“When are you going to run out of things to write about?” a colleague recently quipped in an email. Truth be known, I’ve wondered that myself. I do regularly revisit topics I’ve covered previously, but hopefully with new ideas and information. Surprisingly, when it’s time
Every day of the past year or so seems to echo the refrain of “unprecedented.”
It’s been a time both slow and fast, boring and frantic. I also used the time to reflect on my work as an academic and who I want to be
Millions of years of human evolution have molded our minds to learn through sight and sound, as written language is a relatively new means of human communication. When trying to figure out a process we often go to YouTube first to find a video tutorial
Student attitudes about group work have been an ongoing concern of faculty. Some students don’t like group work, and those negative attitudes have the potential to compromise learning and the quality of the experience for everyone involved. For that reason, it behooves teachers to keep
We had a vision. What if we could create an online teaching resource that is organized and presented in a way that makes sense to faculty? What if it not only functioned as a resource but also helped foster a community of online instructors?
The shift to remote learning during the pandemic gave faculty the opportunity to explore new technology and pedagogical approaches to teaching science-related courses. Science courses in particular can be challenging to host online without wet labs to provide students with hands-on experience. But virtual science
At the end of an article that summarizes research on self-regulated learning, Bjork et al. (2013) noted for their research on the topic, discuss evidence-based answers to questions that students frequently ask about exams, studying, and learning. I like the idea of being a bit
This detailed article proposes a research-based conceptual model of how students learn. It identifies nine cognitive challenges that stand in the way of learning:
Developed in the corporate training sector, microlearning is drawing attention from higher education as an alternative to traditional courses. As the name suggestions, microlearning involves short lessons on a relatively narrow topic, while traditional courses cover a range of topics within a general subject.
I used to question my students’ use of flash cards. Yes, I could see their value in language learning, but in a beginning communication course? In developmental English? My concerns did rest on a bit of academic elitism. I thought college students should be using
Magna Publications © 2024 All rights reserved