Writing Across the Curriculum

Great advice and tips for using the "Flipped" model

I thought this was a great article on the differences between collegiate level writing and high school writing. Moreover, it lays a groundwork for writing a paper. If only there was some way to convey these differences to our students in a way that they will understand without feeling discouraged. I think the weakness of the article is that it is very long, if I wanted to pass this on to a student I fear that the sheer length would deter them away from both reading it and/or finishing it. On the other hand, if we could manage to make this simpler or convert it into a series of short workshops for students then I think the content would be extraordinarily beneficial.

Author David Thornburg explores the importance of a balanced learning environment. An article by The Atlantic sums up his main ideology. http://www.theatlantic.com/education/archive/2013/11/lectures-didnt-work-in-1350-and-they-still-dont-work-today/281514/

To be read with "From the Campfire to the Holodeck: Creating Engaging and Powerful 21st Century Learning Environments"

An article discussing the ways lectures are still beneficial to the classroom and the elements that a good lecture should consist of.

This study explored the relationship between a teacher's teaching style and the students' personal achievement.

So I've put together tips for getting the most out of blogging with your student (you can watch the recorded ETMOOC student blogging session here). For more information I recommend you work through our step by step guide to blogging with students.

Although there has been a long history of distance education, the creation of online education occurred just over a decade and a half ago-a relatively short time in academic terms. Early course delivery via the web had started by 1994, soon followed by a more structured approach using the new category of course management systems.1 Since that time, online education has slowly but steadily grown in popularity, to the point that in the fall of 2010, almost one-third of U.S. postsecondary students were taking at least one course online.2 Fast forward to 2012: a new concept called Massive Open Online Courses (MOOCs) is generating widespread interest in higher education circles. Most significantly, it has opened up strategic discussions in higher education cabinets and boardrooms about online education. Stanford, MIT, Harvard, the University of California-Berkeley, and others have thrown their support-in terms of investment, resources, and presidential backing-behind the transformative power of MOOCs and online education. National media outlets such as the Wall Street Journal, the New York Times, and The Atlantic are touting what David Brooks has called "the campus tsunami" of online education.

This is not so much a counter-response to the Flipped Classroom model, but instead a reminder that using what works from both models--Flipped or Traditional-- should be the teacher's goal.

Many writing centers are wondering if this would be helpful for synchronous tutorial sessions.

This innovative style of learning grew into "peer instruction" or "interactive learning," a pedagogical method that has spread far beyond physics and taken root on campuses nationally. Last year, Mazur gave nearly 100 lectures on the subject at venues all around the world. (His 1997 book Peer Instruction is a user's manual; a 2007 DVD, Interactive Teaching, produced by Harvard's Derek Bok Center for Teaching and Learning, illustrates the method in detail.)