Group items tagged

A wide range of resources in this episode of Teaching in Higher Ed (and linked from the Show Notes page), covering everything from inclusion and accessibility to "what dates does my T-R class meet this semester?"

"What does it look like to do this kind of work online? How do we walk our virtual campuses to address accessibility concerns? Where do we hold the necessary town hall meetings to address hard questions about inclusivity?"

OhioLINK is joining the Open Textbook Network, a consortium working on controlling textbook costs by providing high-quality open access textbooks. Have you looked at the open textbooks in your field?

Provocative questions from Rick Godden and Anne-Marie Womack regarding recent studies about the benefits of paper-and-pen notetaking and resulting calls for screen bans in classrooms. "Are people with disabilities, then, doomed to substandard learning?"

Proponents of OER (open educational resources) and open pedagogy respond to some common concerns.

This article outlines steps toward developing an ethos and reflective practice of inclusivity in the classroom.

Short, accessible articles summarizing literature and best practices around student course evaluations.

How are you storing your research data, and how are you sharing it? Funders are starting to require formal data management plans, including open accessibility, as part of grant applications. Are you talking to your students about these issues?

Interesting and nuanced take on "trigger warnings" from a PBS YouTube channel.

While written primarily for a K-12 audience, this pamphlet includes good specific techniques for assisting a student suffering from concussion symptoms (including tips on recognizing students who might not have disclosed a problem to you).

Video is a powerful and increasingly common pedagogical tool - but what's the experience like for a student with a disability, or just one who forgot her headphones?

A short open access textbook which presents main concepts of various kinds of information literacy to students. It includes case studies and hands-on exercises.

Universal design for learning includes "thinking about what has to happen at the level of (course) design that makes accommodation less necessary." The article has some interesting things to say about the affective level of "requests for accommodation."

Universal design for learning ultimately saves labor, and benefits all learners in the class. "So if I take a little more time and effort to make my writing large, legible, and organized on the white board, I am going to help the student with visual impairments - but I'm also going to help everyone in the room take better notes on our discussion. If I take the time to create slides with a minimal amount of text or images - and then encourage students to take their own notes by filling in the examples and ideas from the lecture or discussion - I'm helping everyone push beyond simply copying down lecture notes and regurgitating the course content."

Great introduction to the guiding principles of Universal Design for Learning, as well as no-tech, low-tech, and high-tech tips for providing learners with multiple means of engagement so that we can make sure every learner has the opportunity to demonstrate their expertise and use their unique strengths to be successful.

Virtual and augmented reality have obvious benefits in capturing student attention but face questions about their potential to help students to make substantive gains in understanding--especially considering the costs of the equipment and the time needed to build activities. But it is not too early to consider how we want to use these technologies in the classroom, and it may prove a useful exercise in reimagining how we use the technology we already have access to.

Professors and students respond to a New York Times editorial laying out the case for bans on laptops. Among the responses, Justin Martin '19.

Martin Weller's 25 Years of Ed Tech is a valuable reminder that there is a history to the use of computers in the classroom (and it goes beyond March 2020). It's an open access book, available in print and electronically, but I'm enjoying this audio version, released one chapter at a time, read by a terrific selection of experts in the field.

A powerful discussion about overcoming student and institutional biases on the first day of class.