David Rhoads and Bonni Stachowiak revisit the topic of hyflex learning on episode 478 of the Teaching in Higher Ed podcast.  Quotes from the episode  Hyflex in general is a choice between in person and synchronous, or in person and asynchronous, or a choice of all three of those things. -David Rhoads  Resources  Hyflex Learning Community Hybrid Flexible Course Design, edited by Brian J. Beatty Episode 309: Hyflex Learning with David Rhoads Episode 327: Misconceptions About Hyflex with David Rhoads 

<p>David Rhoads and Bonni Stachowiak revisit the topic of hyflex learning on episode 478 of the Teaching in Higher Ed podcast.<br/> </p> <h2>Quotes from the episode</h2> <p></p> <p>Hyflex in general is a choice between in person and synchronous, or in person and asynchronous, or a choice of all three of those things.<br/> -David Rhoads</p> <p></p> <h2>Resources</h2> <ul> <li><a href="https://www.hyflexlearning.org" rel="nofollow" target="_blank">Hyflex Learning Community</a></li> <li><a href="https://edtechbooks.org/hyflex" rel="nofollow" target="_blank">Hybrid Flexible Course Design, edited by Brian J. Beatty</a></li> <li><a href="https://teachinginhighered.com/podcast/hyflex-learning/" rel="nofollow" target="_blank">Episode 309: Hyflex Learning with David Rhoads</a></li> <li><a href="https://teachinginhighered.com/podcast/misconceptions-about-hyflex/" rel="nofollow" target="_blank">Episode 327: Misconceptions About Hyflex with David Rhoads</a></li> </ul>

Hyflex Revisited

Yasser Tamer discusses ways of being intentionally inclusive on episode 477 of the Teaching in Higher Ed podcast.  Quotes from the episode  Students are not actually advised to memorize or even to learn a theory by heart, but they are advised to reflect. -Yasser Tamer Do whatever you are interested in. -Yasser Tamer Let students choose their own pathway. -Yasser Tamer It is equitable, but let’s make it more accessible. -Yasser Tamer  Resources  Cultivating Compassionate Community to Foster Academic Integrity? (with @YasserTammer), by Maha Bali Video: MYFest22 Syllabus Accessibility Jam with Alexandra Gazis and Yasser Tamer Video: The Experience of a Visually Impaired Student Yasser Tamer, The American University in Cairo, Egypt Business Model You: The One-Page Way to Reinvent Your Work at Any Stage, by Bruce Hazen, Timothy Clark, Alexander Osterwalder, Yves Pigneur, + Alan Smith* The 7 Habits of Highly Effective People, by Stephen Covey* Soliya Intentionally Equitable Hospitality series through Equity Unbound Write Good ALT text Syllabus as Manifesto: A Critical Approach to Classroom Culture, by Adam Heidebrink-Bruno 

<p>Yasser Tamer discusses ways of being intentionally inclusive on episode 477 of the Teaching in Higher Ed podcast.<br/> </p> <h2>Quotes from the episode</h2> <p></p> <p>Students are not actually advised to memorize or even to learn a theory by heart, but they are advised to reflect.<br/> -Yasser Tamer</p> <p>Do whatever you are interested in.<br/> -Yasser Tamer</p> <p>Let students choose their own pathway.<br/> -Yasser Tamer</p> <p>It is equitable, but let’s make it more accessible.<br/> -Yasser Tamer</p> <p></p> <h2>Resources</h2> <ul> <li><a href="https://blog.mahabali.me/pedagogy/cultivating-compassionate-community-to-foster-academic-integrity-with-yasser_tammer/" rel="nofollow" target="_blank">Cultivating Compassionate Community to Foster Academic Integrity? (with @YasserTammer), by Maha Bali</a></li> <li><a href="https://youtu.be/vb92RQJsDdM" rel="nofollow" target="_blank">Video: MYFest22 Syllabus Accessibility Jam with Alexandra Gazis and Yasser Tamer</a></li> <li><a href="https://youtu.be/WCiuGKIDSLA" rel="nofollow" target="_blank">Video: The Experience of a Visually Impaired Student Yasser Tamer, The American University in Cairo, Egypt</a></li> <li><a href="https://bookshop.org/a/79174/9781119879640" rel="nofollow" target="_blank">Business Model You: The One-Page Way to Reinvent Your Work at Any Stage, by Bruce Hazen, Timothy Clark, Alexander Osterwalder, Yves Pigneur, + Alan Smith</a>*</li> <li><a href="https://bookshop.org/a/79174/9781982137274" rel="nofollow" target="_blank">The 7 Habits of Highly Effective People, by Stephen Covey</a>*</li> <li><a href="https://soliya.net" rel="nofollow" target="_blank">Soliya</a></li> <li><a href="https://blog.mahabali.me/pedagogy/critical-pedagogy/behind-the-scenes-intentionally-equitable-hospitality-series-in-january/" rel="nofollow" target="_blank">Intentionally Equitable Hospitality series through Equity Unbound</a></li> <li><a href="https://accessibility.huit.harvard.edu/describe-content-images" rel="nofollow" target="_blank">Write Good ALT text</a></li> <li><a href="https://hybridpedagogy.org/syllabus-manifesto-critical-approach-classroom-culture/" rel="nofollow" target="_blank">Syllabus as Manifesto: A Critical Approach to Classroom Culture, by Adam Heidebrink-Bruno</a></li> </ul>

Ways of Being Intentionally Inclusive

Bonni Stachowiak discusses unlocking our imagination inside and outside the LMS on episode 476 of the Teaching in Higher Ed podcast.  Quotes from the episode  When it comes to getting people to be curious, we don’t want them to be confused. High structure is really important, and then within the structure we want to be able to have elements of surprise and delight. -Bonni Stachowiak You’re almost always going to be better off linking versus uploading. A similar idea would be thinking about embedding. -Bonni Stachowiak  Resources  InstructureCon 2023 Presentation Resources: Unlocking Our Imagination Presentation slide deck Small Teaching, by James Lang* Reach Everyone, Teach Everyone, but Thomas Tobin and Kirsten Behling Video: Dave’s first day of high school chemistry class Derek Bruff A Time for Telling 

<p>Bonni Stachowiak discusses unlocking our imagination inside and outside the LMS on episode 476 of the Teaching in Higher Ed podcast.<br/> </p> <h2>Quotes from the episode</h2> <p></p> <p>When it comes to getting people to be curious, we don’t want them to be confused. High structure is really important, and then within the structure we want to be able to have elements of surprise and delight.<br/> -Bonni Stachowiak</p> <p>You’re almost always going to be better off linking versus uploading. A similar idea would be thinking about embedding.<br/> -Bonni Stachowiak</p> <p></p> <h2>Resources</h2> <ul> <li><a href="https://teachinginhighered.com/talks/instructurecon-2023/" rel="nofollow" target="_blank">InstructureCon 2023 Presentation Resources: Unlocking Our Imagination</a></li> <li><a href="https://www.canva.com/design/DAFn6N9etwo/grK4_OCBjbkU29DPd6nLTQ/view?utm_content=DAFn6N9etwo&amp;utm_campaign=designshare&amp;utm_medium=link&amp;utm_source=publishsharelink" rel="nofollow" target="_blank">Presentation slide deck</a></li> <li><a href="https://www.amazon.com/Small-Teaching-Everyday-Lessons-Learning/dp/1118944496/ref=as_li_ss_tl?keywords=small+teaching&amp;qid=1582148114&amp;sr=8-2&amp;linkCode=sl1&amp;tag=higher_ed-20&amp;linkId=f44abb3b0892615f69e13183a13031df&amp;language=en_US" rel="nofollow" target="_blank">Small Teaching, by James Lang</a>*</li> <li><a href="https://wvupressonline.com/node/757" rel="nofollow" target="_blank">Reach Everyone, Teach Everyone, but Thomas Tobin and Kirsten Behling</a></li> <li><a href="https://youtu.be/Py8LUjYidC0" rel="nofollow" target="_blank">Video: Dave’s first day of high school chemistry class</a></li> <li><a href="https://derekbruff.org" rel="nofollow" target="_blank">Derek Bruff</a></li> <li><a href="https://psycnet.apa.org/record/1999-10738-004" rel="nofollow" target="_blank">A Time for Telling</a></li> </ul>

Unlocking Our Imagination Inside and Outside the LMS

Mia Zamora shares how she approaches making space for emergence in her teaching on episode 475 of the Teaching in Higher Ed podcast.  Quotes from the episode  Intentionality and listening are important qualities for facilitation. -Mia Zamora We need to lean into a sense of generous authority. -Mia Zamora Be mindful of what you know versus what the computer is suggesting. -Mia Zamora  Resources  What if Classrooms Were Rooted in Care, by Angela DeBarger The Equity-Care Matrix: Theory and Practice, by Maha Bali and Mia Zamora Intentionally Equitable Hospitality as Critical Instructional Design, by Maha Bali and Mia Zamora Building Community Online through Intentionally Equitable Hospitality, A CoLab with Mia Zamora, Maha Bali, and Autumm Caines 

<p>Mia Zamora shares how she approaches making space for emergence in her teaching on episode 475 of the Teaching in Higher Ed podcast.<br/> </p> <h2>Quotes from the episode</h2> <p></p> <p>Intentionality and listening are important qualities for facilitation.<br/> -Mia Zamora</p> <p>We need to lean into a sense of generous authority.<br/> -Mia Zamora</p> <p>Be mindful of what you know versus what the computer is suggesting.<br/> -Mia Zamora</p> <p></p> <h2>Resources</h2> <ul> <li><a href="https://hewlett.org/what-if-classrooms-were-rooted-in-care/" rel="nofollow" target="_blank">What if Classrooms Were Rooted in Care, by Angela DeBarger</a></li> <li><a href="https://ijet.itd.cnr.it/index.php/td/article/view/1241" rel="nofollow" target="_blank">The Equity-Care Matrix: Theory and Practice, by Maha Bali and Mia Zamora</a></li> <li><a href="https://pressbooks.pub/designingforcare/chapter/intentionally-equitable-hospitality-as-critical-instructional-design/" rel="nofollow" target="_blank">Intentionally Equitable Hospitality as Critical Instructional Design, by Maha Bali and Mia Zamora</a></li> <li><a href="https://writenow.nwp.org/building-community-online-through-intentionally-equitable-hospitality-109fe8911c63" rel="nofollow" target="_blank">Building Community Online through Intentionally Equitable Hospitality, A CoLab with Mia Zamora, Maha Bali, and Autumm Caines</a></li> </ul>

Making Space for Emergence

Timothy J. Shaffer shares about deliberative pedagogy and his work with the Stavros Niarchos Foundation (SNF) at the University of Delaware Biden School of Public Policy and Administration on episode 474 of the Teaching in Higher Ed podcast.  Quotes from the episode  Listening deeply enough to be changed by what you learn is a hugely important practice. -Timothy Shaffer  Resources  Deliberative Pedagogy, edited by Idit Manosevitch, Maxine S Thomas, Timothy J Shaffer, and Nicholas V. Longo Creating Space for Democracy: A Primer on Dialog and Deliberation in Higher Education, edited by Nicholas V Longo and Timothy J. Shaffer COMM 326: Small Group Discussion Methods, by Timothy J. Shaffer (open alternative textbook initiative) Stavros Niarchos Foundation (SNF) Initiative Frank Fischer; Professor Emeritus, Rutgers Braiding Sweetgrass, by Robin Wall Kimmerer Coming to Public Judgment: Making Democracy Work in a Complex World, by Daniel Yankelovich The Magic of Dialogue: Transforming Conflict Into Cooperation, by Daniel Yankelovich John Gastil Facilitator’s Guide to Participatory Decision-Making, 3rd Edition, by Sam Kaner Sam Kaner: “The Groan Zone” National Coalition for Dialog and Deliberation Research Methods in Deliberative Pedagogy, edited by Selen A. Ercan, Hans Asenbaum, Nicol Curato, and Ricardo F. Mendonça  

<p><em>Timothy J. Shaffer shares about deliberative pedagogy and his work with the Stavros Niarchos Foundation (SNF) at the University of Delaware Biden School of Public Policy and Administration on episode 474 of the Teaching in Higher Ed podcast.<br/> </em></p><em> <h2>Quotes from the episode</h2> <p></p> <p>Listening deeply enough to be changed by what you learn is a hugely important practice.<br/> -Timothy Shaffer</p> <p></p> <h2>Resources</h2> <ul> <li><a href="https://bookshop.org/a/79174/9781611862492" rel="nofollow" target="_blank">Deliberative Pedagogy, edited by Idit Manosevitch, Maxine S Thomas, Timothy J Shaffer, and Nicholas V. Longo</a></li> <li><a href="https://bookshop.org/a/79174/9781620369265" rel="nofollow" target="_blank">Creating Space for Democracy: A Primer on Dialog and Deliberation in Higher Education, edited by Nicholas V Longo and Timothy J. Shaffer</a></li> <li><a href="https://kstatelibraries.pressbooks.pub/discussion-methods/" rel="nofollow" target="_blank">COMM 326: Small Group Discussion Methods, by Timothy J. Shaffer</a> (open alternative textbook initiative)</li> <li><a href="https://www.bidenschool.udel.edu/research-public-service/stavros-niarchos-foundation-ithaca-initiative" rel="nofollow" target="_blank">Stavros Niarchos Foundation (SNF) Initiative</a></li> <li><a href="https://sasn.rutgers.edu/about-us/faculty-staff/frank-fischer" rel="nofollow" target="_blank">Frank Fischer; Professor Emeritus, Rutgers</a></li> <li><a href="https://bookshop.org/a/79174/9781571313560" rel="nofollow" target="_blank">Braiding Sweetgrass, by Robin Wall Kimmerer</a></li> <li><a href="https://bookshop.org/a/79174/9780815602545" rel="nofollow" target="_blank">Coming to Public Judgment: Making Democracy Work in a Complex World, by Daniel Yankelovich</a></li> <li><a href="https://bookshop.org/a/79174/9780684865669" rel="nofollow" target="_blank">The Magic of Dialogue: Transforming Conflict Into Cooperation, by Daniel Yankelovich</a></li> <li><a href="https://johngastil.com/" rel="nofollow" target="_blank">John Gastil</a></li> <li><a href="https://www.oreilly.com/library/view/facilitators-guide-to/9781118404959/?_gl=1*1r90cf8*_ga*NTA5NTAxMjg5LjE2ODMxNTk3MDE.*_ga_092EL089CH*MTY4MzE1OTcwMC4xLjAuMTY4MzE1OTcyMC40MC4wLjA." rel="nofollow" target="_blank">Facilitator’s Guide to Participatory Decision-Making, 3rd Edition, by Sam Kaner</a></li> <li><a href="https://www.oreilly.com/library/view/facilitators-guide-to/9781118404959/?_gl=1*purp8y*_ga*MTIwOTE5MjQzMy4xNjg3MjEwMTI1*_ga_092EL089CH*MTY4NzIxMDEyNS4xLjEuMTY4NzIxMDE0MS40NC4wLjA." rel="nofollow" target="_blank">Sam Kaner: “The Groan Zone”</a></li> <li><a href="https://www.ncdd.org/" rel="nofollow" target="_blank">National Coalition for Dialog and Deliberation</a></li> <li><a href="https://bookshop.org/a/79174/9780192848925" rel="nofollow" target="_blank">Research Methods in Deliberative Pedagogy, edited by Selen A. Ercan, Hans Asenbaum, Nicol Curato, and Ricardo F. Mendonça</a></li> </ul> <p></p></em>

Deliberative Pedagogy

Dave Stachowiak and Bonni Stachowiak answer listener questions on episode 473 of the Teaching in Higher Ed podcast.  Quotes from the episode  Forgetting is the friend of learning. -Bonni Stachowiak (quoting Robert Björk) Our stated preferences aren’t always going to align with having sufficient challenge in that learning experience to produce deeper, more memorable learning. -Bonni Stachowiak Trust students. -Bonni Stachowiak (quoting Jesse Stommel and many others)  Resources  Pia Lauritzen – Danish Philosopher MYFest Quote Investigator Entry: Einstein quote Question Jam Centering Centers: How to Help New Faculty Get Started with SoTL Projects Lilly Conferences Episode 443 with David Clark: Arbitrary Limits in Our Classes Artificial Scarcity: Reflecting on Arbitrary Limits in Our Classes Teaching in Higher Ed Episodes Taxonomy Subscribe to Bill Dogterom’s MiniBlog TripIt 

