Notes from the EDUCAUSE Conference

Several Teaching Commons contributors recently attended the EDUCAUSE Midwest Regional Conference, which focuses on the use of technology in higher education. Here are just a few of the pedagogical and technological highlights from the conference:

Keynote speaker Michael Wesch shared his thoughts on the role of new media in contemporary teaching. As part of his presentation, Professor Wesch shared two YouTube videos that he and his students made together (which have been viewed a combined 15 million times!): "Web 2.0 ... The Machine is Us/ing Us" and "A Vision of Students Today."

An open-source photo and document organizer called Gallery is a potentially useful tool for those teaching classes that focus heavily on images.

There was quite a buzz in the air about the emerging open textbook trend, which is summarized in "7 Things You Should Know About Open Textbook Publishing."

The popular (and free!) screencasting program Jing allows teachers to record video of their computer screen as well as audio, which is useful for disseminating specific instructions, feedback, or short explanations to students.

Spotlight on Teaching and Learning: March 7th Edition

One ProfHacker blogger reflects on the pedagogical benefits of replacing his regularly scheduled "jeremiads" with more subtle and effective pedagogical approaches.

Lauri Dietz, Director of the University Center for Writing-based Learning, discusses the often misunderstood relationship between peer tutoring and assessment.

Faculty Focus raises the important issue of faculty expectations and also challenges instructors to help students take responsibility for their learning.

Cartoonist Matthew Henry Hall captures a student's perspective on note-taking in the digital age as part of his Teachable Moments series from Inside Higher Ed.

Spotlight on Teaching and Learning: Feb. 23rd Edition

The current issue of the Journal of the Scholarship of Teaching and Learning features articles on refutational teaching, community-based language instruction, procrastination during group projects, and much more.

ProfHacker suggests that a "writing contract" can help instructors avoid grading huge stacks of papers by allowing students to generate their own individual deadlines.

The Spotlight on Digital Media and Learning blog shares some potentially startling statistics on internet access in the U.S., which is increasingly important as more and more faculty members incorporate web-based technologies into their classes.

Faculty Focus makes a case for small-group exams and quizzes, which may involve collaboration before, during, or after the test itself.

Spotlight on Teaching and Learning: Feb. 14th Edition

Join the University Center for Writing-based Learning as they celebrate International Writing Centers Week (Feb. 14-18) with writing-themed events that will appeal to faculty, staff, students, and alumni.

Indiana University Bloomington and Samuel Thompson provide an interactive tutorial on the scholarship of teaching and learning, including historical information, faculty SoTL projects, and resources for further inquiry.

ProfHacker offers some helpful suggestions on establishing an online presence for professors who are increasingly incorporating social media, learning management systems, and digital portfolios into their teaching.

In an opinion piece from Inside Higher Ed, Diana Chapman Walsh surveys the field of learning scholarship and issues a call to action for a more scientific, evidence-based approach to the study of learning.

Spotlight on Teaching and Learning: Feb. 7th Edition

Faculty Focus clarifies the ways in which FERPA may or may not impact instructors' use of social media in the classroom.

This month's Teaching Carnival points to dozens of insightful articles and blog posts on a range of teaching topics, including course evaluations and the first week of class.

Derek Bruff reflects on his grading standards and arrives at some difficult questions when thinking about what to do next.

The University of Venus blog explores how something as simple as teaching barefoot on a service learning trip abroad can impact one's perspective on authority and the classroom experience.