Gwenna Moss Centre for Teaching Effectiveness

"The TED-Ed team provides an in depth look at the powerful features of the newly-launched TED-ED Beta website. You'll learn how TED-Ed videos are created, how they are arranged, about the learning materials that surround each video, and how you can create customized or "flipped" lessons based on any TED-Ed video or any video on YouTube."

Derek Bruff defines the "flipped classroom" and addresses the misconception that the flipped classroom requires heavy use of video.

The Centre for Research on the Wider Benefits of Learning, based in London, "investigates the benefits that learning brings to the individual and to society as a whole."

Faculty Focus manages this web resource on teaching strategies. Very useful and diverse spectrum of resources available!

An interesting article discussing the benefits of higher education to society (and how to measure them). This flips the current trend in the discussion of higher education and its benefits from an individual to a more global focus.

This article, written by David Breneman in 1990, about the loss of liberal arts colleges is an interesting read, particularly for those who attended the Ken Steele talk.

"Self-determination lies at the heart of Aboriginal pedagogy. Aboriginal people do want to share their knowledges with other Australians. It is, however, critical to recognise that there is an expectation of reciprocity in such an activity. The sharing of knowledges should be to the mutual benefit of all concerned. Those knowledges that are secret and sacred must remain so."

"Copyright and creative commons are particularly important in the educational context where content is often copied, shared, reused and remixed by both teachers and students in the learning and teaching process."

"A self teaching tutorial on twitter. I tried to bring out the essence of educational micro-blogging."

"Discussions are an important component of many forms of online student interaction. For students to benefit from an online discussion, it is important for teachers to generate relevant topics, effectively moderate student activity and participate regularly. This episode will highlight several strategies to help you manage online discussions more effectively, and make them more beneficial for your students."

"Generation is often used to explain and rationalize the use of information and communication technologies (ICTs) in higher education. However, a comprehensive review of the research and popular literature on the topic and an empirical study at one postsecondary institution in Canada suggest there are no meaningful generational differences in how learners say they use ICTs or their perceived behavioural characteristics."

Here is the link to the current and past ISSOTL (International Society for the Scholarship of Teaching and Learning) Conferences. The past conferences often feature presentations of the plenary speakers. This past year (2011) the presentation by Peter Felten and Keith Trigwell is of particular use for people working in SOTL.

This website is from the Institute for Teaching and Learning at the University of Sydney. It features the work of Simon Barrie on graduate attributes, which is particularly interesting and important for units working on curriculum development.

Brand new article that just came out in the Higher Education Research and Development journal. It features researchers from La Trobe University in Australia, but may be of interest to people at the U of S.

"Welcome to a "flipped classroom" at Byron High School--where the lectures are homework, and problem solving with the teacher is class time." Great article about how one school flipped their math program.

Nice short video introducing ways to make use of the discussion forums in an LMS like BBLearn. There appears to be other useful videos in this series. Thanks to Mark Morton at Waterloo for pointing this out.

"I am hoping to create a directory, listed by school division (or other organization), of Saskatchewan educators on Twitter. If you are a Saskatchewan educator, please help by listing yourself, colleagues, or others that you know that are on Twitter."

Scroll to near the bottom for lists from the University of Saskatchewan, University of Regina and pre-service teachers.

Great video filled with ideas of how and reasons why to use technology in teaching and learning.

"Excerpt from High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter By George D. Kuh A Brief Overview The following teaching and learning practices have been widely tested and have been shown to be beneficial for college students from many backgrounds. These practices take many different forms, depending on learner characteristics and on institutional priorities and contexts. On many campuses, assessment of student involvement in active learning practices such as these has made it possible to assess the practices' contribution to students' cumulative learning. However, on almost all campuses, utilization of active learning practices is unsystematic, to the detriment of student learning. Presented below are brief descriptions of high-impact practices that educational research suggests increase rates of student retention and student engagement. "

The 10 High Impact Educational Practices are excellent filters to run when you are assessing your programs.