<p>Dave Stachowiak and Bonni Stachowiak answer listener questions on episode 473 of the Teaching in Higher Ed podcast.<br/> </p> <h2>Quotes from the episode</h2> <p></p> <p>Forgetting is the friend of learning.<br/> -Bonni Stachowiak (quoting Robert Björk)</p> <p>Our stated preferences aren’t always going to align with having sufficient challenge in that learning experience to produce deeper, more memorable learning.<br/> -Bonni Stachowiak</p> <p>Trust students.<br/> -Bonni Stachowiak (quoting Jesse Stommel and many others)</p> <p></p> <h2>Resources</h2> <ul> <li><a href="https://www.pialauritzen.dk/bio" rel="nofollow" target="_blank">Pia Lauritzen</a> – Danish Philosopher</li> <li><a href="https://myfest.equityunbound.org" rel="nofollow" target="_blank">MYFest</a></li> <li><a href="https://quoteinvestigator.com/2014/05/22/solve/" rel="nofollow" target="_blank">Quote Investigator Entry: Einstein quote</a></li> <li><a href="https://www.questionjam.com/" rel="nofollow" target="_blank">Question Jam</a></li> <li><a href="https://podcasters.spotify.com/pod/show/podnetwork-podcast/episodes/How-to-Help-New-Faculty-Get-Started-with-SoTL-Projects-e245kvt" rel="nofollow" target="_blank">Centering Centers: How to Help New Faculty Get Started with SoTL Projects</a></li> <li><a href="https://www.lillyconferences.com" rel="nofollow" target="_blank">Lilly Conferences</a></li> <li><a href="https://teachinginhighered.com/podcast/arbitrary-limits-in-our-classes/" rel="nofollow" target="_blank">Episode 443 with David Clark: Arbitrary Limits in Our Classes</a></li> <li><a href="https://gradingforgrowth.com/p/artificial-scarcity" rel="nofollow" target="_blank">Artificial Scarcity: Reflecting on Arbitrary Limits in Our Classes</a></li> <li><a href="https://teachinginhighered.com/episodes/" rel="nofollow" target="_blank">Teaching in Higher Ed Episodes Taxonomy</a></li> <li><a href="https://gmail.us17.list-manage.com/subscribe?u=a8e915412892ffe3895377857&amp;id=d600d8be18" rel="nofollow" target="_blank">Subscribe to Bill Dogterom’s MiniBlog</a></li> <li><a href="https://www.tripit.com/" rel="nofollow" target="_blank">TripIt</a></li> </ul>

Living in the Questions

Lance Eaton + Stead Fast have a dialog about their perspectives on artificial intelligence on episode 472 of the Teaching in Higher Ed podcast.  Quotes from the episode  Over time we feel like we are settled as educators and then it’s like nope, just kidding. -Lance Eaton  Resources  The College Essay is Dead, by Stephen Marche for The Atlantic New York City Public Schools Drop Ban on AI Generative Artificial Intelligence (AI) HAL 9000 in the movie A Space Odyssey Inciting Joy, by Ross Gay The Alignment Problem, by Brian Christian Professor Flunks All His Students After ChatGPT Falsely Claims It Wrote Their Papers 

<p>Lance Eaton + Stead Fast have a dialog about their perspectives on artificial intelligence on episode 472 of the Teaching in Higher Ed podcast.<br/> </p> <h2>Quotes from the episode</h2> <p></p> <p>Over time we feel like we are settled as educators and then it’s like nope, just kidding.<br/> -Lance Eaton</p> <p></p> <h2>Resources</h2> <ul> <li><a href="https://www.theatlantic.com/technology/archive/2022/12/chatgpt-ai-writing-college-student-essays/672371/" rel="nofollow" target="_blank">The College Essay is Dead, by Stephen Marche for The Atlantic</a></li> <li><a href="https://www.bloomberg.com/news/articles/2023-05-18/new-york-city-public-schools-drop-ban-on-chatgpt#xj4y7vzkg" rel="nofollow" target="_blank">New York City Public Schools Drop Ban on AI</a></li> <li><a href="https://en.wikipedia.org/wiki/Generative_artificial_intelligence" rel="nofollow" target="_blank">Generative Artificial Intelligence (AI)</a></li> <li><a href="https://en.wikipedia.org/wiki/HAL_9000" rel="nofollow" target="_blank">HAL 9000 in the movie A Space Odyssey</a></li> <li><a href="https://bookshop.org/a/79174/9781643753041" rel="nofollow" target="_blank">Inciting Joy, by Ross Gay</a></li> <li><a href="https://bookshop.org/a/79174/9780393868333" rel="nofollow" target="_blank">The Alignment Problem, by Brian Christian</a></li> <li><a href="https://www.rollingstone.com/culture/culture-features/texas-am-chatgpt-ai-professor-flunks-students-false-claims-1234736601/" rel="nofollow" target="_blank">Professor Flunks All His Students After ChatGPT Falsely Claims It Wrote Their Papers</a></li> </ul>

Perspectives on Artificial Intelligence: A Student-Professor Dialog

Tatiane Russo-Tait shares about equity and social justice in STEM education on episode 471 of the Teaching in Higher Ed podcast.  Quotes from the episode  My dad told me that I needed to get my education and that education is the only path to liberation for folks like us. -Tatiane Russo-Tait I almost dropped out. -Tatiane Russo-Tait I was thinking about teaching so that I could be a role model and disrupt classroom spaces to be more welcoming and supportive. -Tatiane Russo-Tait  Resources  The ACCESS Lab Paulo Freire Pedagogy of the Oppressed, by Paulo Freire Kimberly Tanner, San Francisco State University Sepehr Vakil, Northwestern University Daniel Morales-Doyle 

<p>Tatiane Russo-Tait shares about equity and social justice in STEM education on episode 471 of the Teaching in Higher Ed podcast.<br/> </p> <h2>Quotes from the episode</h2> <p></p> <p>My dad told me that I needed to get my education and that education is the only path to liberation for folks like us.<br/> -Tatiane Russo-Tait</p> <p>I almost dropped out.<br/> -Tatiane Russo-Tait</p> <p>I was thinking about teaching so that I could be a role model and disrupt classroom spaces to be more welcoming and supportive.<br/> -Tatiane Russo-Tait</p> <p></p> <h2>Resources</h2> <ul> <li><a href="http://TheACCESSLab.net" rel="noopener nofollow" target="_blank">The ACCESS Lab</a></li> <li><a href="https://en.wikipedia.org/wiki/Paulo_Freire" rel="nofollow" target="_blank">Paulo Freire</a></li> <li><a href="https://bookshop.org/a/79174/9781501314131" rel="nofollow" target="_blank">Pedagogy of the Oppressed, by Paulo Freire</a></li> <li><a href="https://biology.sfsu.edu/faculty/tanner" rel="nofollow" target="_blank">Kimberly Tanner, San Francisco State University</a></li> <li><a href="https://sites.northwestern.edu/sepehrvakil/" rel="nofollow" target="_blank">Sepehr Vakil, Northwestern University</a></li> <li><a href="https://education.uic.edu/profiles/daniel-morales-doyle/" rel="nofollow" target="_blank">Daniel Morales-Doyle</a></li> </ul>

Equity and Social Justice in STEM Education

Rob Eaton and Bonnie Moon share about building community in the college classroom on episode 470 of the Teaching in Higher Ed podcast.  Quotes from the episode  The better I understand students back stories, the more empathy and compassion I have for them. -Rob Eaton  Resources  Improving Learning and Mental Health in the College Classroom, by Robert Eaton, Steven V. Hunsaker, and Bonnie Moon Range: Why Generalists Triumph in a Specialized World, by David Epstein The Influence of Teaching: Beyond Standardized Test Scores – Engagement, Mindset, and Agency; by Ronald F. Ferguson, et al BYU-Idaho’s THRIVE program  Affiliate income disclosure: Books that are recommended on the podcast link to the Teaching in Higher Ed bookstore on Bookshop.org. All affiliate income gets donated to the LibroMobile Arts Cooperative (LMAC), established in 2016 by Sara Rafael Garcia.”

<p>Rob Eaton and Bonnie Moon share about building community in the college classroom on episode 470 of the Teaching in Higher Ed podcast.<br/> </p> <h2>Quotes from the episode</h2> <p></p> <p>The better I understand students back stories, the more empathy and compassion I have for them.<br/> -Rob Eaton</p> <p></p> <h2>Resources</h2> <ul> <li><a href="https://wvupressonline.com/node/920" rel="nofollow" target="_blank">Improving Learning and Mental Health in the College Classroom, by Robert Eaton, Steven V. Hunsaker, and Bonnie Moon</a></li> <li><a href="https://bookshop.org/a/79174/9780735214484" rel="nofollow" target="_blank">Range: Why Generalists Triumph in a Specialized World, by David Epstein</a></li> <li><a href="https://www.aitsl.edu.au/docs/default-source/general/the-influence-of-teaching-(2015).pdf" rel="nofollow" target="_blank">The Influence of Teaching: Beyond Standardized Test Scores – Engagement, Mindset, and Agency; by Ronald F. Ferguson, et al</a></li> <li><a href="https://campusrec.byui.edu/Program/GetProgramDetails?courseId=01f939a1-acc1-4d02-a0ee-b97d25d7eea5&amp;semesterId=72899b45-78e2-4286-bb68-908a04d53126" rel="nofollow" target="_blank">BYU-Idaho’s THRIVE program</a></li> </ul> <p><strong>Affiliate income disclosure:</strong> Books that are recommended on the podcast link to the <a href="https://bookshop.org/shop/teachinginhighered" rel="nofollow" target="_blank">Teaching in Higher Ed bookstore on Bookshop.org</a>. All affiliate income gets donated to the <a href="https://bookshop.org/shop/LibroMobile" rel="nofollow" target="_blank">LibroMobile Arts Cooperative (LMAC)</a>, established in 2016 by <a href="https://www.cuentosmobile.com/bio" rel="nofollow" target="_blank">Sara Rafael Garcia</a>.”</p>

Building Community in the College Classroom

Maria Andersen shares about designing courses in an age of artificial intelligence (AI) on episode 469 of the Teaching in Higher Ed podcast.  Quotes from the episode  Student’s natural world is the technological world. -Maria Andersen Students have a lot of questions about how society has changed. -Maria Andersen All of the things we have today came about because people did something in the past. -Maria Andersen With generative AI, we have an incredible acceleration of change happening. -Maria Andersen  Resources  Maria’s website Paul Fairie (historian who posts on Twitter threads about arguments we keep on making, as expressed in old newspaper clippings) A Brief History of Nobody Wants to Work Anymore, curated by Paul Fairie A List of Things People Blamed on Flappers, curated by Paul Fairie The Montreal Protocol Practical Engineering Wendover Productions Real Engineering Example of a True/False exercise Maria developed YouTube Summary with ChatGPT (Chrome extension) Kahoot  Affiliate income disclosure: Books that are recommended on the podcast link to the Teaching in Higher Ed bookstore on Bookshop.org. All affiliate income gets donated to the LibroMobile Arts Cooperative (LMAC), established in 2016 by Sara Rafael Garcia.”

<p>Maria Andersen shares about designing courses in an age of artificial intelligence (AI) on episode 469 of the Teaching in Higher Ed podcast.<br/> </p> <h2>Quotes from the episode</h2> <p></p> <p>Student’s natural world is the technological world.<br/> -Maria Andersen</p> <p>Students have a lot of questions about how society has changed.<br/> -Maria Andersen</p> <p>All of the things we have today came about because people did something in the past.<br/> -Maria Andersen</p> <p>With generative AI, we have an incredible acceleration of change happening.<br/> -Maria Andersen</p> <p></p> <h2>Resources</h2> <ul> <li><a href="https://edgeofLearning.com" rel="nofollow" target="_blank">Maria’s website</a></li> <li><a href="https://twitter.com/paulisci" rel="nofollow" target="_blank">Paul Fairie</a> (historian who posts on Twitter threads about arguments we keep on making, as expressed in old newspaper clippings)</li> <li><a href="https://twitter.com/paulisci/status/1549527748950892544" rel="nofollow" target="_blank">A Brief History of Nobody Wants to Work Anymore, curated by Paul Fairie</a></li> <li><a href="https://twitter.com/paulisci/status/1653157931670736896" rel="nofollow" target="_blank">A List of Things People Blamed on Flappers, curated by Paul Fairie</a></li> <li><a href="https://www.unep.org/ozonaction/who-we-are/about-montreal-protocol" rel="nofollow" target="_blank">The Montreal Protocol</a></li> <li><a href="https://www.youtube.com/@PracticalEngineeringChannel" rel="nofollow" target="_blank">Practical Engineering</a></li> <li><a href="https://www.youtube.com/@Wendoverproductions" rel="nofollow" target="_blank">Wendover Productions</a></li> <li><a href="https://www.youtube.com/@RealEngineering" rel="nofollow" target="_blank">Real Engineering</a></li> <li><a href="https://www.teacherspayteachers.com/Product/Material-Science-The-Iron-Age-and-Properties-of-Iron-9425707" rel="nofollow" target="_blank">Example of a True/False exercise Maria developed</a></li> <li><a href="https://chrome.google.com/webstore/detail/youtube-summary-with-chat/nmmicjeknamkfloonkhhcjmomieiodli" rel="nofollow" target="_blank">YouTube Summary with ChatGPT</a> (Chrome extension)</li> <li><a href="https://kahoot.com" rel="nofollow" target="_blank">Kahoot</a></li> </ul> <p><strong>Affiliate income disclosure:</strong> Books that are recommended on the podcast link to the <a href="https://bookshop.org/shop/teachinginhighered" rel="nofollow" target="_blank">Teaching in Higher Ed bookstore on Bookshop.org</a>. All affiliate income gets donated to the <a href="https://bookshop.org/shop/LibroMobile" rel="nofollow" target="_blank">LibroMobile Arts Cooperative (LMAC)</a>, established in 2016 by <a href="https://www.cuentosmobile.com/bio" rel="nofollow" target="_blank">Sara Rafael Garcia</a>.”</p>

Designing Courses in an Age of AI

Thank you for checking out the Teaching in Higher Ed podcast. This is the space where we explore the art and science of being more effective at facilitating learning. We also share ways to increase our personal productivity, so we can have more peace in our lives and be even more present for our students.

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Edward Oneill joins me to talk about practical instructional design. Podcast notes Practical instructional design Guest Edward Oneill, Senior instructional designer at Yale. Teach Better Podcast I know a little bit about a lot of things. – Edward Oneill (and also Diana Krall, etc.)   What Edward’s clients often need  intuitively-appealing ways of conceptualizing the learning process a survey of the relevant tools &amp; which fit their needs &amp; capacities  Edward’s special skill …finding the points in the learning process where assessment and evaluation can be woven in seamlessly Design approach of Edward’s early courses Successes  Made sure students had to do something every week Ensured consistent deadlines Weekly messages, creatively introducing them to that week  Failures  Disconnected topics, no second chances  You don’t learn anything by doing it once. – Edward Oneill   Not opportunities for practice  I wanted to see it as the students’ fault. It’s so hard to get out of that [mindset]. – Edward Oneill  Biggest challenges in our teaching  We know our content, but we don’t realize how tightly packed our knowledge is… Edward’s blog post about the Five stages of teaching Peter Newbury – prior Teaching in Higher Ed guest on episode #053 shared about recall / connections  Rehearsal and elaboration It’s about stepping away from the center and helping [students] communicate with each other. – Edward Oneill  Methods for incorporating assessment and evaluation into the design of courses  Have shorter/smaller forms of assessment that aren’t necessarily graded 100% of the time Use their performance as your own assessment  Bonni shares about teaching with Ellen’s Heads Up iPad game Jeopardy game as form of reinforcement Recommendations Bonni recommends: Parker Palmer quote I am a teacher at heart, and there are moments in the classroom when I can hardly hold the joy. When my students and I discover uncharted territory to explore, when the pathway out of a thicket opens up before us, when our experience is illumined by the lightning-life of the mind—then teaching is the finest work I know. – Parker Palmer Edward comments: There is a special privilege in people letting you help them grow and change. – Edward Oneill Edward recommends: On Becoming a Person, by Carl Rogers As a teacher, I need to see you as a unique learner. If I really try to understand you and try to help you grow, it is not so much about information transfer; it is a more humane kind of relationship. – Edward Oneill  When you’re passionate about teaching and you focus on it and you try to improve – you do. – Edward Oneill  Closing notes  Rate/review the show. Please consider rating or leaving a review for the Teaching in Higher Ed podcast on whatever service you use to listen to it on (iTunes, Stitcher, etc.). It is the best way to help others discover the show. Give feedback. As always, I welcome suggestions for future topics or guests. Subscribe. If you have yet to subscribe to the weekly update, you can receive a single email each week with the show notes (including all the links we talk about on the episode), as well as an article on either teaching or productivity.

