One failure of the traditional face-to-face lecture is that it delivers learning content in large blocks—that is, in lengthy classes of normally 50–75 minutes. As Barbara Oakley and Terrence Sejnowski (2019) note, this violates the fundamental neurology of learning. When we learn, we first put
Lecture as a pedagogical approach has come under considerable fire in recent years. Indeed, critics have called lectures boring, obsolete, old-fashioned, overused, and even unfair, among other, less-flattering terms. The criticisms, however, have most often been leveled at one type of lecture: the full-class-session, transmission-model
Every fall now I cull my large teaching and learning article database. Yes, it’s a filing cabinet full of paper copies. Copies were the only option when I started collecting articles. But the cabinet is at capacity, and some of the very old, outdated pieces
Despite the range of functionalities available in most learning management systems (LMSs), faculty and institutions still find themselves looking to add content or tools not available in their LMS to meet instructional strategies or goals. For this reason, the Learning Systems and Technology (LS&T) team
It’s night; a boy bikes alone on a dark, empty forest road, the only sounds those of his bike wheels whirring, the cicadas singing, and the gentle breeze. He passes a large metal fence with a warning sign that reads, “RESTRICTED AREA. NO TRESPASSING. U.S.
The need for inspiration came up in a conversation that started with a sigh. “Yeah, the always exciting start of the academic year is over. We’re into that long, mid-course stretch, and I could sure use some inspiration.” I admire this honest admission. Many of
Scenario 1: You are in your office, preparing to grade final papers. Students were required to submit them through the campus learning management system (LMS). Upon review of LMS activity, you find that several students failed to submit their papers by the due date. You
Classroom climate “profoundly shapes” the experience of both instructor and students. That’s a claim made by two authors of a study that looked at syllabi from sociology courses to see what they said about classroom climate (Valentin & Grauerholz, 2019, p. 219). They found that
As part of our teaching philosophy, we believe in the value of exploring contentious issues with our students to encourage civic engagement and effective leadership. When we introduce contentious issues in the classroom, we define a contentious topic as one that is (1) debatable and
Flipgrid is arguably the best-known video hosting and collaboration tool for education. An instructor can set up a “grid” that hosts all their class’s videos. Then the instructor creates “topics”—video or image discussion prompts with text descriptions. Students then post replies to those topics as
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