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Cub Kahn

Bring Meaning to Online Discussion with Intentional Design - OLC - 1 views

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    A thought-provoking reflection and case study about online discussion design.
Cub Kahn

Understanding Adoption of New Teaching Strategies through a Behavioral Change Model - 3 views

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    Though this piece uses the example of moving away from traditional lecture to learner-centered approaches, the behavioral change model is applicable to faculty development across all modalities.
Cub Kahn

Teaching Online Will Make You a Better Teacher in Any Setting - 2 views

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    This article by Kevin Gannon would be ideal to share with faculty developing or teaching a hybrid or online course for the first time.
Cub Kahn

Using a Capacity-Based Lens to Teach Positively - 2 views

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    "Teaching positively means that we intentionally consider how we can enhance learning environments, while at the same time increase the ways learners can be successful. Teaching positively aims to not only motivate learners but rather emphasizes how to increase their personal ability to achieve the course learning outcomes."
Cub Kahn

The Learning to Learn Series | University of Arizona - 6 views

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    Excellent instructors' toolkits to apply six evidence-based learning strategies: retrieval practice, spaced practice, elaboration, interleaving, metacognition and growth mindset.
Cub Kahn

Understanding by Design - 2 views

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    An excellent teaching guide about backward design from Vanderbilt's Center for Teaching including a Grant Wiggins "understanding by design" video, description of the 3 stages of backward design, and a backward design template.
Cub Kahn

The First 4 Weeks of the Course - 2 views

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    A collection of tips for the first month of teaching a course. [We might think about how this approach translates to an online environment beyond the Start Here module.]
Cub Kahn

Faculty members' motivation for teaching and best practices - 3 views

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    Excerpt: "faculty autonomy, competence, and relatedness positively predicted autonomous motivation (intrinsic, identified), but not controlled motivation (introjected, external). Autonomous motivation, in turn, predicted greater incorporation of effective teaching strategies, namely instructional clarity, higher-order learning, reflective and integrative learning, and collaborative learning."
Cub Kahn

Faculty Buy-in Builds, Bit by Bit: Survey of Faculty Attitudes on Technology - 1 views

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    Key finding: "A strong majority of those who have taught online, 71 percent, say doing so has helped them develop skills and practices that have improved their teaching both online and in person. More than seven in 10 say online teaching has enabled them to think more critically about how to engage students with content, better use multimedia content and better use the learning management system."
Cub Kahn

Evidence-Based Higher Education: Is the Learning Styles 'Myth' Important? - 1 views

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    "The basic idea behind the use of 'Learning Styles' is that learners can be categorized into one or more 'styles' (e.g., Visual, Auditory, Converger) and that teaching students according to their style will result in improved learning. This idea has been repeatedly tested and there is currently no evidence to support it. . . . We argue that the interests of all may be better served by promoting evidence-based approaches to Higher Education."
Cub Kahn

Stop Assigning Team Projects...Unless... - 3 views

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    Research findings: "Faculty who assign team projects without preparing their students to work in teams greatly increase the likelihood that students will have a negative experience and student learning and performance will suffer. Teaching teamwork content is necessary but not sufficient for important educational and performance outcomes. Providing ongoing teamwork support is critical to team success and student learning."
Cub Kahn

Reimagining Faculty Development: Organic Innovation for Change - 1 views

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    Resources and ideas from CSU Channel Islands for faculty development, especially blended and online, including slides from a presentation their Teaching and Learning Innovations team did at OLC Innovate. Content and approaches include a toolbox, Facebook, Twitter, learning communities, course construction workshops and a faculty/staff blog. Impressive.
warrenebb

Labster TED talk - teachers need to embrace the tech - 3 views

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    11 minute TED talk by the company making cool virtual labs in Unity. notes that students are bored by classic classroom teaching, and most of the current "innovations" in online teaching involve putting that same boring approach online. backs it up with some research. Points out that when you make an entertaining virtual lab with a story, students forget to check facebook for hours. Final takeaway is that the tech is here, and the next leap forward in education will come when teachers adopt it.
Karen Watte

Does it really take longer to create an online course? - eCampus News - 2 views

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    Components of development and delivery: Content development, pre-semester setup, and overall involvement in the class decrease in time consumption by the third iteration. Yet, Grading & Assessment time consumption actually increases. The survey found that [of the respondents]: Learning curves: The problems, "myths," and concerns associated with online course development and delivery are more likely associated with pedagogy than with technology.
Cub Kahn

Gagne's 9 Events of Instruction - 5 views

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    The "Application to All Courses" section and the "Example" section both note applications of Gagne's 9 Events that fit online and hybrid courses.
Cub Kahn

U.S. Postsecondary Faculty in 2015 - 1 views

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    Gates Foundation survey: "The research illuminates how different internal and external factors (motivational, behavioral, contextual enablers/barriers, values, beliefs, and demographics) come together to influence faculty members' willingness to learn about new pedagogies, incorporate new ideas in their work, and spread new ideas regarding teaching and learning to peers and campus leaders."
warrenebb

Why Academics' Writing Stinks - 2 views

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    I thought this was a funny and insightful explanation into why smart academics find it impossible to write directly or clearly. It's kinda long (ironically?) but eventually starts listing a few good (specific) insights. Thought yall might enjoy from a "how can we improve communication and content" perspective.
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    Great article -- and a real issue in some online courses, where we often need more of a technical writing style, such as numbered lists for directions instead of super-long paragraphs. Thanks for sharing!
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