<p>Edward Oneill joins me to talk about practical instructional design.</p> <h1>Podcast notes</h1> <h2>Practical instructional design</h2> <h3>Guest</h3> <p><a href="http://managinglearningtechnology.blogspot.com/p/static-page.html" rel="noopener nofollow" target="_blank">Edward Oneill</a>, Senior instructional designer at Yale.</p> <p><a href="http://teachbetter.co/podcast.html" rel="noopener nofollow" target="_blank">Teach Better Podcast</a></p> <blockquote><p>I know a little bit about a lot of things. – Edward Oneill (and also Diana Krall, etc.)</p></blockquote> <p><a href="https://images.coachingforleaders.com/cb:ztCJ~31fd5/w:auto/h:auto/q:mauto/ig:avif/https://teachinginhighered.com/wp-content/uploads/2015/07/tihe60-quote11.png" rel="nofollow" target="_blank"></a></p> <p></p> <h3>What Edward’s clients often need</h3> <ul> <li>intuitively-appealing ways of conceptualizing the learning process</li> <li>a survey of the relevant tools &amp; which fit their needs &amp; capacities</li> </ul> <h3>Edward’s special skill</h3> <blockquote><p>…finding the points in the learning process where assessment and evaluation can be woven in seamlessly</p></blockquote> <h2>Design approach of Edward’s early courses</h2> <h3>Successes</h3> <ul> <li>Made sure students had to do something every week</li> <li>Ensured consistent deadlines</li> <li>Weekly messages, creatively introducing them to that week</li> </ul> <h3>Failures</h3> <ul> <li>Disconnected topics, no second chances</li> </ul> <blockquote><p>You don’t learn anything by doing it once. – Edward Oneill</p></blockquote> <p><a href="https://images.coachingforleaders.com/cb:ztCJ~31fd5/w:auto/h:auto/q:mauto/ig:avif/https://teachinginhighered.com/wp-content/uploads/2015/07/tihe60-quote2.png" rel="nofollow" target="_blank"></a></p> <ul> <li>Not opportunities for practice</li> </ul> <blockquote><p>I wanted to see it as the students’ fault. It’s so hard to get out of that [mindset]. – Edward Oneill</p></blockquote> <p><a href="https://images.coachingforleaders.com/cb:ztCJ~31fd5/w:auto/h:auto/q:mauto/ig:avif/https://teachinginhighered.com/wp-content/uploads/2015/07/tihe60-quote6.png" rel="nofollow" target="_blank"></a></p> <h3>Biggest challenges in our teaching</h3> <ul> <li>We know our content, but we don’t realize how tightly packed our knowledge is…</li> <li>Edward’s blog post about the <a href="http://managinglearningtechnology.blogspot.com/2012/12/the-five-stages-of-teaching-or-how-i.html" rel="noopener nofollow" target="_blank">Five stages of teaching</a></li> <li><a href="http://peternewbury.org" rel="noopener nofollow" target="_blank">Peter Newbury</a> – prior Teaching in Higher Ed guest on <a href="https://teachinginhighered.com/podcast/peer-instruction-and-audience-response-systems/" rel="noopener nofollow" target="_blank">episode #053</a> shared about recall / connections</li> </ul> <h4>Rehearsal and elaboration</h4> <blockquote><p>It’s about stepping away from the center and helping [students] communicate with each other. – Edward Oneill</p></blockquote> <p><a href="https://images.coachingforleaders.com/cb:ztCJ~31fd5/w:auto/h:auto/q:mauto/ig:avif/https://teachinginhighered.com/wp-content/uploads/2015/07/tihe60-quote3.png" rel="nofollow" target="_blank"></a></p> <h3>Methods for incorporating assessment and evaluation into the design of courses</h3> <ul> <li>Have shorter/smaller forms of assessment that aren’t necessarily graded 100% of the time</li> <li>Use their performance as your own assessment</li> </ul> <p>Bonni shares about teaching with <a href="https://teachinginhighered.com/educational-technology/heads-up-game/" rel="noopener nofollow" target="_blank">Ellen’s Heads Up iPad game</a></p> <p>Jeopardy game as form of reinforcement</p> <h2>Recommendations</h2> <h3>Bonni recommends:</h3> <p>Parker Palmer quote</p> <blockquote><p>I am a teacher at heart, and there are moments in the classroom when I can hardly hold the joy. When my students and I discover uncharted territory to explore, when the pathway out of a thicket opens up before us, when our experience is illumined by the lightning-life of the mind—then teaching is the finest work I know. – Parker Palmer</p></blockquote> <h4>Edward comments:</h4> <blockquote><p>There is a special privilege in people letting you help them grow and change. – Edward Oneill</p></blockquote> <h3>Edward recommends:</h3> <p>On Becoming a Person, by Carl Rogers</p> <blockquote><p>As a teacher, I need to see you as a unique learner. If I really try to understand you and try to help you grow, it is not so much about information transfer; it is a more humane kind of relationship. – Edward Oneill</p></blockquote> <p><a href="https://images.coachingforleaders.com/cb:ztCJ~31fd5/w:auto/h:auto/q:mauto/ig:avif/https://teachinginhighered.com/wp-content/uploads/2015/07/tihe60-quote4.png" rel="nofollow" target="_blank"></a></p> <blockquote><p>When you’re passionate about teaching and you focus on it and you try to improve – you do. – Edward Oneill</p></blockquote> <p><a href="https://images.coachingforleaders.com/cb:ztCJ~31fd5/w:auto/h:auto/q:mauto/ig:avif/https://teachinginhighered.com/wp-content/uploads/2015/07/tihe60-quote5.png" rel="nofollow" target="_blank"></a></p> <h2>Closing notes</h2> <ol> <li><strong>Rate/review the show.</strong> Please consider rating or leaving a review for the Teaching in Higher Ed podcast on whatever service you use to listen to it on (<a href="https://teachinginhighered.com/itunes" rel="noopener nofollow" target="_blank">iTunes</a>, <a href="https://teachinginhighered.com/stitcher" rel="noopener nofollow" target="_blank">Stitcher</a>, etc.). It is the best way to help others discover the show.</li> <li><strong>Give feedback.</strong> As always, I welcome <a href="https://teachinginhighered.com/feedback" rel="noopener nofollow" target="_blank">suggestions for future topics or guests</a>.</li> <li><strong>Subscribe.</strong> If you have yet to <a href="https://teachinginhighered.com/subscribe" rel="noopener nofollow" target="_blank">subscribe to the weekly update</a>, you can receive a single email each week with the show notes (including all the links we talk about on the episode), as well as an article on either teaching or productivity.</li></ol>

Practical instructional design

Wendy Purcell shares about rethinking higher education on episode 207 of the Teaching in Higher Ed podcast.  Quotes from the episode I think you’re seeing that universities now are needing to be much more connected to the society we serve. —Wendy Purcell You really will be learning throughout your life. —Wendy Purcell The very best education should transform you. —Wendy Purcell You are supporting transformation of people, and through people, transformation of society at large. —Wendy Purcell Education is the kindling of a flame, not the filling of a vessel. —Socrates To an unprecedented extent, universities must partner with government, business, and civil society to take on the grand challenges of sustainable development that lie ahead. —Jeff Sachs If you want to build a ship, don’t herd people together to collect wood and don’t assign them tasks and work, but rather teach them to long for the endless immensity of the sea. —Antoine de Saint-Exupery  Resources Mentioned  Envisioning pathways to 2030: Megatrends shaping the future of global higher education and international student mobility. January, 2018 Global universities unprepared for sea change ahead. 26th January, 2018 Future of skills and lifelong learning. 22nd November, 2017 Differentiation of English universities: the impact of policy reforms in driving a more diverse higher education landscape. Purcell, W.M. et al (2016).   Perspectives: Policy and Practice in Higher Education 20(1): 24-33.  Education is the kindling of a flame: How to reinvent the 21st-century university. 5th Jan, 2018; update 8th Jan The 2018 Trends Report (Chronicle of Higher Education) Episode 141: The Danger of Silence with Clint Smith 

<p>Wendy Purcell shares about rethinking higher education on episode 207 of the Teaching in Higher Ed podcast.</p> <p></p> <h2>Quotes from the episode</h2> <p>I think you’re seeing that universities now are needing to be much more connected to the society we serve.<br/> —Wendy Purcell</p> <p>You really will be learning throughout your life.<br/> —Wendy Purcell</p> <p>The very best education should transform you.<br/> —Wendy Purcell</p> <p>You are supporting transformation of people, and through people, transformation of society at large.<br/> —Wendy Purcell</p> <p>Education is the kindling of a flame, not the filling of a vessel.<br/> —Socrates</p> <p>To an unprecedented extent, universities must partner with government, business, and civil society to take on the grand challenges of sustainable development that lie ahead.<br/> —Jeff Sachs</p> <p>If you want to build a ship, don’t herd people together to collect wood and don’t assign them tasks and work, but rather teach them to long for the endless immensity of the sea.<br/> —Antoine de Saint-Exupery</p> <p></p> <h2>Resources Mentioned</h2> <ul> <li><a href="https://www.studyportals.com/2018-megatrends-higher-education-webinar/" rel="noopener nofollow" target="_blank">Envisioning pathways to 2030: Megatrends shaping the future of global higher education and international student mobility. January, 2018</a></li> <li><a href="http://www.universityworldnews.com/article.php?story=20180126131034717" rel="noopener nofollow" target="_blank">Global universities unprepared for sea change ahead. 26th January, 2018</a></li> <li><a href="https://www.gov.uk/government/publications/future-of-skills-and-lifelong-learning" rel="noopener nofollow" target="_blank">Future of skills and lifelong learning. 22nd November, 2017</a></li> <li><a href="https://www.tandfonline.com/doi/abs/10.1080/13603108.2015.1062059?journalCode=tpsp20" rel="noopener nofollow" target="_blank">Differentiation of English universities: the impact of policy reforms in driving a more diverse higher education landscape. Purcell, W.M. et al (2016).  </a></li> <li><a href="http://www.tandfonline.com/doi/abs/10.1080/13603108.2015.1062059" rel="noopener nofollow" target="_blank">Perspectives: Policy and Practice in Higher Education 20(1): 24-33. </a><br/> <a href="https://www.huffingtonpost.com/entry/education-is-the-kindling-of-a-flame-how-to-reinvent_us_5a4ffec5e4b0ee59d41c0a9f" rel="noopener nofollow" target="_blank">Education is the kindling of a flame: How to reinvent the 21st-century university. 5th Jan, 2018; update 8th Jan</a></li> <li><a href="https://www.chronicle.com/specialreport/The-2018-Trends-Report/188" rel="noopener nofollow" target="_blank">The 2018 Trends Report (Chronicle of Higher Education)</a></li> <li><a href="https://teachinginhighered.com/podcast/the-danger-of-silence/" rel="noopener nofollow" target="_blank">Episode 141: The Danger of Silence </a>with Clint Smith</li> </ul>

Rethinking Higher Education

Todd Zakrajsek and Bonni Stachowiak discuss how to sustain our joy of teaching on episode 280 of the Teaching in Higher Ed podcast.  Quotes from the episode  Don’t look for people who are like you, look for the people who are like the people you would like to be. -Todd Zakrajsek Schedule time and figure out ways to take care of yourself. -Todd Zakrajsek If you understand the importance and value of what you’re doing, it has more value for you. -Todd Zakrajsek Teach the students you have. -Todd Zakrajsek  Resources  Teaching the Students We Have, Not the Students We Wish We Had, by Jesse Stommel and Sara Goldrick-Rab  International Teaching Learning Cooperative Network Educational Blueprints For White Folks Who Teach in the Hood… and the Rest of Y’all Too: Reality Pedagogy and Urban Education*, by Christopher Emdin Neuroscientist Explains One Concept in 5 Levels of Difficulty | WIRED 

<p>Todd Zakrajsek and Bonni Stachowiak discuss how to sustain our joy of teaching on episode 280 of the Teaching in Higher Ed podcast.<br/> </p> <h2>Quotes from the episode</h2> <p></p> <p>Don’t look for people who are like you, look for the people who are like the people you would like to be.<br/> -Todd Zakrajsek</p> <p>Schedule time and figure out ways to take care of yourself.<br/> -Todd Zakrajsek</p> <p>If you understand the importance and value of what you’re doing, it has more value for you.<br/> -Todd Zakrajsek</p> <p>Teach the students you have.<br/> -Todd Zakrajsek</p> <p></p> <h2>Resources</h2> <ul> <li><a href="https://www.chronicle.com/article/Teaching-the-Students-We-Have/245290" rel="nofollow" target="_blank">Teaching the Students We Have, Not the Students We Wish We Had, by Jesse Stommel and Sara Goldrick-Rab </a></li> <li><a href="https://www.itlcnetwork.org/" rel="nofollow" target="_blank">International Teaching Learning Cooperative Network</a></li> <li><a href="https://www.educationalblueprints.com/" rel="nofollow" target="_blank">Educational Blueprints</a></li> <li><a href="https://amzn.to/2V6kXeR" rel="nofollow" target="_blank">For White Folks Who Teach in the Hood… and the Rest of Y’all Too: Reality Pedagogy and Urban Education*, by Christopher Emdin</a></li> <li><a href="https://www.youtube.com/watch?v=opqIa5Jiwuw" rel="noopener noreferrer nofollow" target="_blank">Neuroscientist Explains One Concept in 5 Levels of Difficulty | WIRED</a></li> </ul>

The Joy of Teaching – Sustained

Dr. Robert Talbert talks about how to get more meaningful work done on episode 120 of Teaching in Higher Ed. Quotes from the episode 90% of the emails I get in my inbox are not actionable. —Robert Talbert The human brain is fantastic for processing information but it’s terrible for storing information. —Robert Talbert Sometimes the busyness we have is entirely self-inflicted; we work hard because we’re disorganized. —Robert Talbert Say yes to the things that matter and say no to everything else. —Robert Talbert Resources  Getting Things Done (Updated Edition)* by David Allen Getting Things Done: Five Steps Overview  The Five Steps  Capture  Dave and Bonni talk about capture on episode #32 todoist Recommendations from the Last TIHE episode with Robert Talbert Bonni talks about inboxzero on episode #56 Capture sticky notes using Evernote   Clarify  Dave and Bonni talk about clarify and organize on episode #41   Organize  Evernote   Review  Google Keep  Episode #64: The Weekly Review Episode #78: Checklists Essentialism* by Greg McKeown   Engage  Amazon’s Grocery Delivery Service* Amazon Dash OmniFocus   

<p>Dr. Robert Talbert talks about how to get more meaningful work done on episode 120 of Teaching in Higher Ed.</p> <h3>Quotes from the episode</h3> <p>90% of the emails I get in my inbox are not actionable.<br/> —Robert Talbert</p> <p>The human brain is fantastic for processing information but it’s terrible for storing information.<br/> —Robert Talbert</p> <p>Sometimes the busyness we have is entirely self-inflicted; we work hard because we’re disorganized.<br/> —Robert Talbert</p> <p>Say yes to the things that matter and say no to everything else.<br/> —Robert Talbert</p> <h3>Resources</h3> <ul> <li><a href="https://www.amazon.com/Getting-Things-Done-Stress-Free-Productivity/dp/0143126563/ref=sr_1_1?sr=8-1&amp;ie=UTF8&amp;keywords=getting%2Bthings%2Bdone&amp;tag=innovatelearn-20&amp;qid=1475000902" rel="noopener noreferrer nofollow" target="_blank">Getting Things Done (Updated Edition)</a>* by David Allen</li> <li><a href="http://gettingthingsdone.com/fivesteps/" rel="noopener noreferrer nofollow" target="_blank">Getting Things Done: Five Steps Overview</a></li> </ul> <h4>The Five Steps</h4> <ol> <li>Capture <ul> <li>Dave and Bonni talk about capture on <a href="https://teachinginhighered.com/podcast/lower-stress-with-capture/" rel="nofollow" target="_blank">episode #32</a></li> <li><a href="https://en.todoist.com/" rel="noopener noreferrer nofollow" target="_blank">todoist</a></li> <li><a href="https://teachinginhighered.com/podcast/self-regulated-learning-flipped-classroom/" rel="noopener noreferrer nofollow" target="_blank">Recommendations from the Last TIHE episode with Robert Talbert</a></li> <li>Bonni talks about inboxzero on <a href="https://teachinginhighered.com/podcast/zero-inbox/" rel="nofollow" target="_blank">episode #56</a></li> <li><a href="https://help.evernote.com/hc/en-us/articles/209129077-Introduction" rel="nofollow" target="_blank">Capture sticky notes using Evernote</a></li> </ul> </li> <li>Clarify <ul> <li>Dave and Bonni talk about clarify and organize on <a href="https://teachinginhighered.com/podcast/clarify-and-organize/" rel="nofollow" target="_blank">episode #41</a></li> </ul> </li> <li>Organize <ul> <li><a href="http://evernote.com" rel="noopener noreferrer nofollow" target="_blank">Evernote</a></li> </ul> </li> <li>Review <ul> <li><a href="https://www.google.com/keep/" rel="noopener noreferrer nofollow" target="_blank">Google Keep </a></li> <li><a href="https://teachinginhighered.com/podcast/weekly-review/" rel="noopener noreferrer nofollow" target="_blank">Episode #64: The Weekly Review</a></li> <li><a href="https://teachinginhighered.com/podcast/the-power-of-checklists/" rel="nofollow" target="_blank">Episode #78: Checklists</a></li> <li><a href="https://www.amazon.com/Essentialism-Disciplined-Pursuit-Greg-McKeown/dp/0804137382/ref=sr_1_1?sr=8-1&amp;ie=UTF8&amp;keywords=essentialism&amp;tag=innovatelearn-20&amp;qid=1475001635" rel="noopener noreferrer nofollow" target="_blank">Essentialism</a>* by Greg McKeown</li> </ul> </li> <li>Engage <ul> <li><a href="http://amzn.to/2cfhTtQ" rel="noopener noreferrer nofollow" target="_blank">Amazon’s Grocery Delivery Service</a>*</li> <li><a href="https://www.amazon.com/Amazon-Dash-quick-easy-shop/dp/B00GMSIHOU" rel="noopener noreferrer nofollow" target="_blank">Amazon Dash</a></li> <li><a href="https://www.omnigroup.com/omnifocus" rel="noopener noreferrer nofollow" target="_blank">OmniFocus</a></li> </ul> </li> </ol>

