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An interesting design suggestion for multiple-choice tests - after the student gives an answer, ask them to identify the core principle which makes it right.

Interesting ideas here about the value of requiring students to annotate their own work and the sources they consult. Note the point that these professors actually dedicate regular class time to the exercise.

Interesting and even-handed review of a site providing programming tutorials designed for academics in the humanities. Might be some interesting inspirations here for a winter break project!

"After all of the time I spent convincing students that these assignments were no big thing, I was sending the opposite message since clearly my grading problem was a real big thing." T.L. Cowan talks about designing a rubric for "low-stakes" writing assignments which motivates students and preserves her expressive style.

Fascinating discussion of the semantics of "trigger warnings" through the lens of universal design for accessibility. It seems to imply a question about when (if ever) surprising students with course content is a useful strategy. Thanks to Jeanne Griggs for the link.

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."

Using the AP History exams as an example, Rick Warner from Wabash College shows how carefully-designed multiple choice questions can assess cognitive skills beyond "factoid recall."

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.

Lynn Gillette uses a definitional grading system to prioritize meaningful preparation for class. His Class Preparation Assignments (don't call them homework!) help students learn to read disciplinary material, serve as a structure for better note taking, and allow for more discussion and active learning in his classes.

An English professor presents three activities designed from a strategy of disruptive pedagogy. In order to break students out of their accustomed digital isolation, the professor introduces elements of social discomfort into the classroom. In extreme cases, he surprises students with pizza to keep them on their toes.

Syllabi have to include clear policies, but Ed Cunliff says "I have yet to see a policy on syllabi that demands they bore the reader!" By addressing writing style, formal structure, and graphic design, Cunliff tries to make his syllabi lively, engaging documents. What do you do to get students interested in the syllabus?

A terrific set of models from Plymouth State's CoLab present a set of ways of thinking about how we can make the best use of our precious face-to-face class time in the fall.

Good principles to help you make your Moodle page easier and more pleasant to read, from Jedidiah Rex at Lawrence University.