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Today on the podcast, I’m republishing one of my favorite interviews from Leading Lines, the podcast I hosted for the Vanderbilt University Center for Teaching from 2016 to 2022. 

In this interview from 2022, I talk with Remi Kalir, who was (at the time) an associate professor of learning design and technology at the University of Colorado. Remi is a scholar of annotation, that simple act of adding a note to a text. Remi takes a broad view of what counts as a “note” and as a “text,” making annotation a powerful lens for examining how we humans make meaning. In the interview, Remi and I focus on the use of annotation in learning contexts, particularly social and collaborative annotation. It’s an interview I find myself referencing again and again, and I’m glad to have it in a podcast feed once again!

And the timing of this episode is intentional, as Remi has a new book out the day this episode of Intentional Teaching airs. The book is called Re/Marks on Power: How Annotation Inscribes History, Literacy, and Justice. Here’s the tag line from the MIT Press website: “An interdisciplinary exploration of annotation that shows how this participatory act marks public memory, struggles for justice, and social change.” So if you like what you hear from Remi about annotation and learning, then follow the links in the show notes to learn more about his new book. 

Episode Resources

·       Remi Kalir’s website

·       Re/Marks on Power: How Annotation Inscribes History, Literacy, and Justice

·       Reading Re/Marks, Remi’s newsletter

·       Annotation in Teaching and Learning, a collection of resources on the topic that I curated for the University of Virginia Teaching Hub

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I recently talked with Christopher McVey, master lecturer in the writing program at Boston University, and Neeza Singh, a BU senior majoring in data science who served as an AI Affiliate in Christopher's writing course last year. In this bonus clip, Neeza teaches me something I didn't know about ChatGPT, and Christopher has some advice for fellow instructors about how students are thinking about AI.

Podcast Links:

Intentional Teaching is sponsored by UPCEA, the online and professional education association.

Subscribe to the Intentional Teaching newsletter: https://derekbruff.ck.page/subscribe

Support Intentional Teaching on Patreon: https://www.patreon.com/intentionalteaching

Find me on LinkedIn and Bluesky.

See my website for my "Agile Learning" blog and information about having me speak at your campus or conference.

Questions or comments about this episode? Send us a text massage.

Christopher McVey is a master lecturer in the writing program at Boston University. Neeza Singh is a senior at BU majoring in data science. Last year, the two were partnered through the BU writing program's AI Affiliate Fellowship program, giving Neeza a role in Christopher's class supporting both Christopher and his students in responsible and effective use of generative AI in writing.

On this episode, I talk with Chris and Neeza about this innovative, AI-focused students-as-partners program. They share about Neeza's role in Chris' writing course, how her work as an AI affiliate benefitted both Chris and his students, and the potential for this kind of program to work in other disciplines. Chris and Neeza have lots to say about the role of AI in learning.

Episode Resources

·       Christopher McVey’s faculty page

·       Neeza Singh’s LinkedIn page

·       Undergraduate AI Writing Affiliate Fellowship, Boston University Writing Program

·       Syllabus for The Philosophy and Ethics of Artificial Intelligence

·       AI Mini-Games for Peer Review, an activity by Neeza Singh and Christopher McVey

·       The Case for Slowing Down, by Christopher McVey

·       AI-Enhanced Learning with Pary Fassihi, Intentional Teaching episode 35

Support the show

Podcast Links:

Intentional Teaching is sponsored by UPCEA, the online and professional education association.

Subscribe to the Intentional Teaching newsletter: https://derekbruff.ck.page/subscribe

Support Intentional Teaching on Patreon: https://www.patreon.com/intentionalteaching

Find me on LinkedIn and Bluesky.

See my website for my "Agile Learning" blog and information about having me speak at your campus or conference.

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I recently talked with Kristine Johnson and Michael Rifenburg, authors of the new book A Long View of Undergraduate Research: Alumni Perspectives on Inquiry, Belonging, and Vocation. In these bonus clips, they share a bit more about what they learned from talking with alumni who had engaged in undergrad research, specifically about broadening access to these opportunities and about practicing good mentoring.

Podcast Links:

Intentional Teaching is sponsored by UPCEA, the online and professional education association.

Subscribe to the Intentional Teaching newsletter: https://derekbruff.ck.page/subscribe

Support Intentional Teaching on Patreon: https://www.patreon.com/intentionalteaching

Find me on LinkedIn and Bluesky.