Get More Meaningful Work Done

Michelle Pacansky-Brock shares how to become an authentic online teacher on episode 239 of the Teaching in Higher Ed podcast  Quotes from the episode People, by nature, don’t like to recognize our faults. —Michelle Pacansky-Brock There’s such a rich array of data that the students can share with us if we let them in. —Michelle Pacansky-Brock It’s all about connection in the classroom. —Michelle Pacansky-Brock  Resources Mentioned  Dr. Beth Harris on Smart History Professors Share: The Moment That Changed the Way I Teach – The Chronicle of Higher Education Voice Thread The Slow Professor by Maggie Berg and Barbara K. Seeber* Humanizing Online Teaching &amp; Learning course Catalog of courses from ONE CanInnovate Conference Marvin Patton presents Promoting Equity with EdPuzzle and Canvas Mastery Paths CCC Digital Learning Day The Checklist Manifesto by Atul Gawande* 

<p>Michelle Pacansky-Brock shares how to become an authentic online teacher on episode 239 of the Teaching in Higher Ed podcast<br/> </p> <h2>Quotes from the episode</h2> <p><a href="https://teachinginhighered.com/239" rel="nofollow" target="_blank"></a>People, by nature, don’t like to recognize our faults.<br/> —Michelle Pacansky-Brock</p> <p>There’s such a rich array of data that the students can share with us if we let them in.<br/> —Michelle Pacansky-Brock</p> <p>It’s all about connection in the classroom.<br/> —Michelle Pacansky-Brock</p> <p></p> <h2>Resources Mentioned</h2> <ul> <li><a href="https://smarthistory.org/author/dr-beth-harris/" rel="nofollow" target="_blank">Dr. Beth Harris on Smart History</a></li> <li><a href="https://www.chronicle.com/article/Professors-Share-The-Moment/245266" rel="nofollow" target="_blank">Professors Share: The Moment That Changed the Way I Teach – The Chronicle of Higher Education</a></li> <li><a href="https://voicethread.com/" rel="nofollow" target="_blank">Voice Thread</a></li> <li><a href="https://www.amazon.com/Slow-Professor-Challenging-Culture-Academy-ebook/dp/B01F2LOP1G/ref=sr_1_1?ie=UTF8&amp;sr=1-1&amp;s=books&amp;tag=innovatelearn-20&amp;qid=1546658379" rel="nofollow" target="_blank">The Slow Professor by Maggie Berg and Barbara K. Seeber</a>*</li> <li><a href="https://onlinenetworkofeducators.org/humanizing-online-teaching-learning/" rel="nofollow" target="_blank">Humanizing Online Teaching &amp; Learning course</a></li> <li><a href="https://catalog.onlinenetworkofeducators.org/" rel="nofollow" target="_blank">Catalog of courses from ONE</a></li> <li><a href="https://onlinenetworkofeducators.org/caninnovate18/" rel="nofollow" target="_blank">CanInnovate Conference</a></li> <li><a href="https://onlinenetworkofeducators.org/webinar/promoting-equity/" rel="noopener nofollow" target="_blank">Marvin Patton presents Promoting Equity with EdPuzzle and Canvas Mastery Paths</a></li> <li><a href="https://onlinenetworkofeducators.org/cccdlday19/" rel="nofollow" target="_blank">CCC Digital Learning Day</a></li> <li><a href="https://amzn.to/2LcA4yd" rel="nofollow" target="_blank">The Checklist Manifesto by Atul Gawande</a>*</li> </ul>

Becoming an Authentic Online Teacher

Saundra Y. McGuire discusses how to teach students how to learn on episode 132 of the Teaching in Higher Ed podcast. Quotes from the episode Learning is a process, not an activity. –Saundra Y. McGuire Physical activity is really important to having the brain operate at peak efficiency. –Saundra Y. McGuire Pretending that you’re teaching information is a great way to practice retrieval of that information. –Saundra Y. McGuire Students who may be failing our courses miserably are not failing because they are not capable; they are failing because they don’t have strategies to successfully manage the information. –Saundra Y. McGuire When we believe it’s possible, then we can help students believe it’s possible. –Saundra Y. McGuire Resources Mentioned  Teach Students How to Learn* by Saundra Y. McGuire Louisiana State University’s Center for Academic Success Mindset: The New Psychology of Success* by Carol Dweck Bloom’s taxonomy Earnest Everest Just ACUE’s Course in Effective Teaching Practices 150 ways to increase intrinsic motivation in the classrooms* by James P. Raffini  Are You Enjoying the Show? Rate/review the show. Please consider rating or leaving a review for the Teaching in Higher Ed podcast on whatever service you use to listen to it on (iTunes, Stitcher, etc.). It is the best way to help others discover the show. Give feedback. As always, I welcome suggestions for future topics or guests. Subscribe. If you have yet to subscribe to the weekly update, you can receive a single email each week with the show notes (including all the links we talk about on the episode), as well as an article on either teaching or productivity.

<p>Saundra Y. McGuire discusses how to teach students how to learn on episode 132 of the Teaching in Higher Ed podcast.</p> <h3>Quotes from the episode</h3> <p>Learning is a process, not an activity.<br/> –Saundra Y. McGuire</p> <p>Physical activity is really important to having the brain operate at peak efficiency.<br/> –Saundra Y. McGuire</p> <p>Pretending that you’re teaching information is a great way to practice retrieval of that information.<br/> –Saundra Y. McGuire</p> <p>Students who may be failing our courses miserably are not failing because they are not capable; they are failing because they don’t have strategies to successfully manage the information.<br/> –Saundra Y. McGuire</p> <p>When we believe it’s possible, then we can help students believe it’s possible.<br/> –Saundra Y. McGuire</p> <h3>Resources Mentioned</h3> <ul> <li><a href="http://amzn.to/2gh2FGA" rel="noopener noreferrer nofollow" target="_blank">Teach Students How to Learn</a>* by Saundra Y. McGuire</li> <li><a href="http://students.lsu.edu/academicsuccess" rel="noopener noreferrer nofollow" target="_blank">Louisiana State University’s Center for Academic Success</a></li> <li><a href="http://amzn.to/2ghoS7h" rel="noopener noreferrer nofollow" target="_blank">Mindset: The New Psychology of Success</a>* by Carol Dweck</li> <li><a href="https://en.wikipedia.org/wiki/Bloom's_taxonomy" rel="noopener noreferrer nofollow" target="_blank">Bloom’s taxonomy</a></li> <li><a href="https://en.wikipedia.org/wiki/Ernest_Everett_Just" rel="noopener noreferrer nofollow" target="_blank">Earnest Everest Just</a></li> <li><a href="https://acue.org/" rel="noopener noreferrer nofollow" target="_blank">ACUE’s Course in Effective Teaching Practices</a></li> <li><a href="http://amzn.to/2hkV0ae" rel="noopener noreferrer nofollow" target="_blank">150 ways to increase intrinsic motivation in the classrooms</a>* by James P. Raffini</li> </ul> <h3>Are You Enjoying the Show?</h3> <p><a href="https://itunes.apple.com/us/podcast/teaching-in-higher-ed-faculty/id893035230?mt=2" rel="noopener noreferrer nofollow" target="_blank">Rate/review the show.</a> Please consider rating or leaving a review for the Teaching in Higher Ed podcast on whatever service you use to listen to it on (<a href="https://teachinginhighered.com/itunes" rel="noopener noreferrer nofollow" target="_blank">iTunes</a>, <a href="https://teachinginhighered.com/stitcher" rel="noopener noreferrer nofollow" target="_blank">Stitcher</a>, etc.). It is the best way to help others discover the show.</p> <p><a href="https://teachinginhighered.com/feedback" rel="noopener noreferrer nofollow" target="_blank">Give feedback.</a> As always, I welcome suggestions for future topics or guests.</p> <p><a href="https://teachinginhighered.com/subscribe/" rel="noopener noreferrer nofollow" target="_blank">Subscribe.</a> If you have yet to subscribe to the weekly update, you can receive a single email each week with the show notes (including all the links we talk about on the episode), as well as an article on either teaching or productivity.</p>

Teach Students How to Learn

Brenda Gunderson shares approaches for motivating large classes on episode 160 of the Teaching in Higher Ed podcast. Quotes from the episode I’m always looking for one new thing, one new idea to try in an upcoming term. I think it’s important that I keep learning. And not just learning inside my own discipline, but learning outside my discipline. Resources Mentioned  ACUE’s expert series article with Brenda Gunderson ACUE’s profile of Brenda Gunderson, who is featured in their Course in Effective Teaching Practices Interactive Notes for Introduction to Statistics and Data Analysis Stats 250 YouTube Channel Edsurge Article About M-Write Brenda’s Keynote at the LASI conference Learner Analytics Summer Institute 2016: Includes iClicker data and Ecoach Recent publication about How to help students study ‘smarter’ Academic Innovation: University of Michigan M-Write – writing to learn  Dancing with the Professors 2016 Dancing with the Professors Facebook Event Page  Are You Enjoying the Show? Rate/review the show. Please consider rating or leaving a review for the Teaching in Higher Ed podcast on whatever service you use to listen to it on (iTunes, Stitcher, etc.). It is the best way to help others discover the show. Give feedback. As always, I welcome suggestions for future topics or guests. Subscribe. If you have yet to subscribe to the weekly update, you can receive a single email each week with the show notes (including all the links we talk about on the episode), as well as an article on either teaching or productivity.

<p>Brenda Gunderson shares approaches for motivating large classes on episode 160 of the Teaching in Higher Ed podcast.</p> <h3>Quotes from the episode</h3> <p>I’m always looking for one new thing, one new idea to try in an upcoming term.</p> <p>I think it’s important that I keep learning. And not just learning inside my own discipline, but learning outside my discipline.</p> <h3>Resources Mentioned</h3> <ul> <li><a href="https://community.acue.org/blog/large-class-lecturer-cartwheels-active-learning/?_ga=2.220543579.217285841.1499261965-2061990061.1480977573" rel="noopener noreferrer nofollow" target="_blank">ACUE’s expert series article with Brenda Gunderson</a></li> <li><a href="http://acue.org/bio/brenda-gunderson/" rel="noopener noreferrer nofollow" target="_blank">ACUE’s profile of Brenda Gunderson</a>, who is featured in their <a href="http://acue.org/course/" rel="noopener noreferrer nofollow" target="_blank">Course in Effective Teaching Practices</a></li> <li><a href="https://open.umich.edu/find/open-educational-resources/statistics/statistics-250-introduction-statistics-data-analysis" rel="noopener noreferrer nofollow" target="_blank">Interactive Notes for Introduction to Statistics and Data Analysis</a></li> <li><a href="https://www.youtube.com/user/stats250" rel="noopener noreferrer nofollow" target="_blank">Stats 250 YouTube Channel</a></li> <li><a href="https://www.edsurge.com/news/2017-06-06-how-u-of-michigan-built-automated-essay-scoring-software-to-fill-feedback-gap-for-student-writing" rel="noopener noreferrer nofollow" target="_blank">Edsurge Article About M-Write</a></li> <li>Brenda’s <a href="https://www.youtube.com/watch?v=B6KbD58cWGM&amp;index=4&amp;list=PLOF7tBP24lAcdA7PNw5eF3X9YOXfJrRpR" rel="noopener noreferrer nofollow" target="_blank">Keynote at the LASI conference Learner Analytics Summer Institute 2016</a>: Includes iClicker data and Ecoach</li> <li>Recent publication about <a href="http://journals.sagepub.com/eprint/efAQckjQfA5PBz6bxmf6/full" rel="noopener noreferrer nofollow" target="_blank">How to help students study ‘smarter’</a></li> <li><a href="http://ai.umich.edu/" rel="noopener noreferrer nofollow" target="_blank">Academic Innovation: University of Michigan</a></li> <li><a href="https://lsa.umich.edu/sweetland/m-write.html" rel="noopener noreferrer nofollow" target="_blank">M-Write – writing to learn </a></li> <li><a href="https://www.youtube.com/watch?v=2zAcvP1n_5U&amp;feature=youtu.be" rel="noopener noreferrer nofollow" target="_blank">Dancing with the Professors 2016</a></li> <li><a href="https://www.facebook.com/events/588839794603410/permalink/598494970304559/" rel="noopener noreferrer nofollow" target="_blank">Dancing with the Professors Facebook Event Page</a></li> </ul> <h3>Are You Enjoying the Show?</h3> <p><a href="https://itunes.apple.com/us/podcast/teaching-in-higher-ed-faculty/id893035230?mt=2" rel="noopener noreferrer nofollow" target="_blank">Rate/review the show.</a> Please consider rating or leaving a review for the Teaching in Higher Ed podcast on whatever service you use to listen to it on (<a href="https://teachinginhighered.com/itunes" rel="nofollow" target="_blank">iTunes</a>, <a href="https://teachinginhighered.com/stitcher" rel="nofollow" target="_blank">Stitcher</a>, etc.). It is the best way to help others discover the show.</p> <p><a href="https://teachinginhighered.com/feedback" rel="noopener noreferrer nofollow" target="_blank">Give feedback.</a> As always, I welcome suggestions for future topics or guests.</p> <p><a href="https://teachinginhighered.com/subscribe/" rel="noopener noreferrer nofollow" target="_blank">Subscribe.</a> If you have yet to subscribe to the weekly update, you can receive a single email each week with the show notes (including all the links we talk about on the episode), as well as an article on either teaching or productivity.</p>

Motivating Students in Large Classes

Alan Levine shares how he creates courses as stories on episode 218 of the Teaching in Higher Ed podcast.  Quotes from the episode  Instead of thinking about the world through headline news stories, think about it through the experiences that people have living in these different communities. —Alan Levine You get better by just practicing. Not rote practicing, but stuff where you’re free to explore. —Alan Levine  Resources Mentioned  Alan’s Net Narratives Class Mia Zimora’s story Networked Narratives Spine DS106 – Digital Storytelling class Weekly studio visits Leonardo Flores studio visit Networked Narratives: Digital Alchemy of Storytelling, by Mia Zamora and Alan Levine NetNarr Studio Visit with Emilio Vavarella Virtual bus tours Alan’s choose your own adventure style course and social media setup: Labyrinthus #arganee world Mirror Mirror Arganee Alchemy Lab Cogdog’s Daily Blank WordPress theme DS106 daily create  Kevin Hodgson CLMOOC Hypothesis Jim Groom  Me on Futzing Alan’s calling card site Alan’s Portfolio site Reflection on most recent NetNarr class 

