As teachers, we see value in what we assign students, but students don’t always appreciate the relevance or understand the purpose of their assignments. Required readings are a great example of this disconnect. However, when students have some input into their learning, their response to
“Students can critically read in a variety of ways:
My family and I have had the privilege of living in the Middle East for nearly three decades. In addition to the extraordinary Arab hospitality we have enjoyed, it also has been a time of learning. Many of my parochial assumptions have been challenged, not
How best to engage students and provide opportunities for active learning is a question we find ourselves thinking about and discussing often with colleagues. Quizlet is a user-friendly, technology-based quizzing system that works well to engage students in both face-to-face and online learning environments. Instructors
Last month we looked at privacy considerations and how to address them when using social media tools. This month we look at accessibility considerations. With recent accessibility lawsuits against institutions such as Penn State, Harvard, and MIT, it is a good idea to address accessibility
In a way, I started podcasting in the 1970s. I worked as a radio DJ and spent hours with reel-to-reel tape, editing with literal razor blades and Scotch tape. We didn’t call it podcasting, of course. I first heard of podcasting in 2004 or so.
I use Statecraft in my political science course. Participants are placed in a global political environment to battle or cooperate with one another. The simulation makes use of a wide range of political elements, from the international to the domestic, the military to the economic.
Last month we covered the many uses of virtual reality in education. This month we look at how educators are using augmented and mixed reality. While virtual reality gives the user the experience of being in some other location, such as a museum, scientific expedition,
Most of us have experienced the dreaded quiet class. Typically, it’s the class where only a few students speak and it’s always the same three or four. Everyone else sits passively and waits out the clock. For those classes and others, I’ve found a question
Emily Gravett writes insightfully about the disconnect between instructor and student course goals. She’s writing about religion courses and how academic goals, such as “analyzing the historical, cultural, linguistic, literary, political and social contexts of religious beliefs and practices” are not the goals that motivate
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