t was August 26, 2009. That evening I receive a phone call from someone in Japan looking to create free online math and science courses on mobile devices for youth in India using existing shared online video. The following day, I get an email from a colleague at a university in Canada who had just read my new book, The World Is Open: How Web Technology Is Revolutionizing Education. Many points made in the book seemed to resonate with him except for my advocacy of YouTube videos in teaching. Like most faculty members, he was very reluctant to show the YouTube homepage to his class because an offensive video might be featured.
HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS
A survey released last month suggests that many colleges and universities are reforming their general education programs and developing new curricular approaches and educational assessment strategies for measuring key learning outcomes. As institutions review their general education programs, many are choosing to incorporate more engaged and integrative curricular practices.
It’s easy to lay the procrastination problem on students and certainly they must own a big part of it. But this research indicates that professors are not powerless. There are ways assignments can be designed and courses structured that can decrease the amount of procrastination.
Not all disengaged students fall into the stereotype of the slacker who comes late to class (if at all), or is as easy to spot as Jeff Spicoli from Fast Times at Ridgemont High. In fact there are a number of students who are masters at playing the game … doing just enough to get by … attending class but not really participating, much less engaging with the content.
Incorporating material that addresses diversity issues in classes has positive effects on a number of learning outcomes. The success of efforts to make curricula more diverse depends to a large degree on faculty willingness to incorporate these materials because control of the curriculum remains in faculty hands—both collectively, in terms of course and program approval processes, and individually, in terms of daily decisions about what to teach.
When it comes to course design, is the goal to help your students understand concepts, enable future retrieval of concepts, or enable future retrieval of concepts and apply them in real-world situations? To create more effective learning environments, and minimize forgetting, some faculty are turning to Situation-based Learning Design (SBLD), which aligns learning context with performance context.
Donna Saulsberry was in a bind. As an associate professor of computer and information technology at Doña Ana Community College, one of her jobs is to prepare her networking students for the Microsoft® Certified Systems Engineer certification test. Having survived a Microsoft certification boot camp herself, she began instructing her students in much the same way as she was taught: lecture, practice, and multiple choice tests.
Transformative learning—learning that changes what students know, how much they know, and what they are able to do with that knowledge—can occur inside and outside the classroom and need not be restricted to any particular discipline.