See my website for my "Agile Learning" blog and information about having me speak at your campus or conference.

Questions or comments about this episode? Send us a text massage.

Kristine Johnson and Michael Rifenburg are the authors of the new book A Long View of Undergraduate Research: Alumni Perspectives on Inquiry, Belonging, and Vocation. They tracked down alumni who had participated in undergraduate research years earlier. They wanted to know what kinds of impacts these experiences had on students over the long term. What they heard from these alumni was fascinating.

Kristine Johnson is an associate professor of English at Calvin University, and Michael Rifenburg is a professor of English at the University of North Georgia. They were undergraduate researchers as students, and they now mentor students in undergrad research. In our conversation, we talk about the importance of student-mentor relationships, the impact of working on big and meaningful projects, how undergrad research can help students find a vocation, and how these experiences can both enhance and challenge a student’s sense of belonging. 

Episode Resources

·       Kristine Johnson’s faculty page

·       Michael Rifenburg’s faculty page

·       A Long View of Undergraduate Researchby Kristine Johnson and Michael Rifenburg

·       The Meaningful Writing Project by Michele Eodice, Anne Ellen Gellar, and Neal Lerner

Support the show

Podcast Links:

Intentional Teaching is sponsored by UPCEA, the online and professional education association.

Subscribe to the Intentional Teaching newsletter: https://derekbruff.ck.page/subscribe

Support Intentional Teaching on Patreon: https://www.patreon.com/intentionalteaching

Find me on LinkedIn and Bluesky.

See my website for my "Agile Learning" blog and information about having me speak at your campus or conference.

Questions or comments about this episode? Send us a text massage.

We’re back with another Take It or Leave It panel. I invited three colleagues whose work and thinking I admire very much to come on the show and to compress their complex and nuanced thoughts on teaching and learning into artificial binaries! 

The panelists for this edition of Take It or Leave It are… Liz Norell, associate director of instructional support at the Center for Excellence in Teaching and Learning at the University of Mississippi; Betsy Barre, assistant provost and executive director of the Center for the Advancement of Teaching at Wake Forest University; and Bryan Dewsbury, associate professor of biology and associate director of the STEM Transformation Institute at Florida International University. 

We discuss three recent essays on class participation, learning management systems, and generative AI and weigh in with a "Take it!" or "Leave it!" for each one.

Episode Resources

• Liz Norell’s website, https://www.liznorell.com/
• Betsy Barre’s website, https://www.elizabethbarre.com/
• Bryan Dewsbury’s website, http://www.seasprogram.net/ 
• Essay 1: “Making Class Participation Grades Meaningful” by Benjamin Rikfin
• Essay 2: “College as a To-Do List” by Susan D. Blum
• Essay 3: “Saying No to Generative AI” by Cate Denial
• “But How Do I Participate?” by Olivia Bailey 
• Four Thousand Weeks: Time Management for Mortals by Oliver Burkeman 
• “The Workload Paradox with Betsy Barre and Karen Costa,” Leading Lines podcast 
• OpenAI Operator, https://openai.com/index/introducing-operator/ 
• Goblin Tools, https://goblin.tools/ 

Support the show

Podcast Links:

Intentional Teaching is sponsored by UPCEA, the online and professional education association.

Subscribe to the Intentional Teaching newsletter: https://derekbruff.ck.page/subscribe

Support Intentional Teaching on Patreon: https://www.patreon.com/intentionalteaching

Find me on LinkedIn and Bluesky.

See my website for my "Agile Learning" blog and information about having me speak at your campus or conference.

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I recently talked with Greg Loring-Albright, assistant professor of games, media, and culture at Harrisburg University of Science and Technology and designer of the forthcoming storytelling game Keep the Faith. We covered a lot of ground in our conversation about game design and learning design, and I'm excited to share a bit more of that conversation here in this bonus episode.

Podcast Links:

Intentional Teaching is sponsored by UPCEA, the online and professional education association.

Subscribe to the Intentional Teaching newsletter: https://derekbruff.ck.page/subscribe

Support Intentional Teaching on Patreon: https://www.patreon.com/intentionalteaching

Find me on LinkedIn and Bluesky.