<p>Alan Levine shares how he creates courses as stories on episode 218 of the Teaching in Higher Ed podcast.<br/> </p> <h2>Quotes from the episode</h2> <p><a href="https://teachinginhighered.com/218" rel="nofollow" target="_blank"></a></p> <p>Instead of thinking about the world through headline news stories, think about it through the experiences that people have living in these different communities.<br/> —Alan Levine</p> <p>You get better by just practicing. Not rote practicing, but stuff where you’re free to explore.<br/> —Alan Levine<br/> </p> <h2>Resources Mentioned</h2> <ul> <li><a href="http://netnarr.arganee.world/" rel="nofollow" target="_blank">Alan’s Net Narratives Class</a></li> <li><a href="https://clalliance.org/resources/personal-story-mia-zamora/" rel="nofollow" target="_blank">Mia Zimora’s story</a></li> <li><a href="http://netnarr.arganee.world/spine/" rel="nofollow" target="_blank">Networked Narratives Spine</a></li> <li><a href="http://ds106.us/" rel="nofollow" target="_blank">DS106</a> – Digital Storytelling class</li> <li><a href="#" rel="nofollow" target="_blank">Weekly studio visits</a></li> <li><a href="http://leonardoflores.net/blog/new-video-resource-my-networked-narratives-studio-visit/" rel="nofollow" target="_blank">Leonardo Flores studio visit</a></li> <li><a href="https://dmlcentral.net/networked-narratives-digital-alchemy-storytelling/" rel="nofollow" target="_blank">Networked Narratives: Digital Alchemy of Storytelling, by Mia Zamora and Alan Levine</a></li> <li><a href="http://netnarr18.miazamoraphd.com/2018/02/17/" rel="nofollow" target="_blank">NetNarr Studio Visit with Emilio Vavarella</a></li> <li><a href="http://netnarr.arganee.world/bus/" rel="nofollow" target="_blank">Virtual bus tours</a></li> <li><a href="http://netnarr.arganee.world/labyrinthus/" rel="nofollow" target="_blank">Alan’s choose your own adventure style course and social media setup: Labyrinthus</a></li> <li><a href="http://arganee.world/" rel="nofollow" target="_blank">#arganee world</a></li> <li><a href="http://rorrim.arganee.world/" rel="nofollow" target="_blank">Mirror Mirror Arganee Alchemy Lab</a></li> <li><a href="https://github.com/cogdog/dailyblank" rel="nofollow" target="_blank">Cogdog’s Daily Blank WordPress theme</a></li> <li><a href="http://daily.ds106.us/" rel="nofollow" target="_blank">DS106 daily create </a></li> <li><a href="https://twitter.com/dogtrax" rel="nofollow" target="_blank">Kevin Hodgson</a></li> <li><a href="https://clmooc.com/" rel="nofollow" target="_blank">CLMOOC</a></li> <li><a href="https://web.hypothes.is/" rel="nofollow" target="_blank">Hypothesis</a></li> <li><a href="https://twitter.com/jimgroom" rel="nofollow" target="_blank">Jim Groom </a></li> <li><a href="http://cogdogblog.com/2016/03/me-on-futzing/" rel="nofollow" target="_blank">Me on Futzing</a></li> <li><a href="https://cog.dog" rel="nofollow" target="_blank">Alan’s calling card site</a></li> <li><a href="http://cogdog.info" rel="nofollow" target="_blank">Alan’s Portfolio site</a></li> <li><a href="http://cogdogblog.com/2018/05/netnarr-reflection/" rel="nofollow" target="_blank">Reflection on most recent NetNarr class</a></li> </ul>

Courses as Stories

In today’s episode, Doug McKee joins me to share about online courses. His Introduction to Econometrics class is taught about as close to an in-person as you can get, but without being bound by geographic barriers. Guest: Doug McKee Associate Chair and Senior Lecturer of Economics at Yale http://economics.yale.edu/people/douglas-mckee Website: http://dougmckee.net/ Teach Better blog and podcast: http://teachbetter.co/ Personal Blog: www.highvariance.net Twitter: https://twitter.com/TeachBetterCo Quotes regarding online courses: We weren’t lowering the price, but we were lowering the geographic barriers. –Doug McKee You don’t need a big film crew, and snazzy digital effects; you just need to be clear, and communicate it well. –Doug McKee Students show up, and they don’t have any questions. What I do is come with questions. –Doug McKee Links: Udacity: https://www.udacity.com/ Zoom: http://zoom.us/ Examity: http://examity.com/ Explain Everything iPad app: App Store Link* Recommendations: Bonni recommends: Sherlock: IMDB Doug recommends: Poster sessions with students: Read blog post here CS50 course: Syllabus TeachBetter podcast: episode with David Malan

<p>In today’s episode, Doug McKee joins me to share about online courses. His Introduction to Econometrics class is taught about as close to an in-person as you can get, but without being bound by geographic barriers.</p> <h2>Guest: Doug McKee</h2> <p>Associate Chair and Senior Lecturer of Economics at Yale<br/> <a href="http://economics.yale.edu/people/douglas-mckee" rel="noopener nofollow" target="_blank">http://economics.yale.edu/people/douglas-mckee</a></p> <p>Website: <a href="http://dougmckee.net/" rel="noopener nofollow" target="_blank">http://dougmckee.net/</a><br/> Teach Better blog and podcast: <a href="http://teachbetter.co/" rel="noopener nofollow" target="_blank">http://teachbetter.co/</a><br/> Personal Blog: <a href="http://www.highvariance.net" rel="noopener nofollow" target="_blank">www.highvariance.net</a><br/> Twitter: <a href="https://twitter.com/TeachBetterCo" rel="noopener nofollow" target="_blank">https://twitter.com/TeachBetterCo</a></p> <h2>Quotes regarding online courses:</h2> <blockquote><p>We weren’t lowering the price, but we were lowering the geographic barriers.<br/> –Doug McKee<br/> You don’t need a big film crew, and snazzy digital effects; you just need to be clear, and communicate it well.<br/> –Doug McKee<br/> Students show up, and they don’t have any questions. What I do is come with questions.<br/> –Doug McKee</p></blockquote> <h2>Links:</h2> <p>Udacity: <a href="https://www.udacity.com/" rel="noopener nofollow" target="_blank">https://www.udacity.com/</a><br/> Zoom: <a href="http://zoom.us/" rel="noopener nofollow" target="_blank">http://zoom.us/</a><br/> Examity: <a href="http://examity.com/" rel="noopener nofollow" target="_blank">http://examity.com/</a><br/> Explain Everything iPad app: <a href="https://itunes.apple.com/us/app/explain-everything-interactive/id431493086?mt=8&amp;at=10lKci" rel="noopener nofollow" target="_blank">App Store Link*</a></p> <h2>Recommendations:</h2> <p><strong>Bonni recommends:</strong><br/> Sherlock: <a href="http://www.imdb.com/title/tt1475582/" rel="noopener nofollow" target="_blank">IMDB</a><br/> <strong>Doug recommends:</strong><br/> Poster sessions with students: <a href="http://teachbetter.co/blog/2015/04/27/poster-session/" rel="noopener nofollow" target="_blank">Read blog post here</a><br/> CS50 course: <a href="https://cs50.harvard.edu/syllabus" rel="noopener nofollow" target="_blank">Syllabus</a><br/> TeachBetter podcast: <a href="http://teachbetter.co/blog/2015/10/19/tbp-episode-19/" rel="noopener nofollow" target="_blank">episode with David Malan</a></p>

Making online courses work

Josh Eyler shares about his book How Humans Learn: The Science and Stories behind Effective College Teaching on episode 231 of the Teaching in Higher Ed podcast.  Quotes from the episode Part of the purpose of college is to help students develop the skills to ask really great questions. —Josh Eyler People are conditioned to fear failure. —Josh Eyler How do we build in opportunities for mistakes and errors? —Josh Eyler Part of the work of college is to help our students figure out what they find meaningful in their lives and pursue that. —Josh Eyler  Resources Mentioned  The Scientist in the Crib, by Alison Gopnik, Andrew N. Meltzoff, and Patricia K. Kuhl* The Gift of Failure, Jessica Lahey* Robin DeRosa on Teaching in Higher Ed Hoda Moftosa on Teaching in Higher Ed Retrieval practice Video: Why is Math Different Now What the Best College Teachers Do, by Ken Bain* 

<p>Josh Eyler shares about his book <a href="https://www.amazon.com/How-Humans-Learn-Effective-Education/dp/1946684643/ref=sr_1_1?sr=8-1&amp;ie=UTF8&amp;keywords=how%2Bhumans%2Blearn&amp;tag=innovatelearn-20&amp;qid=1541911361" rel="nofollow" target="_blank">How Humans Learn: The Science and Stories behind Effective College Teaching</a> on episode 231 of the Teaching in Higher Ed podcast.<br/> </p> <h2>Quotes from the episode</h2> <p>Part of the purpose of college is to help students develop the skills to ask really great questions.<br/> —Josh Eyler</p> <p>People are conditioned to fear failure.<br/> —Josh Eyler</p> <p>How do we build in opportunities for mistakes and errors?<br/> —Josh Eyler</p> <p>Part of the work of college is to help our students figure out what they find meaningful in their lives and pursue that.<br/> —Josh Eyler</p> <p></p> <h2>Resources Mentioned</h2> <ul> <li><a href="https://amzn.to/2Ink8rw" rel="nofollow" target="_blank">The Scientist in the Crib, by Alison Gopnik, Andrew N. Meltzoff, and Patricia K. Kuhl</a>*</li> <li><a href="https://amzn.to/2QfcaUd" rel="nofollow" target="_blank">The Gift of Failure, Jessica Lahey</a>*</li> <li><a href="https://teachinginhighered.com/filter/podcasts/?_sft_author=cap-robin-derosa" rel="nofollow" target="_blank">Robin DeRosa on Teaching in Higher Ed</a></li> <li><a href="https://teachinginhighered.com/filter/podcasts/?_sft_author=cap-hoda-mostafa" rel="nofollow" target="_blank">Hoda Moftosa on Teaching in Higher Ed</a></li> <li><a href="https://www.retrievalpractice.org/" rel="nofollow" target="_blank">Retrieval practice</a></li> <li><a href="https://vimeo.com/110807219" rel="noopener nofollow" target="_blank">Video: Why is Math Different Now</a></li> <li><a href="https://www.amazon.com/What-Best-College-Teachers-Do/dp/0674013255/ref=sr_1_1?sr=8-1&amp;ie=UTF8&amp;keywords=What%2Bthe%2BBest%2BCollege%2BTeachers%2BDo&amp;tag=innovatelearn-20&amp;qid=1541910856" rel="nofollow" target="_blank">What the Best College Teachers Do, by Ken Bain</a>*</li> </ul>

How Humans Learn: The Science and Stories behind Effective College Teaching

Teddy Svoronos talks about how to effectively use presentation tools in our teaching on episode 168 of the Teaching in Higher Ed podcast. Quotes from the episode A real tech win to me is a device that both enhances the student experience and also reduces friction. —Teddy Svoronos Think very carefully about what will enhance the learning of the people watching the presentation. —Teddy Svoronos When we adopt technology, there are are two considerations: how valuable it is and how much friction is it going to introduce. —Teddy Svoronos Resources Mentioned  Teddy was on: Mac Power Users 383 and Mac Power Users 319 Bonni was on: Mac Power Users 240 (workflow segment) Slide Docs via Nancy Duarte Slideuments via Garr Reyolds Apple Watch Poll Everywhere Simpsons – Star Wipes Example of one way Teddy used animations in explaining sampling distributions: deriving likelihoods Slideology* by Nancy Duarte Teddy’s post: In Praise of Goodnotes More from Teddy on Live Annotation of Student Work with Goodnotes Teddy’s post: A Good Day to Keynote Hard Apple Pencil Surface Pro* Surface Pen Doug McKee’s post: Teaching Online with Zoom, Duet Display, and PDF Expert Attendance2  Are You Enjoying the Show? Rate/review the show. Please consider rating or leaving a review for the Teaching in Higher Ed podcast on whatever service you use to listen to it on (iTunes, Stitcher, etc.). It is the best way to help others discover the show. Give feedback. As always, I welcome suggestions for future topics or guests. Subscribe. If you have yet to subscribe to the weekly update, you can receive a single email each week with the show notes (including all the links we talk about on the episode), as well as an article on either teaching or productivity.

<p><a href="https://teachinginhighered.com/168" rel="nofollow" target="_blank"></a>Teddy Svoronos talks about how to effectively use presentation tools in our teaching on episode 168 of the Teaching in Higher Ed podcast.</p> <h3>Quotes from the episode</h3> <p>A real tech win to me is a device that both enhances the student experience and also reduces friction.</p> <p>—Teddy Svoronos</p> <p>Think very carefully about what will enhance the learning of the people watching the presentation.</p> <p>—Teddy Svoronos</p> <p>When we adopt technology, there are are two considerations: how valuable it is and how much friction is it going to introduce.<br/> —Teddy Svoronos</p> <h3>Resources Mentioned</h3> <ul> <li>Teddy was on: <a href="https://www.relay.fm/mpu/383" rel="noopener noreferrer nofollow" target="_blank">Mac Power Users 383</a> and <a href="https://www.relay.fm/mpu/319" rel="noopener noreferrer nofollow" target="_blank">Mac Power Users 319</a></li> <li>Bonni was on: <a href="https://www.relay.fm/mpu/240" rel="noopener noreferrer nofollow" target="_blank">Mac Power Users 240 (workflow segment)</a></li> <li><a href="http://www.duarte.com/slidedocs/" rel="noopener noreferrer nofollow" target="_blank">Slide Docs</a> via Nancy Duarte</li> <li><a href="http://www.presentationzen.com/presentationzen/2006/04/slideuments_and.html" rel="noopener noreferrer nofollow" target="_blank">Slideuments</a> via Garr Reyolds</li> <li><a href="https://www.amazon.com/s?tag=innovatelearn-20&amp;field-keywords=Apple%2BWatch" rel="noopener noreferrer nofollow" target="_blank">Apple Watch</a></li> <li><a href="https://www.polleverywhere.com/" rel="noopener noreferrer nofollow" target="_blank">Poll Everywhere</a></li> <li><a href="https://www.youtube.com/watch?v=72bUheqRE5o" rel="noopener noreferrer nofollow" target="_blank">Simpsons – Star Wipes</a></li> <li>Example of one way Teddy used animations in explaining <a href="https://www.youtube.com/watch?v=MH2HnrWhNU0" rel="noopener noreferrer nofollow" target="_blank">sampling distributions: deriving likelihoods</a></li> <li><a href="http://amzn.to/2tkIxEZ" rel="noopener noreferrer nofollow" target="_blank">Slideology</a>* by Nancy Duarte</li> <li>Teddy’s post: <a href="http://teddysvoronos.com/2015/11/19/in-praise-of-goodnotes/" rel="noopener noreferrer nofollow" target="_blank">In Praise of Goodnotes</a></li> <li>More from Teddy on <a href="http://teddysvoronos.com/2016/07/13/interview-live-annotation-of-student-work-with-goodnotes/" rel="noopener noreferrer nofollow" target="_blank">Live Annotation of Student Work with Goodnotes</a></li> <li>Teddy’s post: <a href="http://teddysvoronos.com/2015/10/16/a-good-day-to-keynote-hard-2/" rel="noopener noreferrer nofollow" target="_blank">A Good Day to Keynote Hard</a></li> <li><a href="https://www.apple.com/shop/product/MK0C2AM/A/apple-pencil-for-ipad-pro?afid=p238%7CsYsVDoapV-dc_mtid_1870765e38482_pcrid_198777681782_&amp;cid=aos-us-kwgo-btb--slid--product-" rel="noopener noreferrer nofollow" target="_blank">Apple Pencil</a></li> <li><a href="http://amzn.to/2uoHs43" rel="noopener noreferrer nofollow" target="_blank">Surface Pro</a>*</li> <li><a href="https://www.microsoft.com/en-us/store/d/surface-pen/8z2vw9g0flg0/2BHF" rel="noopener noreferrer nofollow" target="_blank">Surface Pen</a></li> <li>Doug McKee’s post: <a href="http://teachbetter.co/blog/2016/06/04/teaching-online-with-an-ipad-pro-and-zoom/" rel="noopener noreferrer nofollow" target="_blank">Teaching Online with Zoom, Duet Display, and PDF Expert</a></li> <li><a href="http://www.dave256apps.com/attendance2/" rel="noopener noreferrer nofollow" target="_blank">Attendance2</a></li> </ul> <h3>Are You Enjoying the Show?</h3> <p><a href="https://itunes.apple.com/us/podcast/teaching-in-higher-ed-faculty/id893035230?mt=2" rel="noopener noreferrer nofollow" target="_blank">Rate/review the show.</a> Please consider rating or leaving a review for the Teaching in Higher Ed podcast on whatever service you use to listen to it on (<a href="https://teachinginhighered.com/itunes" rel="nofollow" target="_blank">iTunes</a>, <a href="https://teachinginhighered.com/stitcher" rel="nofollow" target="_blank">Stitcher</a>, etc.). It is the best way to help others discover the show.</p> <p><a href="https://teachinginhighered.com/feedback" rel="noopener noreferrer nofollow" target="_blank">Give feedback.</a> As always, I welcome suggestions for future topics or guests.</p> <p><a href="https://teachinginhighered.com/subscribe/" rel="noopener noreferrer nofollow" target="_blank">Subscribe.</a> If you have yet to subscribe to the weekly update, you can receive a single email each week with the show notes (including all the links we talk about on the episode), as well as an article on either teaching or productivity.</p>

How to Effectively Use Presentation Tools in Our Teaching

Ken Bauer shares how to engage the heart and mind through the connected classroom. Quotes from the episode I’m not going to be there and lecture; I want to really connect with my students. —Ken Bauer The number one difficulty for faculty in innovating in their practice is … fear. —Ken Bauer You’ve just got to take baby steps and change those things that you can change. —Ken Bauer Resources Mentioned  Amy Collier’s session at Campus Technology 2016 Conference: Love and Risk in Education – A Call to Resistance Student Paola’s video about her experience in Ken’s class Confusiasm – confusion and enthusiasm Nancy White on Twitter Ken’s blog post about his teaching evaluations Michelle Miller on episode #026 Gardner Campbell on episode #107 Common Craft’s RSS explanation video Flipped Learning Network  Are You Enjoying the Show? Rate/review the show. Please consider rating or leaving a review for the Teaching in Higher Ed podcast on whatever service you use to listen to it on (iTunes, Stitcher, etc.). It is the best way to help others discover the show. Give feedback. As always, I welcome suggestions for future topics or guests. Subscribe. If you have yet to subscribe to the weekly update, you can receive a single email each week with the show notes (including all the links we talk about on the episode), as well as an article on either teaching or productivity.

