Maria Andersen shares about how learning is not a spectator sport on episode 177 of the Teaching in Higher Ed podcast.

I feel like we’ve made online learning really transactional.

We’ve taken the joy and excitement out of learning.

The world is not as cut and dried as the problems we see in text.

You don’t actually learn until you engage with it.

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Bonni Stachowiak shares her experience attending OpenEd17, as well as other teaching lessons, on episode 176 of the Teaching in Higher Ed podcast.

Take a look at the varied reasons people use Twitter via Storify

Advice on giving teaching demos:

Bonni and Dave Stachowiak answer listener questions on episode 175 of the Teaching in Higher Ed podcast.

Rate/review the show. Please consider rating or leaving a review for the Teaching in Higher Ed podcast on whatever service you use to listen to it on (Apple Podcasts, Stitcher, etc.). It is the best way to help others discover the show.

Give feedback. As always, I welcome suggestions for future topics or guests.

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Laura Gogia shares how to develop learning objectives for the 21st century on episode 174 of the Teaching in Higher Ed podcast.

There are people out there who live and die by learning objectives, and there are people who think they are the work of the devil.

—Laura Gogia

Knowledge is a dynamic, creative process.

There are going to be times when it needs to be one way, and there are going to be times when it needs to be other ways. And that’s okay.

It’s not about measuring as much as defining what you’re trying to measure.

Rate/review the show. Please consider rating or leaving a review for the Teaching in Higher Ed podcast on whatever service you use to listen to it on (Apple Podcasts, Stitcher, etc.). It is the best way to help others discover the show.

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David Webster and Nicola Rivers resist resilience and share other unpopular opinions on episode 173 of the Teaching in Higher Ed podcast.

A very human approach to learning sees students as individuals.

I’m increasingly concerned with how anxious our students are.

This well-intentioned discourse is not as benign as it seems.

—Nicola Rivers

Try to think more broadly about how we define success and how we define failure.

John Warner shares about values, interdisciplinary knowledge, and pedagogy on episode 172 of the Teaching in Higher Ed podcast.

I realized I could make choices consistent with what I think is important.

What we think is best is highly dependent on our values.

Attention by itself is not a function of learning.

The classroom belongs to the student as much as the instructor.

Rate/review the show. Please consider rating or leaving a review for the Teaching in Higher Ed podcast on whatever service you use to listen to it on (iTunes, Stitcher, etc.). It is the best way to help others discover the show.

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Anton Tolman shares about his book Why Students Resist Learning: A Practical Model for Understanding and Helping Students edited by Anton O. Tolman and Janine Kremling on episode 171 of the Teaching in Higher Ed podcast.

Everybody who has taught has run into student resistance in one form or another.

We need to start seeing student resistance as a signal.

When they’re resisting, they’re telling me something.

A common error … is to believe that a lot of student resistance is because of the students themselves.

Rate/review the show. Please consider rating or leaving a review for the Teaching in Higher Ed podcast on whatever service you use to listen to it on (iTunes, Stitcher, etc.). It is the best way to help others discover the show.

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Cathy O’Neil shares about her book, Weapons of Math Destruction, on episode 170 of the Teaching in Higher Ed podcast.

This has very little to do with technical knowledge and everything to do with power.

They think that because something is mathematical … it’s inherently more fair than a human process.

There’s absolutely no reason to think that algorithms are inherently fair.

It doesn’t make sense for all colleges to be measured by the same yardstick.

There are ethical choices in every single algorithm we build.

Rate/review the show. Please consider rating or leaving a review for the Teaching in Higher Ed podcast on whatever service you use to listen to it on (iTunes, Stitcher, etc.). It is the best way to help others discover the show.

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Cathy Davidson shares about her book, A New Education: How to Revolutionize the University to Prepare Students for a World in Flux on episode 169 of the Teaching in Higher Ed podcast.

We’ve divided things up into very strange and restrictive categories in a world where those categories are completely merged and mixed and changing every minute.

Every generation has some new technology which we’re convinced is going to destroy us.

I believe in being skeptical about technology and therefore learning how to use it well.

Rate/review the show. Please consider rating or leaving a review for the Teaching in Higher Ed podcast on whatever service you use to listen to it on (iTunes, Stitcher, etc.). It is the best way to help others discover the show.

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Teddy Svoronos talks about how to effectively use presentation tools in our teaching on episode 168 of the Teaching in Higher Ed podcast.

A real tech win to me is a device that both enhances the student experience and also reduces friction.

—Teddy Svoronos

Think very carefully about what will enhance the learning of the people watching the presentation.

—Teddy Svoronos

When we adopt technology, there are are two considerations: how valuable it is and how much friction is it going to introduce.

Rate/review the show. Please consider rating or leaving a review for the Teaching in Higher Ed podcast on whatever service you use to listen to it on (iTunes, Stitcher, etc.). It is the best way to help others discover the show.

Give feedback. As always, I welcome suggestions for future topics or guests.

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