Hope everyone is having a great week two of the winter quarter. If you have teaching and learning questions that aren't answered on the Teaching Commons, don't hesitate to send us an email at dtc@depaul.edu or consider having a conversation with the TLA Fellow.
The winter quarter events and resources are online. The first Teaching Commons Discussion and Workshop Series event is posted, Classroom Discussions as a Skill, Not a Technique. The workshop is free, open to all faculty members, and lunch will be served!
The International Journal for the Scholarship of Teaching and Learning has published its January 2010 issue. It includes research articles on teaching and learning, personal reflections on teaching, and reader responses to past issues.
Brigham Young University posts a series of videos on collaborative learning.
ProfHacker writes on tools for synchronous and asynchronous online discussions.
Faculty Focus gives ideas for encouraging student participation in large classes, focusing on the use of a daily expert.
Tuesday, January 12, 2010
Monday, January 4, 2010
Over a cup of coffee: January 4th -start of the winter quarter- edition
Welcome back!
Hopefully everyone is rested and ready for a great winter quarter. Be sure to visit the Teaching Commons page on Teaching Support Resources to review the services and resources available to all faculty members.
Faculty Focus writes on Seven Tips for Creating a Positive Online Learning Experience.
EDUCAUSE provides ways to make Microsoft Powerpoint more effective in the classroom by adding custom animations.
ReadWriteWeb discusses how Wolfram|Alpha, the computational engine, might be used in the classroom.
Hopefully everyone is rested and ready for a great winter quarter. Be sure to visit the Teaching Commons page on Teaching Support Resources to review the services and resources available to all faculty members.
Faculty Focus writes on Seven Tips for Creating a Positive Online Learning Experience.
EDUCAUSE provides ways to make Microsoft Powerpoint more effective in the classroom by adding custom animations.
ReadWriteWeb discusses how Wolfram|Alpha, the computational engine, might be used in the classroom.
Tuesday, December 22, 2009
Over a cup of coffee: Winter break edition
As we work on our winter quarter courses, take a look at the Teaching Commons resources on developing a course, writing a syllabus, and assessing student learning throughout a course.
Michigan State University has a large collection of resources for teaching within the disciplines.
Faculty Focus asks us to think about how the differences between us and our students might be becoming more acute and how we can bridge that gap. They also write on the different sources of power between students and faculty members.
University Blog, written by Ferdinand von Prondzynski, President of Dublin City University posts on how we can help students engage in scholarly activity with the overwhelming amount of information available to them.
Winter break is upon us. Wishing everyone a happy holiday season and a joyous new year. We’ll be back in the 2010 with more teaching and learning resources, workshops, notable research, and news of interest.
Wednesday, December 16, 2009
Over a cup of coffee: December 16th edition
The Chronicle of Higher Ed. presents us with an information graphic that covers 4 Different Models of How Students Learn. We should consider reflecting on these models, the students they represent, and how we can apply the lessons from the models to our syllabi, lessons, and assignments for the winter quarter.
The New York Times reports on faculty who are integrating the current economic crisis into updated, innovative, and relevant lesson plans.
Faculty Focus takes a look at the pros and cons of letting students lead discussion boards.
ProfHacker takes no break during the holiday and offers advice on writing technology guidelines for a syllabus.
A University Blog: Diary of a University President recalls how when he was an undergraduate in 1974, he saw a student taking notes verbatim from the lecture, and he asks if students are still doing this today. If so, what we can do to move teaching and learning to be more active for our students?
This paper from the Air Force Research Laboratory argues for the instructional value of story telling (PDF).
The New York Times reports on faculty who are integrating the current economic crisis into updated, innovative, and relevant lesson plans.
Faculty Focus takes a look at the pros and cons of letting students lead discussion boards.
ProfHacker takes no break during the holiday and offers advice on writing technology guidelines for a syllabus.
A University Blog: Diary of a University President recalls how when he was an undergraduate in 1974, he saw a student taking notes verbatim from the lecture, and he asks if students are still doing this today. If so, what we can do to move teaching and learning to be more active for our students?
This paper from the Air Force Research Laboratory argues for the instructional value of story telling (PDF).
Thursday, December 10, 2009
Over a cup of coffee: December 10th edition
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.
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.
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