Thursday, July 7, 2016

A Clemson University psychology professor has published research revealing a positive link between mood, motivation and physical activity during work and study. June J. Pilcher, alumni distinguished professor of psychology, studied the cognitive effects of physical activity workstations and traditional desks on Clemson student volunteers. The results of the study, published in Frontiers in Psychology, suggest the inclusion of light physical activity during work or study has positive effects without detracting from work or study effectiveness. Pilcher wanted to determine whether or not the positive benefits associated with light exercise could be attained while working in sedentary environments. According to Pilcher, working in sedentary environments might not be harmful in the short term, but this type of behavior is related to long-term chronic disease and physical frailty.

If you are looking to increase participation in classroom discussion, you should take a look at this three part post from Lolita Paff. She shares several methods from the research literature that may prove useful in your classes. She writes, "Whether a teacher incorporates protocols, empty rewards, or signals, the key to engaging interactions that advance learning is students’ role in setting and administering the process. Shared control promotes shared responsibility for learning. The teacher isn’t dictating rules about participation. The teacher isn’t solely responsible for ensuring the discussions are successful."

Teaching has completely become a different ball game with the adoption of modern tools of education technology that have been incorporated in classrooms all over the world. There are quite a few positive changes that have come into effect but even though technology has been seeping slowly into the world of education, there are people who are still in the dark about the advantages of technology in teaching. Let’s have a look at some of the ways technology can impact teaching and how it can connect students from all over the world to a global classroom. Continue reading here.

Monday, June 27, 2016

Meg Conlan has a good article about how using technology in the college classroom (F2F and virtually) is preparing students for the real world after graduation. She writes, "Landing that first post-grad job may be difficult, but many college seniors think they’ve got the digital skills employers want, thanks to their time on campus. That insight comes from McGraw-Hill Education’s third annual Workforce Readiness Survey, which states that 52 percent of students surveyed believe that their use of technology during college classes and study sessions will help them secure a job."

Assessment tools offer tremendous advantages to both the instructor and the learner, and are thus an important part of instructional design. Despite their importance, developing quality assessments is not as simple or straightforward as one might think. A great deal of care needs to go into developing quality assessments to ensure that the question actually assesses the target knowledge rather than something else, such as test-taking skills. Additionally, the instructor needs to remain open to revising questions based on learner performance—if all students get a single question wrong or right, both are considered poor questions and both should be removed from the test because they’re actually not testing anything. Thus, instructors need to pay attention to student performance on each individual testing item to ensure each one is doing its job of actually assessing the target knowledge. Are you looking to improve your test-question writing skills. Here is an article with some basic tips.

Dr. Lindsay Doukopoulos notes, "Teaching first-semester freshmen presents some unique challenges. You are teaching them not only your subject, but also how to be college students. One of the best strategies I have found is to begin with a collaborative project that asks them to research their new home: the campus." Read the entire article here.

Wednesday, June 15, 2016

It seems that we talk a lot about motivation but it truly is such a complex topic that it needs lots of study. Michelle Pacansky-Brock provides the latest bit of thought on this topic and how it specifically impacts students taking courses online. She writes, "It’s not a fixed trait that some humans either have or don’t have. Rather, motivation is more like water; its qualities are impacted by other forces. Water can be serene and glass-like one day and rough and choppy the next, depending on factors like the weather or the number and type of boats in use. Motivation is similarly influenced by outside factors." Continue reading here. 

In the next year alone, an estimated 2.5 million middle-skill jobs will be added to the workforce, accounting for a whopping 40 percent of all job growth. These professions — welders, pharmacy technicians, paralegals, automotive technicians, and aviation workers— offer a solid pathway to the middle class yet require less training than a traditional four-year degree. Still, these jobs require a specialized skill-set which is usually provided by community colleges. Dawn Gerrain has written an article for Educause Review on this topic. Read more here.

Gamification was one of the topics we discussed in the Creating Self-Regulated Learners Faculty Learning Community today. Many faculty have successfully implemented gamification techniques and the research shows that it can be highly effective. One of the areas that has shown improvement is student engagement with the course material and participation in discussions. Barata, Gama, Jorge, and Gonçalves provide some good examples in their Improving Participation and Learning with Gamification article. Stott and Neustaedteris provide a good review of existing literature on the subject as well as a case study on three different applications of gamification in the post-secondary setting. As in all course redesign it will take some time to add gamification, but the research literature seems to be demonstrating that it can improve student success.

Thursday, June 9, 2016

If you were ever dissatisfied with the quality of peer feedback in your classes, Christina Moore's article can definitely help you and, most importantly, help your students offer and receive better feedback from their colleagues.She writes, "I started teaching students that peer review is a two-way street. Getting useful feedback depends on how students frame their requests for it. Developing this skill not only teaches students how to receive effective feedback, but also gets them in the habit of reflecting on and analyzing their work."