<h4>Ken Bauer shares how to engage the heart and mind through the connected classroom.</h4> <h3>Quotes from the episode</h3> <blockquote><p>I’m not going to be there and lecture; I want to really connect with my students.<br/> —Ken Bauer</p> <p>The number one difficulty for faculty in innovating in their practice is … fear.<br/> —Ken Bauer</p> <p>You’ve just got to take baby steps and change those things that you can change.<br/> —Ken Bauer</p></blockquote> <h3>Resources Mentioned</h3> <ul> <li><a href="https://twitter.com/amcollier" rel="noopener noreferrer nofollow" target="_blank">Amy Collier</a>’s session at Campus Technology 2016 Conference: <a href="https://www.youtube.com/watch?v=R5pYLxlpJl8" rel="noopener noreferrer nofollow" target="_blank">Love and Risk in Education – A Call to Resistance</a></li> <li><a href="https://www.youtube.com/watch?v=dwF76gIiHe8&amp;feature=youtu.be" rel="noopener noreferrer nofollow" target="_blank">Student Paola’s video about her experience in Ken’s class</a></li> <li><a href="http://www.fullcirc.com/2015/07/27/confusiasmconfusiasmo/" rel="noopener noreferrer nofollow" target="_blank">Confusiasm</a> – confusion and enthusiasm</li> <li><a href="https://twitter.com/NancyWhite" rel="noopener noreferrer nofollow" target="_blank">Nancy White on Twitter</a></li> <li>Ken’s blog post about his <a href="http://blog.kenbauer.me/2016/05/24/teaching-evaluations-comments-good-bad-ugly/" rel="noopener noreferrer nofollow" target="_blank">teaching evaluations</a></li> <li><a href="https://teachinginhighered.com/podcast/minds-online/" rel="noopener noreferrer nofollow" target="_blank">Michelle Miller on episode #026</a></li> <li><a href="https://teachinginhighered.com/107" rel="noopener noreferrer nofollow" target="_blank">Gardner Campbell on episode #107</a></li> <li><a href="https://www.commoncraft.com/video/rss" rel="noopener noreferrer nofollow" target="_blank">Common Craft’s RSS explanation video</a></li> <li><a href="http://flippedlearning.org/" rel="noopener noreferrer nofollow" target="_blank">Flipped Learning Network</a></li> </ul> <h3>Are You Enjoying the Show?</h3> <p><a href="https://itunes.apple.com/us/podcast/teaching-in-higher-ed-faculty/id893035230?mt=2" rel="noopener noreferrer nofollow" target="_blank">Rate/review the show.</a> Please consider rating or leaving a review for the Teaching in Higher Ed podcast on whatever service you use to listen to it on (<a href="https://teachinginhighered.com/itunes" rel="noopener noreferrer nofollow" target="_blank">iTunes</a>, <a href="https://teachinginhighered.com/itunes" rel="noopener noreferrer nofollow" target="_blank">Stitcher</a>, etc.). It is the best way to help others discover the show.</p> <p><a href="https://teachinginhighered.com/feedback" rel="noopener noreferrer nofollow" target="_blank">Give feedback.</a> As always, I welcome suggestions for future topics or guests.</p> <p><a href="https://teachinginhighered.com/subscribe/" rel="noopener noreferrer nofollow" target="_blank">Subscribe.</a> If you have yet to subscribe to the weekly update, you can receive a single email each week with the show notes (including all the links we talk about on the episode), as well as an article on either teaching or productivity.</p>

Engage the Heart and Mind Through the Connected Classroom

Derek Bruff gives his unique take on the flipped classroom… what to have the students do before they enter the classroom and what to do once they get there.  PODCAST NOTES Guest: Dr. Derek Bruff On Twitter His blog  Ph.D., Mathematics, Vanderbilt University, 2003 Director, Center for Teaching, Vanderbilt University, November 2011 to present Bruff, D. (2015). An indirect journey to indirect impact: From math major to teaching center director. In Rogers, K., &amp; Croxall, B. (Eds.), #Alt-Academy. Online: MediaCommons  The flipped classroom Shin, H. (2015) ‘Flipping the Flipped Classroom: The Beauty of Spontaneous and Instantaneous Close Reading’, The National Teaching &amp; Learning Forum, 24(4), pp. 1–4. doi: 10.1002/ntlf.30027. What are the experiences and activities we want to have our students engage in that will help them make sense of this material and have them do something interesting with it?” – Derek Bruff  Eric Mazur – learning as a 2 stage process  Transfer of information (during class) Assimilation of that information by the students (outside the classroom)  A definition  A shift in time to that process Class time spent on the assimilation process  The classic flipped classroom  Students encounter the info before class Come to class already having exposure Practice and feedback  Flipped Classroom resources Vanderbilt flipping the classroom FlippedClassroom.org The Learning process If students aren’t doing the pre-work before they come to class, the time together isn’t going to be well-served.” – Derek Bruff  Concerns that the flipped classroom is doubling the work for the students. First exposure Effective Grading, by Barbara Walvoord Schwartz, Daniel L. and Bransford, John D.(1998)’A Time For Telling’,Cognition and Instruction,16:4,475 — 522 Diet coke and Mentos experiment https://www.youtube.com/watch?v=iS2vG1o7Op4 This video is just an example of the Mentos/Diet Coke experiment; it isn’t Derek’s daughter Creating times for telling Students first need to encounter a problem, or a challenge, or something mysterious… and then that provides motivation to hear the 15 minute [explanation].” – Derek Bruff   Linear algebra course Look at the board game Monopoly. What are the best places to buy on the board? Markov chain modeling  Classes should do hands-on exercises before reading and video, Stanford researchers say. (2013, July 16). Retrieved 21 October 2015, from http://news.stanford.edu/news/2013/july/flipped-learning-model-071613.html Even when you have defaults [in your teaching], you want to have good defaults…” – Derek Bruff  Peter Newbury on Teaching in Higher Ed talks about Peer Instruction RECOMMENDATIONS Bonni recommends:  Pictures as a means for reminders  Derek recommends:  The adventures of Babage and Lovelace   

<p>Derek Bruff gives his unique take on the flipped classroom… what to have the students do before they enter the classroom and what to do once they get there.</p> <p><a href="https://images.coachingforleaders.com/cb:ztCJ~31fd5/w:auto/h:auto/q:mauto/ig:avif/https://teachinginhighered.com/wp-content/uploads/2015/10/flipped-out1.jpg" rel="nofollow" target="_blank"></a></p> <h1>PODCAST NOTES</h1> <h2>Guest:</h2> <p><a href="http://derekbruff.org/?page_id=1512" rel="noopener noreferrer nofollow" target="_blank">Dr. Derek Bruff</a></p> <p><a href="https://twitter.com/derekbruff" rel="noopener noreferrer nofollow" target="_blank">On Twitter</a></p> <p><a href="http://derekbruff.org/" rel="noopener noreferrer nofollow" target="_blank">His blog</a></p> <ul> <li>Ph.D., Mathematics, Vanderbilt University, 2003</li> <li>Director, <a href="https://cft.vanderbilt.edu/" rel="noopener noreferrer nofollow" target="_blank">Center for Teaching</a>, Vanderbilt University, November 2011 to present</li> <li>Bruff, D. (2015). <a href="http://mediacommons.futureofthebook.org/alt-ac/pieces/indirect-journey-indirect-impact" rel="noopener noreferrer nofollow" target="_blank">An indirect journey to indirect impact: From math major to teaching center director.</a> In Rogers, K., &amp; Croxall, B. (Eds.), #Alt-Academy. Online: MediaCommons</li> </ul> <h2>The flipped classroom</h2> <p>Shin, H. (2015) ‘Flipping the Flipped Classroom: The Beauty of Spontaneous and Instantaneous Close Reading’, The National Teaching &amp; Learning Forum, 24(4), pp. 1–4. doi: 10.1002/ntlf.30027.</p> <blockquote><p>What are the experiences and activities we want to have our students engage in that will help them make sense of this material and have them do something interesting with it?” – Derek Bruff</p></blockquote> <p><a href="https://images.coachingforleaders.com/cb:ztCJ~31fd5/w:auto/h:auto/q:mauto/ig:avif/https://teachinginhighered.com/wp-content/uploads/2015/10/tihe71.jpg" rel="nofollow" target="_blank"></a></p> <h2><a href="http://mazur.harvard.edu/" rel="noopener noreferrer nofollow" target="_blank">Eric Mazur</a> – learning as a 2 stage process</h2> <ol> <li>Transfer of information (during class)</li> <li>Assimilation of that information by the students (outside the classroom)</li> </ol> <h2>A definition</h2> <ul> <li>A shift in time to that process</li> <li>Class time spent on the assimilation process</li> </ul> <h2>The classic flipped classroom</h2> <ul> <li>Students encounter the info before class</li> <li>Come to class already having exposure</li> <li>Practice and feedback</li> </ul> <h2>Flipped Classroom resources</h2> <p><a href="https://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/" rel="noopener noreferrer nofollow" target="_blank">Vanderbilt flipping the classroom</a></p> <p><a href="http://flippedclassroom.org/" rel="noopener noreferrer nofollow" target="_blank">FlippedClassroom.org</a></p> <h2>The Learning process</h2> <blockquote><p>If students aren’t doing the pre-work before they come to class, the time together isn’t going to be well-served.” – Derek Bruff</p></blockquote> <p><a href="https://images.coachingforleaders.com/cb:ztCJ~31fd5/w:auto/h:auto/q:mauto/ig:avif/https://teachinginhighered.com/wp-content/uploads/2015/10/tihe71-quote4.jpg" rel="nofollow" target="_blank"></a></p> <p>Concerns that the flipped classroom is doubling the work for the students.</p> <h2>First exposure</h2> <p><a href="http://amzn.to/1RmEPB0" rel="noopener noreferrer nofollow" target="_blank">Effective Grading, by Barbara Walvoord</a></p> <p><a href="http://aaalab.stanford.edu/papers/time_for_telling.pdf" rel="noopener noreferrer nofollow" target="_blank">Schwartz, Daniel L. and Bransford, John D.(1998)’A Time For Telling’,Cognition and Instruction,16:4,475 — 522</a></p> <p>Diet coke and Mentos experiment</p> <p><a href="https://www.youtube.com/watch?v=iS2vG1o7Op4" rel="nofollow" target="_blank">https://www.youtube.com/watch?v=iS2vG1o7Op4</a></p> <p>This video is just an example of the Mentos/Diet Coke experiment; it isn’t Derek’s daughter</p> <h2>Creating times for telling</h2> <blockquote><p>Students first need to encounter a problem, or a challenge, or something mysterious… and then that provides motivation to hear the 15 minute [explanation].” – Derek Bruff</p></blockquote> <p><a href="https://images.coachingforleaders.com/cb:ztCJ~31fd5/w:auto/h:auto/q:mauto/ig:avif/https://teachinginhighered.com/wp-content/uploads/2015/10/tihe71-quote3.jpg" rel="nofollow" target="_blank"></a></p> <ul> <li><a href="http://derekbruff.org/blogs/math194/" rel="noopener noreferrer nofollow" target="_blank">Linear algebra course</a></li> <li>Look at the board game Monopoly. What are the best places to buy on the board?</li> <li>Markov chain modeling</li> </ul> <p>Classes should do hands-on exercises before reading and video, Stanford researchers say. (2013, July 16). Retrieved 21 October 2015, from <a href="http://news.stanford.edu/news/2013/july/flipped-learning-model-071613.html" rel="noopener noreferrer nofollow" target="_blank">http://news.stanford.edu/news/2013/july/flipped-learning-model-071613.html</a></p> <blockquote><p>Even when you have defaults [in your teaching], you want to have good defaults…” – Derek Bruff</p></blockquote> <p><a href="https://images.coachingforleaders.com/cb:ztCJ~31fd5/w:auto/h:auto/q:mauto/ig:avif/https://teachinginhighered.com/wp-content/uploads/2015/10/tihe71-quote2.jpg" rel="nofollow" target="_blank"></a></p> <p><a href="https://teachinginhighered.com/podcast/peer-instruction-and-audience-response-systems/" rel="noopener noreferrer nofollow" target="_blank">Peter Newbury on Teaching in Higher Ed talks about Peer Instruction</a></p> <h2>RECOMMENDATIONS</h2> <p>Bonni recommends:</p> <ul> <li>Pictures as a means for reminders</li> </ul> <p>Derek recommends:</p> <ul> <li><a href="http://amzn.to/1ZVCPpA" rel="noopener noreferrer nofollow" target="_blank">The adventures of Babage and Lovelace</a><br/> <br/> </li> </ul>

Flipped out

Maha Bali shares about collaboration.  Quotes The reason virtual collaboration works really well is that there’s usually no hierarchy with the person you’re working with. —Maha Bali If you want your students to collaborate, the main role of the educator is to provide them with something where collaboration is valuable. —Maha Bali Virtually collaborating brings the conversations to people who can’t be there in person. —Maha Bali If you want to keep learning, I think collaboration is necessary because you need to learn from somebody and with somebody. —Maha Bali Resources  Rhizomatic learning The MOOC that community built Soundtrack to the collaborative play Virtually Connecting MLA Commons: Digital Pedagogy in the Humanities (Concepts, models, and experiments) MLA Commons: Collaboration Keyword  Are You Enjoying the Show?  Rate/review the show. Please consider rating or leaving a review for the Teaching in Higher Ed podcast on whatever service you use to listen to it on (iTunes, Stitcher, etc.). It is the best way to help others discover the show. Give feedback. As always, I welcome suggestions for future topics or guests. Subscribe. If you have yet to subscribe to the weekly update, you can receive a single email each week with the show notes (including all the links we talk about on the episode), as well as an article on either teaching or productivity.

