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Interactive Blooms - 2 views

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    A Taxonomy for Learning, Teaching, and Assessing based on a r evision of Bloom's Taxonomy of Educational Objectives*
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Faculty mentoring faculty - 2 views

  • Universities increasingly offer mentoring programs that link new faculty with more experienced colleagues.
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    Universities increasingly offer mentoring programs that link new faculty with more experienced colleagues.
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    Universities increasingly offer mentoring programs that link new faculty members with more experienced colleagues.
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Organize anything, together. | Trello - 2 views

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    Trello is a collaboration tool that organizes your projects into boards. In one glance, Trello tells you what's being worked on, who's working on what, and where something is in a process.
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Learning Technologies: Top Tweets - 3 views

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    Tweets from the 20 most influential people working in the field of learning technologies.
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Merlot Elixr Project - 2 views

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    The MERLOT ELIXR Initiative offers a digital case story repository that hosts more than 70 discipline-specific multimedia stories. Digital stories for faculty development can provide real-life experiences of exemplary teaching strategies and the process of implementing them. These digital case stories can be used freely in faculty development programs and also accessed by individual instructors.
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learning styles don't exist - 2 views

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    interesting...
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Higher education for the high-tech savvy - The Globe and Mail - 2 views

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    Sep. 07, 200
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Improved Learning in a Large-Enrollment Physics Class - 1 views

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    Abstract: 'We compared the amounts of learning achieved using two different instructional approaches under controlled conditions. We measured the learning of a specific set of topics and objectives when taught by 3 hours of traditional lecture given by an experienced highly rated instructor and 3 hours of instruction given by a trained but inexperienced instructor using instruction based on research in cognitive psychology and physics education. The comparison was made between two large sections (N = 267 and N = 271) of an introductory undergraduate physics course. We found increased student attendance, higher engagement, and more than twice the learning in the section taught using research-based instruction." 
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