Are you considering how you can create opportunities for students to apply course content outside the classroom? The IDEA Center has a great paper on this topic. Here is a brief excerpt. Although there are many examples in academia, nursing education offers one of the clearest examples of applying course content outside the classroom. Learning content in the classroom is supplemented with field-based application, in some cases, from the very first courses in a nursing program. Nursing students complete many hours working in hospitals alongside licensed nurses to apply their learning and sharpen their skills. And it doesn’t take a nurse educator to understand that this learning outside the classroom is vital to a nursing student’s education. No one would want to be treated by a nurse that only had classroom experience!

Creating online courses doesn’t end at uploading videos to your site and getting enrollments. As an online educator, you need to ensure that your students are actively participating in your course and getting real value out of it. This will pay off in the long run as people come to recognize your course as the most valuable in the market. In this post, Dr. Eileen McGurty, an expert in online education, shares her strategies for boosting participation in online courses.

Wednesday, May 11, 2016

Now that you have finished posting your grades, it is time to take a look at your student rating report. This can be accessed using your Canvas account. As I have said in the past, taking a look today and then putting it away for a week will help give you some perspective. The next time you take a look, really open yourself up to "hear" your student's perspective. The IDEA Center also has some sage advice ON THIS TOPIC in this paper.

Implementing active learning is a fantastic way to liven up discussions and encourage higher-level thinking. But what does active learning look like in practice? Shawn Orr, Manager of Faculty Training & Engagement at Cengage Learning, recently led a webinar on this very topic, in which she shared strategies she uses to get her students enthusiastically participating.  You can access the webinar here.

Do you consider yourself a risk taker? Some of us would like to try new things but assume that it may be overwhelming or not worth the effort. Karine Veldhoen has a blog post that encourages us to take the risk. She writes, "Pedagogy is the method or practice of teaching an academic subject or theoretical concept. We are pedagogues, yet we can always try new methods or practices and take risks. It will be out of our comfort zone and might even be scary. We won't feel like an expert, but it might be exhilarating, and who knows what our potential is? What new pedagogy can you risk? Project-based learning? A new technology? A different assessment method? Student-led conferences?" Read the entire post here.

Wednesday, May 4, 2016

If you are looking to spend some time this summer enhancing your teaching toolkit, the Teaching+Learning Center will be hosting a Faculty Learning Community (FLC). The topic will include strategies to strengthen students' self-awareness and learning skills. We will meet five times at a date and time to be determined by the FLC membership and will use Dr. Linda Nilson's book Creating Self-Regulated Learners (which will be provided by the Teaching+Learning Center). If you are interested in participating or need additional information, please send an email to

Dr. Randy Bass has written a thought provoking post about the intersection of what we know about teaching and the application of that knowledge to enhance learning. A growing appreciation for the porous boundaries between the classroom and life experience, along with the power of social learning, authentic audiences, and integrative contexts, has created not only promising changes in learning but also disruptive moments in teaching. Our understanding of learning has expanded at a rate that has far outpaced our conceptions of teaching. This tension between an expansion of learning and the limits of our structures is intrinsic to the learning paradigm. Read the entire post here.

Yoram Neumann and Edith Neumann tell us what we have learned about online education over the past few decades. In its infancy, online learning was viewed as a more accessible alternative for students unable to commit to the traditional higher education path. But in recent years online education has been gaining more acceptance. The most recent U.S. Department of Education data from fall 2014 indicate that 5.8 million students took at least one online course, with 2.85 million of them studying exclusively online. After thousands of online launches and millions of students, it is important to assess the advancement made in online learning as we look to further enhance online learning for future students. Read more here.

Wednesday, April 27, 2016

Most of you are familiar with the active learning paradigm that encourages students to listen, write, read, discuss, and apply new knowledge so that it becomes part of their long-term memories. Dr. Rodger Bybee and his colleagues have come up with a similar pedagogy based on teaching in the sciences. It is called the 5E Learning Cycle and is based on the constructivist view of learning. The five E's are engage, explore, explain, elaborate, and evaluate. Using this process allows the instructor to identify and challenge students' misconceptions and provide students time to explore, investigate, and reconstruct their knowledge. You can learn more about this process in the article Which Comes First-Language or Content? in the Science Teacher magazine (April/May 2016).

When teaching in a traditional classroom, we are often able to assess how our students learning best through observation, low-stakes feedback, or by using active learning methods. So how does that work in an online environment? Adrienne Erin has an interesting post about just that. "Different Learning Styles: How to balance your eLearning program" describes the way different learners might be motivated to learn. She notes, "Learners work alone, in groups or with instructors. Interactions with others are either synchronous or asynchronous. Because of its open-ended nature, eLearning has exceptional advantages. Learners can be located anywhere in the world, as long as an ISP is available." Read more here. To learn more about the dual coding theory, click here.

