Teaching in Higher Ed

Bonnie Stewart talks about networked pedagogy on episode #121 of Teaching in Higher Ed.

Networks are a foundational structure of human experience.

Recognizing that there is a distinction between the personal and the private can be encouraging for people who may feel uncomfortable with the whole idea of sharing.

Identity is something that we’re always curating.

I realized that I’ve been curating my identity since long before there was the internet … with the things that I save.

Dr. Robert Talbert talks about how to get more meaningful work done on episode 120 of Teaching in Higher Ed.

90% of the emails I get in my inbox are not actionable.

The human brain is fantastic for processing information but it’s terrible for storing information.

Sometimes the busyness we have is entirely self-inflicted; we work hard because we’re disorganized.

Say yes to the things that matter and say no to everything else.

Annemarie Perez shares about bridging the culture gap in the classroom and other broad thoughts about cultural competence on episode 119 of Teaching in Higher Ed.

Mike Wesch describes his becoming a learner and what it taught him about teaching on episode 118 of Teaching in Higher Ed.

I’ve always picked things that are really hard and bring out fears inside me.

Students get out of it whatever they put into it.

I take the philosophy that grading can play different roles depending on the course.

What matters when students graduate is how they’ve changed, not just their GPA.

When I started teaching in my late 20s, it was really easy to relate to students. As I was in my late 30s, it was much more difficult.

Life is too short to not experiment.

Kerry Moore discusses how to balance the responsibilities of caring for an elderly loved one with our teaching responsibilities.

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We’re trying to help people grow their own ability to meet needs and to have agency in their own lives.

Sometimes challenges can help us to … bounce forward into new skills and knowledge.

Nothing is going to make the loss of someone you love or a disability okay, but the way we walk through it makes a big difference in what our life looks like on the other side.

A healthy locus of control has a realistic assessment of the things that I am in control of and also the things that I’m not.

Caregiving [has] a lot of physical demands but also a lot of emotional demands.

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Laura Gogia shares about connected learning on this week’s Teaching in Higher Ed podcast.

The most important part of [connected learning] is helping others understand the connections between all the different aspects of their life.

It’s not a tool-first [mentality] … it’s which tool matches up with what I’m trying to achieve.

Assessment becomes about documenting [the] process of learning.

Bonni mistakenly attributed this Twitter analysis tool to being introduced by Robert Talbert on the TIHE Slack channel, but it was actually Ken Bauer who shared it.

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

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This bonus clip answers a question from Heather about conferences.

We have the technology to have conversations with diverse people.

As educators, we need to empower people to feel okay about making mistakes.

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.

Subscribe. If you have yet to subscribe to the weekly update, you can receive a single email each week with the show notes (including all the links we talk about on the episode), as well as an article on either teaching or productivity.

I’m not going to be there and lecture; I want to really connect with my students.

The number one difficulty for faculty in innovating in their practice is … fear.

You’ve just got to take baby steps and change those things that you can change.

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.

Subscribe. If you have yet to subscribe to the weekly update, you can receive a single email each week with the show notes (including all the links we talk about on the episode), as well as an article on either teaching or productivity.

Blended learning is not just a trend, and we’re starting to see technology integrated in really intentional ways.

One of the key things is alignment … between what you’re doing outside of the classroom and inside of the classroom.

Say to your students, “I’m going to give you an activity to do, and I’m going to lay out some guidelines for it, but I’m also going to give you quite a lot of freedom.

In the online environment,  [social interactions] can still happen, but they just need to happen more intentionally.

There are ways that you can build in social presence activities into a blended classroom, both face-to-face and online, that are really encouraging interactions between you and your students and between your students and each other.

Because we don’t naturally reflect, it means that we have to intentionally build in reflection for our students.

Blended Course Design Resources:

Other Resources:

Checklists

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.

Subscribe. If you have yet to subscribe to the weekly update, you can receive a single email each week with the show notes (including all the links we talk about on the episode), as well as an article on either teaching or productivity.