<p>Maha Bali shares about collaboration.</p> <p></p> <h1>Quotes</h1> <blockquote><p>The reason virtual collaboration works really well is that there’s usually no hierarchy with the person you’re working with. —Maha Bali</p></blockquote> <blockquote><p>If you want your students to collaborate, the main role of the educator is to provide them with something where collaboration is valuable. —Maha Bali</p></blockquote> <blockquote><p>Virtually collaborating brings the conversations to people who can’t be there in person. —Maha Bali</p></blockquote> <blockquote><p>If you want to keep learning, I think collaboration is necessary because you need to learn from somebody and with somebody. —Maha Bali</p></blockquote> <h1>Resources</h1> <ul> <li><a href="https://www.mendeley.com/groups/2055423/rhizomatic-learning/" rel="noopener noreferrer nofollow" target="_blank">Rhizomatic learning</a></li> <li><a href="http://davecormier.com/edblog/2016/04/13/rhizo14-the-mooc-that-community-built/" rel="noopener noreferrer nofollow" target="_blank">The MOOC that community built</a></li> <li><a href="https://soundcloud.com/dogtrax/rhizoplay-master-1?in=mbali-2/sets/keepers" rel="noopener noreferrer nofollow" target="_blank">Soundtrack to the collaborative play</a></li> <li><a href="http://virtuallyconnecting.org/" rel="noopener noreferrer nofollow" target="_blank">Virtually Connecting</a></li> <li><a href="https://digitalpedagogy.commons.mla.org/" rel="noopener noreferrer nofollow" target="_blank">MLA Commons: Digital Pedagogy in the Humanities (Concepts, models, and experiments)</a></li> <li><a href="https://digitalpedagogy.commons.mla.org/keywords/collaboration/%C2%A0" rel="noopener noreferrer nofollow" target="_blank">MLA Commons: Collaboration Keyword</a></li> </ul> <h1>Are You Enjoying the Show?</h1> <ol> <li><a href="https://teachinginhighered.com/itunes" rel="noopener noreferrer nofollow" target="_blank">Rate/review the show</a>. Please consider rating or leaving a review for the Teaching in Higher Ed podcast on whatever service you use to listen to it on (<a href="https://teachinginhighered.com/itunes" rel="noopener noreferrer nofollow" target="_blank">iTunes</a>, <a href="https://teachinginhighered.com/stitcher" rel="noopener noreferrer nofollow" target="_blank">Stitcher</a>, etc.). It is the best way to help others discover the show.</li> <li><a href="https://teachinginhighered.com/feedback" rel="noopener noreferrer nofollow" target="_blank">Give feedback</a>. As always, I welcome suggestions for future topics or guests.</li> <li><a href="https://teachinginhighered.com/subscribe" rel="noopener noreferrer nofollow" target="_blank">Subscribe</a>. If you have yet to subscribe to the weekly update, you can receive a single email each week with the show notes (including all the links we talk about on the episode), as well as an article on either teaching or productivity.</li></ol>

Collaboration

Jesse Stommel shares about how to ungrade on episode 217 of the Teaching in Higher Ed podcast.  Quotes from the episode  The worst rubrics don’t create space for surprise or discovery. —Jesse Stommel Asking [students] to evaluate themselves ends up being a really important learning experience. —Jesse Stommel Something as complicated as learning can’t be reduced to … rows in a spreadsheet. —Jesse Stommel Just taking the grade off the table doesn’t do the harder work of demystifying that culture we’ve created in education. —Jesse Stommel  Resources Mentioned  Digital Pedagogy Lab Why I Don’t Grade, by Jesse Stommel How to Ungrade, by Jesse Stommel The New Education, by Cathy Davidson* Cathy Davidson on Teaching in Higher Ed, Episode #169 Peter Elbow Peter Elbow’s Website and Blog Bryan Dewsbury on Teaching in Higher Ed, Episode #215 Parrish Waters at UMW Blue Pulse 

<p>Jesse Stommel shares about how to ungrade on episode 217 of the Teaching in Higher Ed podcast.<br/> </p> <h2>Quotes from the episode</h2> <p><a href="https://teachinginhighered.com/217" rel="nofollow" target="_blank"></a></p> <p>The worst rubrics don’t create space for surprise or discovery.<br/> —Jesse Stommel</p> <p>Asking [students] to evaluate themselves ends up being a really important learning experience.<br/> —Jesse Stommel</p> <p>Something as complicated as learning can’t be reduced to … rows in a spreadsheet.<br/> —Jesse Stommel</p> <p>Just taking the grade off the table doesn’t do the harder work of demystifying that culture we’ve created in education.<br/> —Jesse Stommel<br/> </p> <h2>Resources Mentioned</h2> <ul> <li><a href="http://www.digitalpedagogylab.com/" rel="nofollow" target="_blank">Digital Pedagogy Lab</a></li> <li><a href="https://www.jessestommel.com/why-i-dont-grade/" rel="nofollow" target="_blank">Why I Don’t Grade, by Jesse Stommel</a></li> <li><a href="https://www.jessestommel.com/how-to-ungrade/" rel="nofollow" target="_blank">How to Ungrade, by Jesse Stommel</a></li> <li><a href="https://amzn.to/2v5he5D" rel="nofollow" target="_blank">The New Education, by Cathy Davidson</a>*</li> <li><a href="https://teachinginhighered.com/podcast/new-education-revolutionize-university-prepare/" rel="nofollow" target="_blank">Cathy Davidson on Teaching in Higher Ed, Episode #169</a></li> <li><a href="https://en.wikipedia.org/wiki/Peter_Elbow" rel="nofollow" target="_blank">Peter Elbow</a></li> <li><a href="http://peterelbow.com/" rel="nofollow" target="_blank">Peter Elbow’s Website and Blog</a></li> <li><a href="https://teachinginhighered.com/215" rel="nofollow" target="_blank">Bryan Dewsbury on Teaching in Higher Ed, Episode #215</a></li> <li><a href="http://cas.umw.edu/biology/parrish-waters/" rel="nofollow" target="_blank">Parrish Waters at UMW</a></li> <li><a href="https://explorance.com/products/bluepulse/" rel="nofollow" target="_blank">Blue Pulse</a></li> </ul>

How to Ungrade

Robert Bjork on using cognitive psychology to enhance learning.    PODCAST NOTES Guest: Dr. Robert Bjork  Distinguished Professor of Psychology at UCLA Learning and memory; the science of learning in the practice of teaching. The Bjork Learning and Forgetting Lab  Common misperceptions Belief that we work something like a man made recording device. In almost every critical way, we differ from any such device.” – Robert Bjork How can it be that we have all these years of learning things and formal education and then end up really not understanding the process? You might just think by sheer trial and error during all of our educational experiences we would come to understand ourselves better than we apparently do.” – Robert Bjork We found all these different situations where the very same thing that produces forgetting then enhances learning if the material is re-studied again. Forgetting is a friend of learning.” – Robert Bjork  The spacing effect  Delay in re-studying information  The environmental context  If you study it again, then you’re better off to study it in a different place. This is counter to the advice to study in a single place.  Retrieval practice When you recall something, it does far more to reveal that you did indeed have it in your memory. “Using our memories shapes our memory.”- Robert Bjork As we use our memories, the things we recall become more recallable. Things in competition with the memories become less recallable.”- Robert Bjork  We should input less and output more.”- Robert Bjork  Test yourself; retrieval practice Low-stakes or no-stakes testing is key to optimizing learning.”- Robert Bjork  “When I say they become inaccessible, they are absolutely not gone.”- Robert Bjork Interleaving “In all those real-world situation where there’s several related tasks or components to be learned, the tendency is to provide instruction in a block test. It seems to make sense to work on one thing at a time.”- Robert Bjork “We are finding that interleaving leads to much better long-term retention. It slows the gain in performance during the training process but, then leads to much better long-term performance.”- Robert Bjork “Forgetting is not entirely a negative process. There are a number of senses in which forgetting can be a good thing.”- Robert Bjork “The very same people who just performed better, substantially, with interleaving, almost uniformly said that blocking helped them learn better.”- Robert Bjork Desirable difficulties They’re difficulties in the sense that they pose challenges (increased frequency of errors) but they’re desirable in that they foster the very goals of instruction (long-term retention and transfer of knowledge into new situations).  Interleaving vs blocking Varying the conditions of learning and the examples you provide rather than keeping them constant Spacing vs massing (cramming)  “The word desirable is key. There’s a lot of ways to make things difficult that are bad.”- Robert Bjork The generation effect Any time you can take advantage of what your students already know and give them certain cues so that they produce an answer, rather than you giving them an answer, you greatly enhance their long-term retention.”- Robert Bjork  Incorporating generation is a desirable difficulty but people have to succeed at the generation. If they fail, it is no longer a desirable difficulty.”- Robert Bjork Errors are a key component of effective learning.”- Robert Bjork  Successful forgetting  Memory relies on being in the same situation Present it in a different context, produces longer-term learning Encode the information differently; encoding variability Retrieval is powerful, but depends on success to make it so  Many things are involved in remembering people’s names.” – Robert Bjork Self regulated learning The key is for us all to learn how to learn more effectively.”- Robert Bjork  As a consequence of our complex and rapidly changing world and also changes in technology and educational environments, more and more learning is happening outside any formal classroom setting. It’s in our own hands.”  Across a lifetime  Recommendations Bonni recommends: GoCognitive’s Robert Bjork videos on YouTube Bob recommends: Making things hard on yourself, but in a good way: Creating desirable difficulties to enhance learning Several books on research on learning  Make it stick: the science of successful learning       How we learn: The surprising truth about when, where, and why it happens     What if everything you knew about education was wrong?    Closing notes  Rate/review the show. Please consider rating or leaving a review for the Teaching in Higher Ed podcast on whatever service you use to listen to it on (iTunes, Stitcher, etc.). It is the best way to help others discover the show. Give feedback. As always, I welcome suggestions for future topics or guests. Subscribe. If you have yet to subscribe to the weekly update, you can receive a single email each week with the show notes (including all the links we talk about on the episode), as well as an article on either teaching or productivity. 

<p>Robert Bjork on using cognitive psychology to enhance learning.</p> <p><a href="https://images.coachingforleaders.com/cb:ztCJ~31fd5/w:auto/h:auto/q:mauto/ig:avif/https://teachinginhighered.com/wp-content/uploads/2015/10/tihe73.jpg" rel="nofollow" target="_blank"></a></p> <p> </p> <h1>PODCAST NOTES</h1> <h2>Guest:</h2> <p><a href="https://www.psych.ucla.edu/faculty/page/bjork" rel="noopener nofollow" target="_blank">Dr. Robert Bjork</a></p> <ul> <li>Distinguished Professor of Psychology at UCLA</li> <li>Learning and memory; the science of learning in the practice of teaching.</li> <li><a href="http://bjorklab.psych.ucla.edu/" rel="noopener nofollow" target="_blank">The Bjork Learning and Forgetting Lab</a></li> </ul> <h2>Common misperceptions</h2> <p>Belief that we work something like a man made recording device.</p> <blockquote><p>In almost every critical way, we differ from any such device.” – Robert Bjork</p> <p>How can it be that we have all these years of learning things and formal education and then end up really not understanding the process? You might just think by sheer trial and error during all of our educational experiences we would come to understand ourselves better than we apparently do.” – Robert Bjork</p> <p>We found all these different situations where the very same thing that produces forgetting then enhances learning if the material is re-studied again. Forgetting is a friend of learning.” – Robert Bjork</p></blockquote> <p><a href="https://images.coachingforleaders.com/cb:ztCJ~31fd5/w:auto/h:auto/q:mauto/ig:avif/https://teachinginhighered.com/wp-content/uploads/2015/10/tihe-quote1.jpg" rel="nofollow" target="_blank"></a></p> <h2>The spacing effect</h2> <ul> <li>Delay in re-studying information</li> </ul> <h2>The environmental context</h2> <ul> <li>If you study it again, then you’re better off to study it in a different place.</li> <li>This is counter to the advice to study in a single place.</li> </ul> <h2>Retrieval practice</h2> <p>When you recall something, it does far more to reveal that you did indeed have it in your memory.</p> <p>“Using our memories shapes our memory.”- Robert Bjork</p> <blockquote><p>As we use our memories, the things we recall become more recallable. Things in competition with the memories become less recallable.”- Robert Bjork</p></blockquote> <p><a href="https://images.coachingforleaders.com/cb:ztCJ~31fd5/w:auto/h:auto/q:mauto/ig:avif/https://teachinginhighered.com/wp-content/uploads/2015/10/tihe-quote2.jpg" rel="nofollow" target="_blank"></a></p> <blockquote><p>We should input less and output more.”- Robert Bjork</p></blockquote> <p><a href="https://images.coachingforleaders.com/cb:ztCJ~31fd5/w:auto/h:auto/q:mauto/ig:avif/https://teachinginhighered.com/wp-content/uploads/2015/10/tihe-quote7.jpg" rel="nofollow" target="_blank"></a></p> <p>Test yourself; retrieval practice</p> <blockquote><p>Low-stakes or no-stakes testing is key to optimizing learning.”- Robert Bjork</p></blockquote> <p><a href="https://images.coachingforleaders.com/cb:ztCJ~31fd5/w:auto/h:auto/q:mauto/ig:avif/https://teachinginhighered.com/wp-content/uploads/2015/10/tihe-quote6.jpg" rel="nofollow" target="_blank"></a></p> <p>“When I say they become inaccessible, they are absolutely not gone.”- Robert Bjork</p> <h2>Interleaving</h2> <p>“In all those real-world situation where there’s several related tasks or components to be learned, the tendency is to provide instruction in a block test. It seems to make sense to work on one thing at a time.”- Robert Bjork</p> <p>“We are finding that interleaving leads to much better long-term retention. It slows the gain in performance during the training process but, then leads to much better long-term performance.”- Robert Bjork</p> <p>“Forgetting is not entirely a negative process. There are a number of senses in which forgetting can be a good thing.”- Robert Bjork</p> <p>“The very same people who just performed better, substantially, with interleaving, almost uniformly said that blocking helped them learn better.”- Robert Bjork</p> <h2>Desirable difficulties</h2> <p>They’re difficulties in the sense that they pose challenges (increased frequency of errors) but they’re desirable in that they foster the very goals of instruction (long-term retention and transfer of knowledge into new situations).</p> <ol> <li>Interleaving vs blocking</li> <li>Varying the conditions of learning and the examples you provide rather than keeping them constant</li> <li>Spacing vs massing (cramming)</li> </ol> <p>“The word desirable is key. There’s a lot of ways to make things difficult that are bad.”- Robert Bjork</p> <h2>The generation effect</h2> <blockquote><p>Any time you can take advantage of what your students already know and give them certain cues so that they produce an answer, rather than you giving them an answer, you greatly enhance their long-term retention.”- Robert Bjork</p></blockquote> <p><a href="https://images.coachingforleaders.com/cb:ztCJ~31fd5/w:auto/h:auto/q:mauto/ig:avif/https://teachinginhighered.com/wp-content/uploads/2015/10/tihe-quote5.jpg" rel="nofollow" target="_blank"></a></p> <blockquote><p>Incorporating generation is a desirable difficulty but people have to succeed at the generation. If they fail, it is no longer a desirable difficulty.”- Robert Bjork</p> <p>Errors are a key component of effective learning.”- Robert Bjork</p></blockquote> <p><a href="https://images.coachingforleaders.com/cb:ztCJ~31fd5/w:auto/h:auto/q:mauto/ig:avif/https://teachinginhighered.com/wp-content/uploads/2015/10/tihe-quote4.jpg" rel="nofollow" target="_blank"></a></p> <h2>Successful forgetting</h2> <ul> <li>Memory relies on being in the same situation</li> <li>Present it in a different context, produces longer-term learning</li> <li>Encode the information differently; encoding variability</li> <li>Retrieval is powerful, but depends on success to make it so</li> </ul> <blockquote><p>Many things are involved in remembering people’s names.” – Robert Bjork</p></blockquote> <h2>Self regulated learning</h2> <blockquote><p>The key is for us all to learn how to learn more effectively.”- Robert Bjork</p></blockquote> <p><a href="https://images.coachingforleaders.com/cb:ztCJ~31fd5/w:auto/h:auto/q:mauto/ig:avif/https://teachinginhighered.com/wp-content/uploads/2015/10/tihe-quote3.jpg" rel="nofollow" target="_blank"></a></p> <blockquote><p>As a consequence of our complex and rapidly changing world and also changes in technology and educational environments, more and more learning is happening outside any formal classroom setting. It’s in our own hands.”</p></blockquote> <ul> <li>Across a lifetime</li> </ul> <h1>Recommendations</h1> <h3>Bonni recommends:</h3> <p><a href="https://www.youtube.com/user/gocognitive/videos" rel="noopener nofollow" target="_blank">GoCognitive’s Robert Bjork videos on YouTube</a></p> <h3>Bob recommends:</h3> <p><a href="http://bjorklab.psych.ucla.edu/pubs/EBjork_RBjork_2011.pdf" rel="noopener nofollow" target="_blank">Making things hard on yourself, but in a good way: Creating desirable difficulties to enhance learning</a></p> <h4>Several books on research on learning</h4> <ul> <li><a href="http://amzn.to/1jPwX0N" rel="noopener nofollow" target="_blank">Make it stick: the science of successful learning</a></li> </ul> <p> </p> <p><br/> </p> <ul> <li><a href="http://amzn.to/1O65epf" rel="noopener nofollow" target="_blank">How we learn: The surprising truth about when, where, and why it happens</a></li> </ul> <p><br/> </p> <ul> <li><a href="http://amzn.to/1jPwCv5" rel="noopener nofollow" target="_blank">What if everything you knew about education was wrong?</a></li> </ul> <p><br/> </p> <h2><b>Closing notes</b></h2> <ol> <li><b></b><b>Rate/review the show.</b> Please consider rating or leaving a review for the Teaching in Higher Ed podcast on whatever service you use to listen to it on (<a href="https://teachinginhighered.com/itunes" rel="nofollow" target="_blank">iTunes</a>, <a href="https://teachinginhighered.com/stitcher" rel="nofollow" target="_blank">Stitcher</a>, etc.). It is the best way to help others discover the show.</li> <li><b></b><b>Give feedback.</b> As always, I welcome <a href="https://teachinginhighered.com/feedback" rel="nofollow" target="_blank">suggestions for future topics or guests</a>.</li> <li><b></b><b>Subscribe.</b> If you have yet to <a href="https://teachinginhighered.com/subscribe" rel="nofollow" target="_blank">subscribe to the weekly update</a>, you can receive a single email each week with the show notes (including all the links we talk about on the episode), as well as an article on either teaching or productivity.</li> </ol>

How to use cognitive psychology to enhance learning

Steven Michels helps us think outside the LMS on episode 140 of the Teaching in Higher Ed podcast. Quotes from the episode Every technology suggests how it should be used. –Steven Michels The hub of any class should be the discussion board. –Steven Michels Teaching should be learner-driven, not tool-driven. –Steven Michels Technology is better at bringing the world into the classroom than it is in taking the classroom out into the world. –Steven Michels Anything we can do as faculty members and professors to harness this natural love of learning that our students have … I think is a good thing. –Steven Michels Resources Mentioned  Patterns in Course Design: How instructors ACTUALLY use the LMS Using Slack for Teaching (Steven Michels’ video) Slack Hypothes.is QuickTime SnagIt Google Slides Google Sites Page: Foundations of Political Thought Remind Diigo Medium  Are You Enjoying the Show?  Rate/review the show. Please consider rating or leaving a review for the Teaching in Higher Ed podcast on whatever service you use to listen to it on (iTunes, Stitcher, etc.). It is the best way to help others discover the show. Give feedback. As always, I welcome suggestions for future topics or guests. Subscribe. If you have yet to subscribe to the weekly update, you can receive a single email each week with the show notes (including all the links we talk about on the episode), as well as an article on either teaching or productivity. 