With the final exam period beginning on Monday, you may notice that your students are more tense and anxious. This is certainly understandable as they struggle to indicate to you what they have learned and how they can apply it. Dr. Maryellen Weimer has posted an informational piece about how you can help your students lower their anxiety and produce their best work. She writes, " Teachers can’t cure test anxiety. But they can offer remedies that students should be encouraged to try. Information about good study strategies should be included in every course. Sometimes that information is more persuasive if it comes from fellow classmates. Discussion of the study strategies used for the test ought to be part of the debrief session." Read more here.

Wednesday, April 20, 2016

When teachers tell me about some new strategy or approach they’ve implemented, I usually ask how they found out about it and almost always get the same response: “Oh, a colleague told me about it.” I continue to be amazed by the amount of pedagogical knowledge that is shared verbally (and electronically) between colleagues. And I’m equally impressed by the spirit of sharing. Even if it’s an idea I thought up myself, one I’ve spent time and energy developing that I could ostensibly copyright or patent, if you want to use it—go right ahead. It’s yours. There are no intellectual property rights on good teaching ideas, and that’s a beautiful part of our culture. So writes Dr. Maryellen Weimer in a new post about pedagogy sharing. You can read the entire post here.

Did you know that blended courses, that meet face-to-face and online throughout the week, have some of the highest completion rates and students report that they are very effective at helping them learn? Jennifer Patterson Lorenzetti has an interesting post about blended courses and offers, "Think about what it takes to make a blended learning class successful. Of course, you need a faculty member who is able to teach the course, a robust set of learning objectives, a clear instructional design that integrates both the online and face-to-face aspects, and the instructional content required to successfully teach the course. But you also need support of librarians who can help students with varied types of assignments, academic advisors who can effectively counsel students into the right kind of blended course for their learning style, plus various student support services that can help students with variable campus attendance requirements navigate registration, book purchase, and payment. Indeed, the decision to offer a blended course or program can influence the entire university." Read more here.

Group assignments teach students far more than simply what they glean from the research they conduct and the project they complete. Astute students will also learn important lessons about communicating clearly, establishing plans and schedules, and collaborating in a proactive and positive manner. They may also hone their leadership skills along the way.Students taking online courses gain the additional benefit of learning to work with others in technology-mediated settings. To learn more about this topic, click here.

Wednesday, April 13, 2016

Dr. Maryellen Weimer gives us some ideas for the last class of the semester. She writes, "First and last class sessions are the bookends that hold a course together.” I heard or read that somewhere—apologies to the source I can’t acknowledge. It’s a nice way to think about first and last class sessions. In general, teachers probably do better with the first class. There’s the excitement that comes with a new beginning. A colleague said it this way: “Nothing bad has happened yet.” Most of us work hard to make good first impressions. But by the time the last class rolls around, everyone is tired, everything is due, and the course sputters to an end amid an array of last-minute details. Here are a few ideas that might help us finish the semester with the same energy and focus we mustered for the first class." Continue reading here.

Before she was a psychologist at the University of Pennsylvania, Dr. Angela Duckworth was a middle school math teacher. As a rookie teacher, she was surprised when she calculated grades. Some of her sharpest students weren't doing so well, while others who struggled through each lesson were getting A's. "The thing that was revelatory to me was not that effort matters—everybody knows that effort matters," Angela told Shankar. "What was revelatory to me was how much it matters." Read more about the power and problem of grit here.

At this time of the semester, our attention turns to finals, projects, and the inevitable student ratings. Dr. Stephen Burt, a professor of English at Harvard University, explains how he has come to see the value in this ritual. He writes, "O wad some Pow’r the giftie gie us/ To see oursels as others see us!” Robert Burns wrote, in a poem with a thick Scottish accent. “It wad frae manie a blunder free us.”  That power lies in student evaluations. They have obvious flaws, and all college teachers know how they can be misused—but colleges, and instructors, do better with them than without them. They can free teachers from blunders as well as flatter our self-regard, they remind us that if we care what our students learn, we ought to care about what they think; anonymous evaluations are one of the few ways that we can try to find out. Read the entire post here.

Friday, April 8, 2016

David F. Feldon in his article Why Magic Bullets Don't Work (Change ) encourages us to "let our students in on the secret once we have figured out what content needs to be taught." He notes that students "sincerely appreciate knowing up front what they will be learning, what is expected of them, how they will be assessed, and how all of these elements fit together." Sharing this, he explains, prevents them from "extraneous effort."

Rediscovered this op-ed by Steven J. Bell in which he opines that many professors are perplexed by their students’ entitlement complex. To their way of thinking, say the faculty, students see themselves as customers who deserve being treated as “always right” no matter how wrong, rude, inconsiderate, or otherwise bizarre they behave. Bell suggest that "faculty members should try designing an actual experience for their students, modeled on the principles and qualities of iconic user experiences."

If you are open to trying some new techniques to ramp up student learning in your classes, take a look at this short post by Anthony Persico. The use of videos in his mathematics class has proven to him that active learning is enhanced by flipping. "My students’ final-exam pass rates nearly doubled from the previous year," he writes. Read the entire post here.