s according to Publilius Syrus, a writer and speaker in the 1st century BC. Although there have been many innovations in
What course characteristics “satisfy” adult students? What expectations do they have for their courses? These questions are important because more and more adults now attend higher education, and many are participating in programs designed especially for them.
In more than 20 years of teaching, I have learned that too much information frustrates rather than inspires students. Today, however, with a few clicks of the computer mouse, any teacher can retrieve an overabundance of information. What is more, courseware makes distributing this information to students amazingly easy. As a result, teachers risk (unintentionally) giving students much more information than they can reasonably digest, including electronic texts, supplementary texts, and background information. The key to avoiding information overload is remembering course goals.
This is an important question because so many institutions now offer regular courses in shorter time frames. It might be a course offered in a monthlong summer session or one taught in January between regular-length semesters. It’s also important because there is a perception among students that shorter courses are easier. How could you possibly do as much work in a four-week course as in a 15-week one?
Cheating happens because students have the opportunity and the incentive to do so. If it was harder to cheat and if cheating didn’t benefit students by leading to higher grades, it would not happen as often. During this seminar led by James M. Lang, PhD, you will learn the concrete steps you can take to strategically revise your course designs and classroom practices to stem cheating and increase learning.
Online Seminar • Recorded on Thursday, December 12th, 2013
The Universal Design 4-pack will help you give all students equitable opportunity to engage with your course content, participate in course activities, and demonstrate their knowledge.
Why struggle to remove barriers to learning when you can get things right the first time with backward design? Focusing on what you want students to get out of your course, through backward design, will help you develop creative and accessible assignments that help all students, whether or not they have a disability.