CofC Weblog for EHHP Faculty
Want to know how to manage a Windows or Mac program, but don’t want to search the manual or plow through a tutorial. At Custom Guide, there is an entire page of free “cheat sheets” for well known Windows and Mac programs–two-pagers that give you the skinny on a program in a New York second! You can easily print them, too.
http://www.customguide.com/quick_references.htm
Nine Ways to Customize Learning Experiences
By: Mary Bart in Instructional Design
In every course there are certain core concepts and principles that are important for each student to learn, develop into useful knowledge, and apply appropriately. What’s not important is how they learn these core concepts.
This is where customized learning experiences come in, essentially shifting the course from teacher-directed to learner-directed. From a course that focuses on content to one that focuses on what students are doing with the content. And it all starts with a flexible course design, and a willingness to relinquish some of your control.
Judith Boettcher, Ph.D., an author, consultant and leading voice on educational technology and online teaching explained the benefits and techniques for “flexing a course design to meet learner interest, and increase engagement and motivation.”
Beginning of the course: 1. Get acquainted – Help students get to know other students and personalize their social presence in the course by sharing photos, bios, and interests. This helps lay the foundation of a learning community.
2. Customize learning goals – Create a discussion thread or forum during the first week that requires students to review course goals and outcomes. Find out what the students know and what they want to know once the course is complete.
3. Exam course structure and expectations – Review with your students the course structure, assignments, and expectations for meetings and deadlines to ensure the structure aligns with their needs, expectations, and goals.
Early middle of a course: 4. Differentiate assignments and content resources – Build flexibility into your course content that allows you to alter specific assignments based on personal learning goals and readiness.
5. Create options for peer interaction – Team assignments and peer review are powerful community building and assessment tools, but they’re not for everyone. Be flexible on how each are used in your course.
6. Build leadership opportunities – Not all learners need to be assessed in identical tasks. Some students may want to lead a seminar or discussion forum, others may prefer to demonstrate their learning through by writing a summary or conducting an interview.
Late middle of a course: 7. Customize and personalize projects – Working adults in particular will proactively work on projects that have meaning for them in other areas of life so it’s good to have a project proposal process that cycles between the instructor and the learner for a good learning-interest match.
8. Offer peer review opportunities – Peer review of project proposals, projects-in-process, and finished projects helps build community, extend learning, and reduce grading burdens and unwelcome surprises.
Course Wrap-up: 9. Provide choices for project sharing – End-of-course wrap-ups often include project presentations, allow your students to select from a range of project types, including podcasts, wikis, journals, interviews, papers, etc.
“Designing customized learning experiences, like many things in learning, is both simple and complex, but it makes a huge difference in satisfaction and effectiveness,” Boettcher says.
Permalink: http://www.facultyfocus.com?p=14775
Another wonderful idea from MakeUseOf:
Almost any web page on the web has ads, widgets, polls and other stuff, and no one minds them when they are in reasonable amounts, however there are some sites especially main stream media ones that take it too far by making their web pages very cluttered and not comfortable to read. This is where TidyRead can help, it is an online tool that can make reading web pages easy and comfortable bu removing all unnecessary clutter mentioned above. Just visit the site, enter the URL of the webpage and click “TidyRead It”.
You can customize layout style, text size and width of the webpage. There is also TidyRead browser plugin that can be added onto your browser, it lets you convert web pages into easy-to-read version with one click.
Features:
Note: Does not display properly on monitors bigger than 19″. The site is fairly new so probably it’s just a minor bug that can be easily fixed.
One. Good teaching is as much about passion as it is about reason. It’s about motivating students not only to learn, but teaching them how to learn, and doing so in a manner that is relevant, meaningful and memorable. It’s about caring for your craft, having a passion for it and conveying that passion to everyone, but mostly importantly to your students.
Two. Good teaching is about substance and treating students as consumers of knowledge. It’s about doing your best to keep on top of your field, reading sources, inside and outside of your areas of expertise, and being at the leading edge as often as possible. But knowledge is not confined to scholarly journals. Good teaching is also about bridging the gap between theory and practice. It’s about leaving the ivory tower and immersing oneself in the field in talking to, consulting with, and assisting practitioners and liaising with their communities.
Three. Good teaching is about listening, questioning, being responsive and remembering that each student and class is different. It’s about eliciting responses and developing the oral communication skills of the quiet students. It’s about pushing students to excel and at the same time it’s about being human, respecting others and being professional at all times.
Four. Good teaching is about not always having a fixed agenda and being rigid, but being flexible, fluid, experimenting, and having the confidence to react and adjust to changing circumstances. It’s about getting only 10 percent of what you wanted to do in a class done and still feeling good. It’s about deviating from the course syllabus or lecture schedule easily when there is more and better learning elsewhere. Good teaching is about the creative balance between being an authoritarian dictator on the one hand and a push-over on the other. Good teachers migrate between these poles at all times depending on the circumstances. They know where they need to be and when.
Five. Good teaching is also about style. Should good teaching be entertaining? You bet! Does this mean that it lacks in substance? Not a chance! Effective teaching is not about being locked with both hands glued to a podium or having your eyes fixated on a slide projector while you drone on. Good teachers work the room and every student in it. They realize that they are the conductors and that the class is their orchestra. All students play different instruments and at varying proficiencies. A teacher’s job is to develop skills and make these instruments come to life as a coherent whole to make music.
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Six. And this is very important, good teaching is about humor. It’s about being self-deprecating and not taking yourself too seriously. It’s often about making innocuous jokes, mostly at your own expense, so that the ice breaks and students learn in a more relaxed atmosphere where you, like them, are human with your own share of faults and shortcomings.
Seven. Good teaching is about caring, nurturing and developing minds and talents. It’s about devoting time, often invisible, to every student. It’s also about the thankless hours of grading, designing or redesigning courses and preparing materials to still further enhance instruction.
Eight. Good teaching is supported by strong and visionary leadership, and very tangible institutional support—resources, personnel, and funds. Good teaching is continually reinforced by an overarching vision that transcends the entire organization—from full professors to part-time instructors—and is reflected in what is said, but more importantly by what is done.
Nine. Good teaching is about mentoring between senior and junior faculty, teamwork, and being recognized and promoted by one’s peers. Effective teaching should also be rewarded and poor teaching needs to be remedied through training and development programs.
Ten. At the end of the day, good teaching is about having fun, experiencing pleasure and intrinsic rewards … like locking eyes with a student in the back row and seeing the synapses and neurons connecting, thoughts being formed, the person becoming better, and a smile cracking across a face as learning all of a sudden happens. It’s about the former student who says your course changed her life. It’s about another telling you that your course was the best one he’s ever taken.
Good teachers practice their craft not for the money or because they have to, but because they truly enjoy it and because they want to. Good teachers couldn’t imagine doing anything else.
Dr. Richard W. Leblanc is an associate professor at York University in Toronto. Contact him at rleblanc@yorku.ca.
Reprinted from The Teaching Professor, vol. 12, no. 6.
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