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Brunvand and Byrd praise VoiceThread for engaging students and holding the attention of students who are easily distracted or who have other learning challenges.[i] Bomar notes the more engaging advantages VoiceThread has over other presentation tools.[ii] According to Bomar, VoiceThread gives students multiple ways to use media in crafting their literature presentations and offers students a sense of audience that they don’t have in other presentation formats. Further, Bomar posits that with VoiceThread, students’ success in completing the assignment increases. Siegle praises the versatility of the tool: “The beauty of VoiceThread is the variety of formats comments can take. Some students may prefer to type their comments; others might be more comfortable recording video responses.”[iii]

Formative assessment emphasizes inclusion. Tracking student learning by capturing student voice is a powerful way to invite all members of the class into the process of learning (Drucker and Holmberg, 2018). Students come into our classrooms with a wide range of backgrounds and prior knowledge. Integrating formative assessment allows these distinctions to surface, prompting a more intentional approach to pedagogy. Understanding student needs can also guide the type of formative assessment chosen for feedback. Data capture can be as simple as an anonymous exit ticket or questionnaire that asks students to reflect on learning. Integrating technology can also be effective, and tools such as Padlet or Miro invite student feedback in playful and creative ways. Our Center has been running a formative assessment initiative which employs student feedback in the form of pre-and-post student surveys, coupled with instructional coaching. Recognizing that faculty may be unsure on how to proceed or even resistant to student feedback (Furtak, 2011), this formative assessment initiative emphasizes the trusting partnership between faculty and instructional designers and allows us to jointly consider pedagogical practices tailored to the needs of a specific class, while modeling the type of co-creation that lies at the heart of student-centered teaching and learning.

The vast majority of faculty and students, for example, now use notebooks and netbooks as classroom learning tools (75 percent of students and 72 percent of faculty overall), as well as digital content (69 percent of students and 73 percent of faculty). Learning management systems were in use by a smaller majority, with 56 percent of students and 58 percent of faculty members reporting they use an LMS in the classroom.

Flexible environment (Students are allowed a variety of modes of learning and means of assessment) Learning culture (Student-centered communities of inquiry rather than instructor-centered lecture) Intentional content (Basically this means placing content in the most appropriate context – direct instruction prior to class for individual use, video that’s accessible to all students, etc.) Professional educator (Being a reflective, accessible instructor who collaborates with other educators and takes responsibility for perfecting one’s craft)

The study is to be published in February in Academic Medicine, the journal of the Association of American Medical Colleges, but it is available online now (it can be downloaded using the “Article as PDF” tool). It reports on the 2011 and 2012 versions of a first-year course for graduate students, “Basic Pharmaceutics II.”

Well I'm sure technology's going to play an enormous role. There's going to be all kinds of online courses. My position again is not anti-technology, it's pro conversation, so I'm saying that when you integrate a technology, when you suggest a technology, when you argue for why it's important, just be very clear about why you're doing it—and what's being lost.

Well I'm sure technology's going to play an enormous role. There's going to be all kinds of online courses. My position again is not anti-technology, it's pro conversation, so I'm saying that when you integrate a technology, when you suggest a technology, when you argue for why it's important, just be very clear about why you're doing it—and what's being lost.

Well I'm sure technology's going to play an enormous role. There's going to be all kinds of online courses. My position again is not anti-technology, it's pro conversation, so I'm saying that when you integrate a technology, when you suggest a technology, when you argue for why it's important, just be very clear about why you're doing it—and what's being lost.  

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Overview: Psychology is designed to meet scope and sequence requirements for the single-semester introduction to psychology course. The book offers a comprehensive treatment of core concepts, grounded in both classic studies and current and emerging research. The text also includes coverage of the DSM-5 in examinations of psychological disorders. Psychology incorporates discussions that reflect the diversity within the discipline, as well as the diversity of cultures and communities across the globe.

Each year, the Horizon Report describes six areas of emerging technology that will have significant impact on higher education and creative expression over the next one to five years. The areas of emerging technology cited for 2012 are: Time to adoption: One Year or Less Mobile Apps Tablet Computing   Time to adoption: Two to Three Years Game-based Learning Learning Analytics   Time to adoption: Four to Five Years Gesture-based Computing Internet of Things

Students’ prior knowledge can help or hinder learning.

How students organize knowledge influences how they learn and apply what they know.

Students’ motivation determines, directs, and sustains what they do to learn.

Dr. Puentedura Blog – Why not read SAMR thoughts from the person who came up with the model. Dr. Puentedura provides important insight, reflections, and ideas. Relating to Blooms – Once again learn from the SAMR creator, Dr. Puentedura, as he  provides this blog posted at Graphite showing relationships to SAMR and Blooms. SAMR Model and 21st Century Skills – Explore an article that allows educators to look at the SAMR Model through the 21st century skill lens. SAMR Model Example – Take a look at some great example relating SAMR to specific examples that educators can relate to. K. Ward SAMR Discussions Example – Read about SAMR as related to online discussion examples. SAMR… Teaching Above the Line – Discover a wonderful article that allows teachers to begin thinking of taking the SAMR steps. Introduction to SAMR Model – Once again Common Sense Media provides an amazing video and information on the SAMR Model. SAMR for Administrators – This is not just for administrators, but for all educators. This post at Edutopia provides some practical ideas for looking at SAMR. Padagogy Wheel – What an amazing creation that takes apps and aligns them to apps… a must visit website to investigate and learn more from.. SAMR and Coffee – This post points out several blogs and videos that try to draw some analogies between coffee and SAMR… it might be your cup of coffee..

Time Out (Mac): In response to Ethan’s post on his five applications he can’t live without, micahvandegrift mentioned how much he loves Time Out: “Simply, it is a timer that reminds me to take breaks throughout the day. It can be set to whatever interval you choose, and has micro-breaks and regular breaks.” I followed his advice and downloaded this Mac-only application, and I’m really enjoying it. I use the micro breaks for some deep breathing and focusing my eyes on something besides the screen. I’ve been using the longer breaks to move away from my desk and to go talk to a colleague rather than sending an email. In some ways, this application might not belong on the list since it prevents you from doing anything on your computer while it’s running. But I’ve found even in a short amount of time that it helps me stay focused on what’s at hand since I have regular, scheduled breaks. And since these breaks cannot be with email or Twitter, I’m that much more likely to get back to work after its over.

Journals that Publish the Scholarship of Teaching & Learning and Address General Issues in Higher Education