We know from the literature, and more directly from conversations with colleagues, that most college teachers are concerned, annoyed, frustrated, and occasionally angered by the way students behave in the classroom. But are these behaviors of concern to other students in the classroom?
A review of the research on active learning compiled for physiology faculty contains five “key findings” that author Joel Michael maintains ought “to be incorporated [into] our thinking as we make decisions about teaching physiology [I would say, name your discipline] at any educational level.” (p. 160) Here’s the list, along with a brief discussion of each.
Digital Natives are all around us. They populate our college courses and use the newest mobile technologies to communicate, collaborate, create and share information on social media sites. There is, however, often a disconnection on their path to learning. Quite often we find Digital Native students taught by Digital Immigrant professors (Prensky, 2001) who fear, dismiss or are unaware of the potential learning power of Web 2.0 technologies.
Barbara Zuck, assistant professor of business at Montana State University–Northern, was teaching a 100-level online course in business leadership and wanted to understand her students’ experiences in the course. So at the end of the course she asked students three open-ended questions:
We give exams to assess mastery of material—are students learning the course content? With so much emphasis on scores and grades, it’s easy to forget that the process of preparing for, taking, and getting feedback about an exam can also be a learning experience. The learning that results from these processes can be tacit, or teachers can design activities associated with exam events that can result in better content learning and heightened student awareness of the learning skills associated with demonstrating knowledge. The good news is that these activities don’t have to be all that creative and innovative, as Thomas Smith discovered.
Blended learning course design, a deliberate combination of face-to-face and online learning, requires a shift in thinking in what it means to teach and what it means to learn.
Increasingly, online educators are faced with two key directives that are critical for student success and retention: increasing instructor presence and building a community of learners.
You should know that evidence supporting learning styles is being challenged. Find below the reference for a research article authored by a respected collection of educational researchers that disputes the fundamental assumption that students with a designated learning style (visual, auditory, or kinesthetic, for example) learn more when the instructional methods match their style. Also referenced is a brief, nontechnical article authored by Cedar Riener and Daniel Willingham, who begin their piece with this nonequivocating statement, “There is no credible evidence that learning styles exist.” (p. 33)
In an effort to make my lessons about plagiarism and the appropriate citation of sources more personal for the students in my rhetoric and research classes, I now use an assignment that forces them into the role of victim rather than thief. The results of my most recent experience with this approach were encouraging.
The first app up for review is Keynote, the little brother/sister to its full-blown sibling Keynote that runs on Macs and is similar in many respects to PowerPoint. Keep in mind that no app will ever run like the complete version you would use on a computer, this much you ought to know going into the iPad world of apps. That said, Keynote is easy to use and the Help section is very straight forward. In fact, you will be running your first presentation within minutes of purchasing Keynote!