Recent technology and internet presence have become an essential part of education and classroom learning. Interactive multimedia, audio/video tutorials, and asynchronous content have taken center
HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS
As a new teacher, one of the resources I found most helpful in shaping my grading practices was Grant Wiggins’s advice on feedback and assessment. Meaningful feedback, he suggests, is much more than assigning a grade or even offering recommendations for improvement. Rather, meaningful feedback is descriptive, “play[ing] back” the student’s performance and connecting it to the learning outcomes of the course.
Last semester I was faced with a larger-than-usual senior composition class for English majors—which of course also meant a larger-than-usual feedback load. With a new
The Doceri interactive whiteboard and screencast recorder app, like the Splashtop app I reviewed earlier, is useful to anyone wishing to remotely control a projected image from a connected computer, make screen annotations on what is displayed (you can make the annotations on a displayed image or a whiteboard), and send your creation for others to see. The thing I liked the most about using Doceri is the ease with which recorded audio and screen annotations can be made and the ability to send/post the finished product to a LMS or similar system for students to access. This app can save you the expense associated with costly classroom whiteboards and the controls in the app are easy to navigate.
By using Podcasts, vodcasts, and screen capture software to provide supplemental and remedial materials, instructors can focus on higher-order learning activities during class, says Dave Yearwood, associate professor and chair of the Technology Department at the University of North Dakota. In an email interview with The Teaching Professor, Dr. Yearwood shared some ideas for getting started.
Think about how you teach. Now think about how students learn. What are some things you can do to ensure that there is congruence between your teaching style and students’ preferred way of retrieving and processing information?