I guess I am already breaking a rule, but I decided that “30-Day Teaching and Learning Question Challenge” does not necessarily mean thirty consecutive days! So with the weekend safely behind me, here I am for Day 3 of Enoch Hale’s challenge. I am dating myself somewhat, but a decade ago, I was teaching business… Read more 30 Day Question Challenge – Day 3 – Break The Rules
Yesterday, Enoch Hale started us on a 30-Day Challenge to post an out-of-the-box question about teaching and learning each day for thirty days. I responded yesterday with a question about design and whether it was complicated or complex. My question today really dates back to a wonderful book by Tom Peters, who in 2003 published… Read more 30 Day Question Challenge – Day 2 – Hyperlinked Course
With a hat-tip to Jeff Nugent for bringing this new ebook to my attention, I have just finished reading Teaching in the Connected Learning Classroom, edited by Antero Garcia. This book is a collection of narratives from primarily K-12 teachers within the National Writing Project, openly sharing their views of “what education can look like.” … Read more Connected Learning
Last night in our GRAD-602 class, we explored the question of how important is it to our “teaching” that we understand something about how people “learn”. Jeff Nugent led this class and had students at their tables first develop their beliefs about learning, and then mapped them on our wall: As Enoch Hale, Jeff and… Read more Creating Community as a Resource
Last night in GRAD-602, we had our class explore how to develop and grow knowledge about teaching within their own discipline, opening up the idea that knowledge about teaching is in fact its own unique domain. We had the class in small groups examine a series of four snapshots of teaching situations and try to… Read more The Content Pedagogy Sweet Spot
This morning, Jeffrey Nugent, Laura Gogia and I met to debrief last night’s GRAD-602 class, and decided to discuss our perspectives on teaching as a podcast. Last night in class, our students had shared their results in taking the Teaching Perspective Inventory, and the three of us had conducted that activity as well. The dominant… Read more Perspectives on Teaching
A couple of years ago, Laura McLay had a post in her blog entitled “On Vampires and Stochastic Processes.” Nice bit of reflection on the statistical possibilities of vampires. What surprised her was the number of hits her blog had afterwards. It seems a good provocative title can draw in numbers of readers. Soooo…be interesting… Read more Serial Killers
Our team continues to explore the theoretical framework of Garrison and others known as the Community of Inquiry. As Karen Swan, Randy Garrison, and Jennifer Richardson note in “A Constructivist Approach to Online Learning: The Community of Inquiry Framework,” the CoI framework is “a process model of online learning.” Swan goes on to say that… Read more Does Inquiry Equal Learning?
According to a new infographic shared by Paul Corrigan of Southeastern University, the answer is NO. In “Grow the 8%“, Paul cites research that suggests that only a quarter of higher education professors use something other than lecture as their primary method of instruction, and only 8 percent of faculty take into account the research… Read more Does Research Inform Teaching?
Last week in GRAD-602, Jeff Nugent led an exploration on assessment. We noted that a distinction can be made between learning for mastery versus the traditional approach that typically leads to sorting and sifting students. This provided a segway to the evening’s focus on formative and summative assessment. In class, we brainstormed ways in which… Read more Roundtable Discussion on Assessment