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in title, tags, annotations or urlWe Still Think Online Teaching Isn't Real Teaching - 0 views
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"Those rubrics and rules are typically advanced, for very good reasons, by passionate instructional designers (speaking from experience since I was one for seven years) and other support professionals. I am not against either of those things, or the experts behind them, as they're often truly committed to online student success. What I am saying: A hyper focus on course mechanics has caused faculty members to equate online teaching with hoop-jumping. That's not joy-filled teaching. That's not meaningful interactions with real people who need our support to get them over the finish line. That's just plodding through one online class after another."
Helping students start early and end strong on a final paper (opinion) - 0 views
AI Prompts for Teaching - Google Docs - 0 views
2023 EDUCAUSE Horizon Report | Teaching and Learning Edition | EDUCAUSE Library - 0 views
Using AI to make teaching easier & more impactful - 0 views
Overcoming the "busywork" dilemma | Center for Teaching | Vanderbilt University - 0 views
Cameras On or Off? It Depends! What We've Learned from Students about Teaching and Learning on Zoom | Faculty Focus - 0 views
6 Supports Professors Need to Teach First-Gen Students (infographic) - 0 views
How to Make Your Teaching More Engaging - 0 views
Why the Science of Teaching Is Often Ignored - 0 views
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"Cleary is among those professors trying to tackle that challenge with strategic interventions. Through an elective called the Science of Learning she hopes that if students read the research on memory and learning they will adopt better strategies. These desirable difficulties include strategies like testing yourself regularly on what you've learned, rather than reading the same passage over and over with a highlighter in hand. "What we're teaching people doesn't feel good," Cleary admits. And the techniques require continual practice to be effective. "It's a horrible sales pitch." Cleary also helps other faculty members figure out how to incorporate these strategies in their teaching. Students tend not to like, say, weekly quizzes. And professors often don't want to stop in the middle of a lecture to ask students to jot down what they've learned so far. It makes Cleary uncomfortable, too. "It feels like I'm not doing anything. I'm just standing there," she says. "I should be cramming more content into my lecture.""