It’s bitter cold out, so grab a cup of warm coffee, hot cocoa, or tea and read on:
The IDD Blog asks, “Why Don’t Students Follow My (Clearly-Labeled, Logically Organized, and Bold/Highlighted/Flashing) Instructions?”
The latest issue of The Journal of Higher Education includes a revealing research article that describes “University Students’ Perceptions of Plagiarism.”
Inside Higher Ed. posts advice on writing final exams; worth keeping in mind for the end of the winter and spring quarters.
Two faculty members from the University of Colorado write an opinion piece for the Denver Post on the changes they have seen in teaching over the past 50 years. They find that learning has become more active and ultimately looks “busy, sometimes noisy and usually quite effective.”
eLearn Magazine reviews recent research on using games for student learning and concludes that they do have an effect on learning. However, the studies compare the intervention of games against no intervention, rather than two possible intervention methods.
The University of Limerick provides examples of how to use the mathematics software GeoGebra in teaching.
