Student does a video podcast as a multimodal assignment November 20, 2019

Going Multimodal: 5 Tips for Making the Switch to Multimodal Assignments

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With written communication becoming increasingly multimodal—from newspaper websites to your social media feed to your learning management system’s announcements page—researchers and practitioners alike have made the case for the value of multimodal assignments. While much of this work focuses on



Students collaborate in library for library instruction session August 26, 2019

Collaborating on Flipped Library Sessions: 8 Best Practices for Faculty & Librarians

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A common practice at many colleges and universities involves course faculty inviting librarians into their classrooms to teach research and information literacy skills and concepts customized to disciplinary or course needs. Library instruction varies in format but often manifests in




focusing activities to engage students April 26, 2019

Three Focusing Activities to Engage Students in the First Five Minutes of Class

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In the previous two articles, I shared ideas to address student accountability and student preparation in the flipped classroom. Based on your feedback and emails, getting students to come to class prepared is an ongoing challenge for many of us! In this article, I’d like to keep the conversation going by zeroing in on the importance of the first five minutes of class.


time management flipped classroom March 25, 2019

Time Management Strategies for the Flipped Classroom

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In a flipped learning model of teaching, students get first contact with new ideas not during class time but in structured independent activities done prior to class time. This frees up class time to be used for more active work, digging more deeply into advanced ideas. This inversion of the use of time is a key difference between the flipped and traditional models of instruction—and when instructors flip, it brings up issues about time management for both instructors and students that require special attention.


faculty development July 30, 2018

Let’s Practice What We Teach: Flipping Faculty Development

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Faculty everywhere are flipping their classes, but can we flip faculty development? That’s the question I asked myself when I flipped the pre-conference workshop at the 2016 Teaching Professor Technology Conference. What I discovered is that we can “practice what we teach” and design faculty-centered learning experiences much the same way we design student-centered learning experiences.

In this article, I provide a few recommendations for flipping a faculty development workshop. For further inspiration, the article concludes with a showcase of the work created by the participants in my workshop last fall.