See my website for my "Agile Learning" blog and information about having me speak at your campus or conference.

Questions or comments about this episode? Send us a text massage.

Greg Loring-Albright is the designer of Keep the Faith, a storytelling game about a religion in transition and about how religious institutions change over time. Greg is also an assistant professor of game, media, and culture at Harrisburg University of Science and Technology, where he teaches game design and game studies. 

Greg is also the co-designer of Bloc by Bloc: Uprising, a game about revolutionaries trying to liberate their city from an oppressive police state. He's a proponent of purposeful games, and I invited him on the podcast to talk about the connections between game design and learning design.

Keep the Faith is currently seeking crowdfunding for its first edition through Central Michigan University Press, an academic press that publishes peer-reviewed tabletop games with educational utility. If you're listening to this before March 6, 2025, please consider backing the game by following the link below.

Episode Resources

·       Keep the Faith (crowdfunding), https://www.backerkit.com/c/projects/central-michigan-university-press/keep-the-faith

·       Greg Loring-Albright’s website, https://www.gloringalbright.com/ 

·       Bloc by Bloc: Uprising, https://outlandishgames.com/blocbybloc/ 

·       Central Michigan University Press, https://cmichpress.com/ 

·       “Daybreak: Learning at Play with Kerry Whittaker and Matteo Menapace,” Intentional Teaching episode 43, https://intentionalteaching.buzzsprout.com/2069949/episodes/15393666-daybreak-learning-at-play-with-kerry-whittaker-and-matteo-menapace

·       First Player Token, my short podcast about board games, https://www.buzzsprout.com/2292265  

Support the show

Podcast Links:

Intentional Teaching is sponsored by UPCEA, the online and professional education association.

Subscribe to the Intentional Teaching newsletter: https://derekbruff.ck.page/subscribe

Support Intentional Teaching on Patreon: https://www.patreon.com/intentionalteaching

Find me on LinkedIn and Bluesky.

See my website for my "Agile Learning" blog and information about having me speak at your campus or conference.

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I recently talked with Heidi Nobles, assistant professor of writing and rhetoric and director of Writing Across the Curriculum at the University of Virginia. She had a lot to say about writing and the teaching of writing from her experience as an editor. In these bonus clips, she provides a little more insight into the world of editing.

Podcast Links:

Intentional Teaching is sponsored by UPCEA, the online and professional education association.

Subscribe to the Intentional Teaching newsletter: https://derekbruff.ck.page/subscribe

Support Intentional Teaching on Patreon: https://www.patreon.com/intentionalteaching

Find me on LinkedIn and Bluesky.

See my website for my "Agile Learning" blog and information about having me speak at your campus or conference.

Questions or comments about this episode? Send us a text massage.

Back in August, I had the opportunity to hear a short presentation from Heidi Nobles, assistant professor in writing and rhetoric and director of Writing Across the Curriculum at the University of Virginia. The presentation was part of a two-day institute on teaching and generative AI, and Heidi leveraged her background as an editor to provide a different way of thinking about working with generative AI.

Heidi pointed out that when we ask ChatGPT or some other AI chatbot to polish a draft essay, we’re asking for copyediting. That’s useful, yes, but there are other, earlier stages to an editing process. Might AI be useful during those other stages? Heidi argued for yes. A chatbot won’t be as good as a human editor, but most writers don’t have access to a human editor, so it’s worth exploring what AI can do.

On today's podcast, Heidi Nobles talks about writing and teaching writing from an editor's perspective.

Episode Resources

·       Heidi Nobles faculty page, https://wac.virginia.edu/people/heidi-nobles 

·       Edits on the Record, https://editsontherecord.com/ 

·       Choose Your Own Adventure maps, https://www.cyoa.com/pages/choose-your-own-adventure-these-maps-reveal-the-hidden-structures-behind-the-books 

·       One Book, Many Readings by Christian Swinehart, https://samizdat.co/cyoa/

Support the show

Podcast Links:

Intentional Teaching is sponsored by UPCEA, the online and professional education association.

Subscribe to the Intentional Teaching newsletter: https://derekbruff.ck.page/subscribe

Support Intentional Teaching on Patreon: https://www.patreon.com/intentionalteaching

Find me on LinkedIn and Bluesky.

See my website for my "Agile Learning" blog and information about having me speak at your campus or conference.