Archive of ‘teaching’ category

19
May
2021

Dos & Don’ts Teaching With Technology

categories: Digital literacy, distance learning, distributive learning, e-learning, educational technology, information technology, instructional technology, online learning, teaching, technology literacy

7 Dos & Don’ts for Post-Pandemic Teaching With Technology

Here’s what students hope you’ll keep doing in the fall — and what they hope you’ll drop.

https://www.chronicle.com/article/7-dos-donts-for-post-pandemic-teaching-with-technology

a February panel of students sharing their views on pandemic teaching….

  • DON’T lecture with slides for an entire Zoom class.
  • DO offer more active-learning and discussion exercises in class. 
  • DON’T require students to use a tech tool that you don’t understand. 
  • DO keep using anonymous polling.
  • DO get students up and about.
  • DO provide more asynchronous materials and activities.
  • DO emphasize interaction with and between students.

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more on online learning in this IMS blog
https://blog.stcloudstate.edu/ims?s=online+learning

10
May
2021

gamification and online teaching

categories: educational technology, gamification, online learning, teaching

Study: Gamification Techniques Can Improve Online Teaching

https://campustechnology.com/articles/2021/04/12/study-gamification-techniques-can-improve-online-teaching.aspx

A new study out of MIT‘s Sloan School of Management explores the use of ideas and tools from the gaming community to improve online teaching and student learning outcomes.

four key elements for maximizing student engagement in online learning:

  • Narrative — a specific storyline or overarching theme. For instance, study co-author Brian Stevens, senior lecturer at the University of Tennessee‘s Haslam College of Business, created a video game theme for his statistics class, incorporating “Boss Battles,” “Speed Runs” and wacky characters to spice up his lectures.
  • Continuous flow of action in sight and sound, even before class starts. For example, Lo uses a countdown timer and upbeat music on his course page about 30 minutes before the start of a synchronous lecture, to build anticipation for class. He also switches tasks and/or scenes every 15 minutes to help maintain students’ attention and interest levels.
  • Opportunities for two-way communication. To help turn students from viewers into participants, Lo uses a combination of the “Raise Hand” function in Zoom, polls, breakout sessions, surveys and the chat window.
  • High production quality. Lo built a home studio with various input devices, professional lighting, a green screen and more to create richer, more engaging presentations for students.

The full study, “The World of EdCraft: Challenges and Opportunities in Synchronous Online Teaching,” is openly available online

serious gamers and gamification experts on that panel. More here on the initiative: https://tinyurl.com/IABOL2021

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more on gamification in this IMS blog
https://blog.stcloudstate.edu/ims?s=gamification

06
May
2021

XR TEACHING OPPORTUNITY

categories: teaching, VR


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more on immersive teaching
https://blog.stcloudstate.edu/ims?s=immersive+teaching

26
Apr
2021

The dark side of education research

categories: Digital literacy, educational technology, teaching

The dark side of education research: widespread bias

Johns Hopkins study finds that insider research shows 70 percent more benefits to students than independent research

https://hechingerreport.org/the-dark-side-of-education-research-widespread-bias/

The study, “Do Developer-Commissioned Evaluations Inflate Effect Sizes?”

There are a number of reasons for why developer studies tend to show stronger results, according to Wolf, whose full time work is to evaluate educational programs. The first is that a company is unlikely to publish unfavorable results. Wolf speculates that developers are more likely to “brand a failed trial a ‘pilot’ and file it away.”

This isn’t the first study to detect bias in education research. The problem of hiding unfavorable results from publication was documented as far back as 1995. In 2016, one of Wolf’s co-authors, Robert Slavin, wrote about the positive results that researchers get when they devise their own measures to prove that their inventions work.

20
Apr
2021

skills, not degrees?

categories: learning, teaching

What if we hired for skills, not degrees?

But now some workforce organizations, researchers and regional civic leaders are pushing back — persuading companies to look beyond academic credentials and to instead hire people based on their skills. A growing number of businesses are listening. In the past few years, Apple, Google, IBM and other high-profile companies have stripped the bachelor’s degree requirement from many of their positions.

Chart showing the industries where degree inflation affects the most jobs

17
Apr
2021

fatigue and burnout

categories: information technology, teaching

https://www.insidehighered.com/blogs/just-visiting/teaching-and-decision-fatigue
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more on burnout in this iMS blog
https://blog.stcloudstate.edu/ims?s=burnout

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