<p>Steven Michels helps us think outside the LMS on episode 140 of the Teaching in Higher Ed podcast.</p> <h3>Quotes from the episode</h3> <p>Every technology suggests how it should be used.<br/> –Steven Michels</p> <p>The hub of any class should be the discussion board.<br/> –Steven Michels</p> <p>Teaching should be learner-driven, not tool-driven.<br/> –Steven Michels</p> <p>Technology is better at bringing the world into the classroom than it is in taking the classroom out into the world.<br/> –Steven Michels</p> <p>Anything we can do as faculty members and professors to harness this natural love of learning that our students have … I think is a good thing.<br/> –Steven Michels</p> <h3>Resources Mentioned</h3> <ul> <li><a href="http://blog.blackboard.com/patterns-in-course-design-how-instructors-actually-use-the-lms/" rel="noopener noreferrer nofollow" target="_blank">Patterns in Course Design: How instructors ACTUALLY use the LMS</a></li> <li><a href="https://youtu.be/xfmy6EYoM_Y" rel="noopener noreferrer nofollow" target="_blank">Using Slack for Teaching </a>(Steven Michels’ video)</li> <li><a href="https://slack.com" rel="noopener noreferrer nofollow" target="_blank">Slack</a></li> <li><a href="https://hypothes.is/" rel="noopener noreferrer nofollow" target="_blank">Hypothes.is</a></li> <li><a href="https://support.apple.com/downloads/quicktime" rel="noopener noreferrer nofollow" target="_blank">QuickTime</a></li> <li><a href="https://www.techsmith.com/screen-capture.html" rel="noopener noreferrer nofollow" target="_blank">SnagIt</a></li> <li><a href="https://www.google.com/slides/about/" rel="noopener noreferrer nofollow" target="_blank">Google Slides</a></li> <li>Google Sites Page: <a href="https://sites.google.com/view/po300foundations/home" rel="noopener noreferrer nofollow" target="_blank">Foundations of Political Thought</a></li> <li><a href="https://www.remind.com/" rel="noopener noreferrer nofollow" target="_blank">Remind</a></li> <li><a href="https://www.diigo.com/" rel="noopener noreferrer nofollow" target="_blank">Diigo</a></li> <li><a href="https://medium.com/" rel="noopener noreferrer nofollow" target="_blank">Medium</a></li> </ul> <h3>Are You Enjoying the Show?</h3> <ul> <li><a href="https://itunes.apple.com/us/podcast/teaching-in-higher-ed-faculty/id893035230?mt=2" rel="noopener noreferrer nofollow" target="_blank">Rate/review the show.</a> Please consider rating or leaving a review for the Teaching in Higher Ed podcast on whatever service you use to listen to it on (<a href="https://teachinginhighered.com/itunes" rel="noopener noreferrer nofollow" target="_blank">iTunes</a>, <a href="https://teachinginhighered.com/stitcher" rel="noopener noreferrer nofollow" target="_blank">Stitcher</a>, etc.). It is the best way to help others discover the show.</li> <li><a href="https://teachinginhighered.com/feedback" rel="noopener noreferrer nofollow" target="_blank">Give feedback.</a> As always, I welcome suggestions for future topics or guests.</li> <li><a href="https://teachinginhighered.com/subscribe/" rel="noopener noreferrer nofollow" target="_blank">Subscribe.</a> If you have yet to subscribe to the weekly update, you can receive a single email each week with the show notes (including all the links we talk about on the episode), as well as an article on either teaching or productivity.</li> </ul>

Thinking Outside the LMS

Jackie and Rob Parke share about empathy toward greater inclusion on episode #126 of Teaching in Higher Ed. Resources Mentioned  Even the Rat Was White* Eatwell Tableware Set for people with Alzheimer’s  Are You Enjoying the Show? Rate/review the show. Please consider rating or leaving a review for the Teaching in Higher Ed podcast on whatever service you use to listen to it on (iTunes, Stitcher, etc.). It is the best way to help others discover the show. Give feedback. As always, I welcome suggestions for future topics or guests. Subscribe. If you have yet to subscribe to the weekly update, you can receive a single email each week with the show notes (including all the links we talk about on the episode), as well as an article on either teaching or productivity.

<p>Jackie and Rob Parke share about empathy toward greater inclusion on episode #126 of Teaching in Higher Ed.</p> <h3>Resources Mentioned</h3> <ul> <li><a href="http://amzn.to/2eD5IoC" rel="noopener noreferrer nofollow" target="_blank">Even the Rat Was White</a>*</li> <li><a href="https://www.youtube.com/watch?v=PhIQRl2D9c0" rel="nofollow" target="_blank">Eatwell Tableware Set for people with Alzheimer’s</a></li> </ul> <h3>Are You Enjoying the Show?</h3> <p><a href="https://itunes.apple.com/us/podcast/teaching-in-higher-ed-faculty/id893035230?mt=2" rel="noopener noreferrer nofollow" target="_blank">Rate/review the show.</a> Please consider rating or leaving a review for the Teaching in Higher Ed podcast on whatever service you use to listen to it on (<a href="https://teachinginhighered.com/itunes" rel="noopener noreferrer nofollow" target="_blank">iTunes</a>, <a href="https://teachinginhighered.com/stitcher" rel="noopener noreferrer nofollow" target="_blank">Stitcher</a>, etc.). It is the best way to help others discover the show.</p> <p><a href="https://teachinginhighered.com/feedback" rel="noopener noreferrer nofollow" target="_blank">Give feedback.</a> As always, I welcome suggestions for future topics or guests.</p> <p><a href="https://teachinginhighered.com/subscribe/" rel="noopener noreferrer nofollow" target="_blank">Subscribe.</a> If you have yet to subscribe to the weekly update, you can receive a single email each week with the show notes (including all the links we talk about on the episode), as well as an article on either teaching or productivity.</p>

Empathy Toward Greater Inclusion

Rebecca Pope Ruark discusses her book, Agile Faculty, on episode 219 of the Teaching in Higher Ed podcast.  Quotes from the episode What if we create experiences rather than courses? —Rebecca Pope-Ruark How do we help our students learn rather than just play school? —Rebecca Pope-Ruark The goal of articulating tasks is to break them down into reasonable chunks. —Rebecca Pope-Ruark  Resources Mentioned  Agile software development Scrum (rugby) Daily stand up (scrum) meeting The 3 questions that get asked Scrum board – backlog / work in progress / done Examples on Quora Overview of scrum and use of Trello 

<p>Rebecca Pope Ruark discusses her book, Agile Faculty, on episode 219 of the Teaching in Higher Ed podcast.<br/> </p> <h2>Quotes from the episode</h2> <p><a href="https://teachinginhighered.com/219" rel="nofollow" target="_blank"></a>What if we create experiences rather than courses?<br/> —Rebecca Pope-Ruark</p> <p>How do we help our students learn rather than just play school?<br/> —Rebecca Pope-Ruark</p> <p>The goal of articulating tasks is to break them down into reasonable chunks.<br/> —Rebecca Pope-Ruark</p> <p></p> <h2>Resources Mentioned</h2> <ul> <li><a href="https://en.wikipedia.org/wiki/Agile_software_development" rel="nofollow" target="_blank">Agile software development</a></li> <li><a href="https://en.wikipedia.org/wiki/Scrum_(rugby)" rel="nofollow" target="_blank">Scrum (rugby)</a></li> <li><a href="https://sprint.ly/blog/scrum-meeting-best-practices/" rel="nofollow" target="_blank">Daily stand up (scrum) meeting</a></li> <li><a href="https://en.wikipedia.org/wiki/Stand-up_meeting" rel="nofollow" target="_blank">The 3 questions that get asked</a></li> <li><a href="http://www.mountaingoatsoftware.com/agile/scrum/scrum-tools/task-boards" rel="nofollow" target="_blank">Scrum board – backlog / work in progress / done</a></li> <li><a href="https://www.quora.com/What-is-scrum-board" rel="nofollow" target="_blank">Examples on Quora</a></li> <li><a href="https://blog.trello.com/beginners-guide-scrum-and-agile-project-management" rel="nofollow" target="_blank">Overview of scrum and use of Trello</a></li> </ul>

Agile Faculty

Stephen Brookfield discusses racial identity in the classroom on episode 147 of the Teaching in Higher Ed podcast. Quotes from the episode For the first half of my life I was race blind. –Stephen Brookfield I was colluding in a system and in practices that reinforced racism without consciously being aware of this. –Stephen Brookfield Most white people grow up with these elements in their consciousness but are unaware that they’re there. –Stephen Brookfield We’re here to challenge, rather than to reassure. –Stephen Brookfield We know that we’ll have been successful when … some of our comfortable assumptions are being questioned. –Stephen Brookfield Resources  TIHE15: How to get students to participate in discussion with Stephen Brookfield TIHE98: The Skillful Teacher with Stephen Brookfield The Skillful Teacher by Stephen Brookfield* Between the World and Me by Ta-Nehisi Coates* A Conversation with My Black Son, a New York Times OpEd Video Good White People: The Problem with Middle-Class White Anti-Racism by Shannon Sullivan* Eduard C. Lindeman Michel Foucault Derald Wing Sue’s books* Videos of Derald Wing Sue Presumed Incompetent by Gabriella Gutiérrez y Muhs, Yolanda Flores Niemann, Carmen G. González, and Angela P. Harris* TIHE123: Presumed Incompetent with Yolanda Flores Niemann Stephen Covey on Trust The Discussion Book: 50 Great Ways to Get People Talking by Stephen D. Brookfield and Stephen Preskill* David Bohm www.todaysmeet.com  Are You Enjoying the Show?  Rate/review the show. Please consider rating or leaving a review for the Teaching in Higher Ed podcast on whatever service you use to listen to it on (iTunes, Stitcher, etc.). It is the best way to help others discover the show. Give feedback. As always, I welcome suggestions for future topics or guests. Subscribe. If you have yet to subscribe to the weekly update, you can receive a single email each week with the show notes (including all the links we talk about on the episode), as well as an article on either teaching or productivity. 

<p>Stephen Brookfield discusses racial identity in the classroom on episode 147 of the Teaching in Higher Ed podcast.</p> <h3>Quotes from the episode</h3> <p>For the first half of my life I was race blind.<br/> –Stephen Brookfield</p> <p>I was colluding in a system and in practices that reinforced racism without consciously being aware of this.<br/> –Stephen Brookfield</p> <p>Most white people grow up with these elements in their consciousness but are unaware that they’re there.<br/> –Stephen Brookfield</p> <p>We’re here to challenge, rather than to reassure.<br/> –Stephen Brookfield</p> <p>We know that we’ll have been successful when … some of our comfortable assumptions are being questioned.<br/> –Stephen Brookfield</p> <h3>Resources</h3> <ul> <li><a href="https://teachinginhighered.com/podcast/get-students-to-participate-in-discussion/" rel="noopener noreferrer nofollow" target="_blank">TIHE15: How to get students to participate in discussion</a> with Stephen Brookfield</li> <li><a href="https://teachinginhighered.com/podcast/skillful-teacher/" rel="noopener noreferrer nofollow" target="_blank">TIHE98: The Skillful Teacher</a> with Stephen Brookfield</li> <li><a href="https://www.amazon.com/Skillful-Teacher-Technique-Responsiveness-Classroom/dp/1118450299/ref=sr_1_1?sr=8-1&amp;ie=UTF8&amp;keywords=The%2BSkillful%2BTeacher%2Bby%2BStephen%2BBrookfield&amp;tag=innovatelearn-20&amp;qid=1491375226" rel="noopener noreferrer nofollow" target="_blank">The Skillful Teacher by Stephen Brookfield</a>*</li> <li><a href="http://amzn.to/2nTWefj" rel="noopener noreferrer nofollow" target="_blank">Between the World and Me by Ta-Nehisi Coates</a>*</li> <li><a href="https://www.nytimes.com/video/opinion/100000003575589/a-conversation-with-my-black-son.html" rel="noopener noreferrer nofollow" target="_blank">A Conversation with My Black Son</a>, a New York Times OpEd Video</li> <li><a href="http://amzn.to/2ojEdrc" rel="noopener noreferrer nofollow" target="_blank">Good White People: The Problem with Middle-Class White Anti-Racism by Shannon Sullivan</a>*</li> <li><a href="https://en.wikipedia.org/wiki/Eduard_C._Lindeman" rel="noopener noreferrer nofollow" target="_blank">Eduard C. Lindeman</a></li> <li><a href="https://en.wikipedia.org/wiki/Michel_Foucault" rel="noopener noreferrer nofollow" target="_blank">Michel Foucault</a></li> <li><a href="https://www.amazon.com/Derald-Wing-Sue/e/B001ILHFJE/ref=sr_ntt_srch_lnk_1?qid=1491373323&amp;tag=innovatelearn-20&amp;sr=8-1" rel="nofollow" target="_blank">Derald Wing Sue’s books</a>*</li> <li><a href="https://www.youtube.com/results?search_query=Derald+Wing+Sue" rel="noopener noreferrer nofollow" target="_blank">Videos of Derald Wing Sue</a></li> <li><a href="https://www.amazon.com/Presumed-Incompetent-Intersections-Class-Academia-ebook/dp/B01DL3YLW0/ref=sr_1_1?ie=UTF8&amp;sr=1-1&amp;s=digital-text&amp;tag=innovatelearn-20&amp;qid=1491349838" rel="noopener noreferrer nofollow" target="_blank">Presumed Incompetent by Gabriella Gutiérrez y Muhs, Yolanda Flores Niemann, Carmen G. González, and Angela P. Harris</a>*</li> <li><a href="https://teachinginhighered.com/podcast/presumed-incompetent/" rel="noopener noreferrer nofollow" target="_blank">TIHE123: Presumed Incompetent </a>with Yolanda Flores Niemann</li> <li><a href="http://www.leadershipnow.com/CoveyOnTrust.html" rel="noopener noreferrer nofollow" target="_blank">Stephen Covey on Trust</a></li> <li><a href="https://www.amazon.com/Discussion-Book-Great-People-Talking-ebook/dp/B01A038X8W/ref=sr_1_1?ie=UTF8&amp;sr=1-1&amp;s=digital-text&amp;tag=innovatelearn-20&amp;qid=1491376109" rel="noopener noreferrer nofollow" target="_blank">The Discussion Book: 50 Great Ways to Get People Talking by Stephen D. Brookfield and Stephen Preskill</a>*</li> <li><a href="https://en.wikipedia.org/wiki/David_Bohm" rel="noopener noreferrer nofollow" target="_blank">David Bohm</a></li> <li><a href="https://todaysmeet.com/" rel="noopener noreferrer nofollow" target="_blank">www.todaysmeet.com</a></li> </ul> <h3>Are You Enjoying the Show?</h3> <ul> <li><a href="https://itunes.apple.com/us/podcast/teaching-in-higher-ed-faculty/id893035230?mt=2" rel="noopener noreferrer nofollow" target="_blank">Rate/review the show.</a> Please consider rating or leaving a review for the Teaching in Higher Ed podcast on whatever service you use to listen to it on (<a href="https://teachinginhighered.com/itunes" rel="noopener noreferrer nofollow" target="_blank">iTunes</a>, <a href="https://teachinginhighered.com/stitcher" rel="noopener noreferrer nofollow" target="_blank">Stitcher</a>, etc.). It is the best way to help others discover the show.</li> <li><a href="https://teachinginhighered.com/feedback" rel="noopener noreferrer nofollow" target="_blank">Give feedback.</a> As always, I welcome suggestions for future topics or guests.</li> <li><a href="https://teachinginhighered.com/subscribe/" rel="noopener noreferrer nofollow" target="_blank">Subscribe.</a> If you have yet to subscribe to the weekly update, you can receive a single email each week with the show notes (including all the links we talk about on the episode), as well as an article on either teaching or productivity.</li> </ul>

Racial Identity in the Classroom

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