Teaching in Higher Ed

If I want my students to take risks and not be afraid to fail, then I need to take risks and not be afraid to fail.

Teaching is a radical act of hope.

We work with the future, and that’s a really incredible responsibility.

Gardner Campbell on the higher ed horizon.

Gardner was previously featured on show on Episode 107: Engaging learners

Robert Talbert on self-regulated learning and the flipped classroom.

My view about teaching changed completely when I started having kids.

You can’t say that you are interested in teaching students how to learn and then spoon-feed them everything.

Article: The inverted calculus course and self-regulated learning

Bonni: The Clarify software no longer exists.

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Bonni Stachowiak on how the best communicators add a sense of the unexpected to their teaching.

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Day one introductions

International education

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Maha Bali shares about collaboration.

The reason virtual collaboration works really well is that there’s usually no hierarchy with the person you’re working with. —Maha Bali

If you want your students to collaborate, the main role of the educator is to provide them with something where collaboration is valuable. —Maha Bali

Virtually collaborating brings the conversations to people who can’t be there in person. —Maha Bali

If you want to keep learning, I think collaboration is necessary because you need to learn from somebody and with somebody. —Maha Bali

Gardner Campbell talks about engaging learners.

Learning is an enormously powerful and eventful kind of experience.

Recognize that great ideas of all kinds come from all kinds of people at all stages of their knowledge.

There are some great ideas that are forever closed off to an expert because he or she is simply too conditioned by prior learning.

On this episode, Dr. Mike Cross is an undercover professor.

Read more in a Chronicle article about Mike

Today’s guest, Dr. McClain Watson, at University of Texas at Dallas, advocates for the importance of our students being able to: “ convince people in the professional world that they 1) know what they’re doing, 2) can be trusted, and 3) are interesting to be around?” On today’s episode: Professional Online Portfolios.

Bio: http://jindal.utdallas.edu/faculty/john-watson

On this week’s episode, Dave and I discuss disability accommodations and other listener questions.

On this week’s episode, Sean Michael Morris and I discuss Critical Instructional Design.

Sean is a digital teacher and pedagogue, with experience especially in networked learning, MOOCs, digital composition and publishing, collaboration, and editing. He’s been working in digital teaching and learning for 15 years. His work as a pioneer in the field of Critical Digital Pedagogy is founded in the philosophy of Paulo Freire, and finds contemporary analogues in the work of Howard Rheingold, Cathy N. Davidson, Dave Cormier, and Jesse Stommel. He is committed to engaging audiences in critical inspection of digital technologies, and to turning a social justice lens upon education. More

[Instructional Design] makes very mechanical the non-mechanical nature of teaching. Certain processes are put into place where the spontaneity is taken out of teaching. The relationship is taken out of teaching. The care and nurture of the student is taken out of teaching.

A lot of critical instructional design is questioning. It’s a matter of stepping back and observing and saying, “What are the assumptions of the LMS? What are the assumptions that I make and have been given to make about online learning? And how can I switch that up?”

I think there is a direct correlation between the amount of restrictions we place on students and their lack of interest in what we’re doing.

The more restrictions we place on learning, the less students have the ability to to explore it themselves.