The Campus Technology Blog asks us to consider writing assignments as consisting of two parts. The first is the written paper itself and the second is a student reflection on the paper. The second part allows the student to respond to the paper in the context of their course/program and in comparison to other papers they have written.
The Chronicle of Higher Ed writes on the value of good teaching. The conclusion affirms what we already know, but can always be reminded of, “It’s the instructional technique that matters, not the technology.”
Western Washington University's Center for Instructional Innovation describes authentic learning as: 1. The classroom is learner centered, 2. Students are active learners 3. It uses an authentic task.
The Teagle Foundation's Liblog challenges us to understand and align our discipline and course goals so that “at every stage [we] make explicit the connection between the desired result and the actual practice in assignments.”
