From the article: "Exam wrappers are short activities that direct students to review their performance (and the instructor's feedback) on an exam with an eye toward adapting their future learning... Exam wrappers ask students three kinds of questions: How did they prepare for the exam? What kind of errors did they make on the exam? What could they do differently next time?"

This article deserves attention for opening up a professor's iterative process in figuring out the best structure for her class's online presence. I'm intrigued by the idea of using Facebook instead of or in addition to a professor-run website or Moodle page.

This chapter explores the challenges of assessing multicultural learning in a service-learning course and offers a variety of strategies for measuring student development.

A bibliography on service learning in STEM fields from the National Service-Learning Clearinghouse.

A bibliography on service learning in the mathematics curriculum from the National Service-Learning Clearinghouse. One of the resources from this summer's institute on service learning.

Links to 12 talks from a January 2011 MAA contributed paper session on service learning in college mathematics. A resource from this summer's faculty institute on community-based research and service learning.

A collection of resources on visual thinking in teaching and learning.

A quick overview of the "emerging, interdisciplinary movement which looks to enhance and to redefine traditional humanities scholarship through digital means" from the Association of College and Research Libraries. A reasonably good quick overview; check out the excellent bibliography.

An interesting concept map of different theories of how we learn (or learn best), and how they relate. It's admittedly oversimplified, but an interesting start. (Also an example of what you can make with mind-mapping software.)

An interesting idea about the flipped classroom model. The professors in the article are not only challenging the idea of class time and homework time, but the idea that the whole class needs to move through the same syllabus at the same pace. From the article: "We would rather our kids actually know 80 percent of the content, instead of being exposed to 100 percent of the content," said Bergmann.

We expect to upgrade to Moodle 2.5 this July; this page describes some of the coming improvements.

If the point of online discussion boards and collaborative projects is to get students discussing course ideas with each other, does it make sense to move those discussions to the social media venues they're already using?

A review of recent papers on the effectiveness of video lectures as supplemental material in a traditional class. From the article: "I think it suggests that screencasts, when done well and deployed properly, help all students - they certainly don't hurt - and they help most those students who need the most help."

Using Google Docs to share work in a writing workshop seems straightforward enough; the idea of collecting and reviewing feedback through a Google Form is an interesting twist.

An interesting application of blended learning theory to the advising process, describing ways in which a student's curation of an electronic portfolio could feed into (and benefit from) the advising process. From the International Journal of ePortfolio.

From Endicott College, an interesting set of suggestions for using the last day of the class to help culminate the class experience and show the transitions to the next steps. Some of these require a fair amount of planning (portfolios and pre- and post-tests) while others (concept mapping and syllabus review) probably could be used on a moment's notice. I particularly like the last suggestion... maybe the CIP needs a fortune cookie machine?

Interteaching is an approach to peer instruction. It may be interesting to faculty exploring blended learning.

What do classes look like as you move from infrequent, high-stakes assignments and exams to frequent grading of low-stakes activities? Warnock makes a number of claims, backed up by the literature - students become more confident and motivated, there's less incentive to cheat, the dialogue between students and faculty improves. I particularly like the last half of the article, where he talks about the practical elements of increasing informal writing or quizzing in a course.

Many students don't know who the real audience is for their course evaluations. Brian Croxall has an interesting solution for that - tell them that the audience is the students in the next class.

I'm intrigued by Bowen's idea of courses which offer "a playlist of 25 different types of explanations in different languages using different approaches to a single concept" to support different learning preferences. Despite the title, this idea could apply to MOOCs, tuition-based online courses, and face-to-face "blended" courses. (The assertion that the pedagogical innovation will come from MOOC-land and not established campuses is also intriguing, and troubling...)