Teaching in Higher Ed

By Bonni StachowiakEducation How To

Favorites
175
Followers
Typical duration
42 min
per episode

Based on Podcast App listening data

Teaching in Higher Ed episodes

October 23, 2014Moving a course online and other community questions, with Dave Stachowiak
In this episode, Dave Stachowiak joins me to answer community questions.
Podcast notes
Bonni gives an update on lessons from cheating lessons episode with James Lang
Community Questions
Gilbert asks:
How do I engage students in discussion boards?
WordPress.com
A domain of one’s own (talked about on episode 18 with Audrey Watters)
Use different mediums to mix it up each week
Engage in some meaningful way with at least one other person
YouTube’s creator studio
A listener asks:
How do I take an in-person class and put it online?
Revisit learning outcomes
Revisit assessments
Treat content as “chunks” or assets
Leverage existing and customized content
A listener asks:
What do you elearning authoring systems do you recommend?
SCORM-compliant courses (sharable content object reference model)
Adobe Captivate
Articulate’s eLearning Studio and Storyline
TechSmith’s Camtasia
Screenflow
Recommendations
Dave recommends
Lift app
The name of this app has since been changed to:
https://www.coach.me/
Bonni recommends
Post-it Plus app
Show credits
Please consider writing a review or rating the show on iTunes or Stitcher, to help others discover the show.
Subscribe to the weekly update: www.teachinginhighered.com/subscribe
Give feedback: www.teachinginhighered.com/feedback
34 min
October 23, 2014 Moving a course online and other community questions
In this episode, Dave Stachowiak joins me to answer community questions. Podcast notes Bonni gives an update on lessons from cheating lessons episode with James Lang Community Questions Gilbert asks: How do I engage students in discussion boards? WordPress.com A domain of one's own (talked about on episode 18 with Audrey Watters) Use different mediums to […]
34 min
October 16, 2014Cheating Lessons, with James Lang
Catching a student cheating can evoke all sorts of feelings: frustration, disappointment, anger, ambivalence. In episode 19 of Teaching in Higher Ed, Dr. James M. Lang joins me to talk about lessons learned from cheating.
Podcast notes
Our reactions to cheating
Disheartening experience
Feels personal
You’re the last thing on their mind. When a student is cheating… their cheating isn’t an assault on your and your values. – James M. Lang
The reality of how many students are cheating in higher ed today
[Cheating] is a long term and persistent problem in higher education. – James M. Lang
The learning environment’s contribution to cheating
A positive or a negative contribution
The curricula
The individual classes
Reducing the likelihood for cheating
Infrequent, high-stakes assessment
Engage in more frequent assessment (with feedback)
When students have the opportunity to retrieve knowledge from their mind multiple times, and then do something with it, the more likely they are to remember it.
Service learning: helps foster students’ intrinsic motivation
Offering unique learning experiences each semester
Plagiarism vs cheating
Both fall on a spectrum from easy/opportunity cheating to more planned
Cheating and how learning works
Academic integrity as something that has to be learned
Knowledge: What is plagiarism? What’s a citation/source?
Skill: Citing sources, etc.
Value: Belief that it’s important and it matters
Academic integrity campaigns: Involve your students
Integrity at Lamar University Poster Project
Advice for when we inevitably still encounter cheating
Step back emotionally
Have an educational response
Report it when it happens
Other cheating lessons
Self efficacy: Carol Dweck’s research on mindset (video)
Growth or fixed mindset
Fixed mindset
“I can’t write.”
“I can’t do math.”
Fixed mindset were more likely to report that they would cheat the next time
“Learning is hard, but you’re capable of getting better.”
“You say you worked hard on this.”
Early success opportunities
Recommendations
Bonni recommends: James Lang’s Fullbright Specialist Program and speaking
Jim recommends: Flow: The Psychology of Optimal Experience, by Mihaly Csikszentmihalyi
Dr. Mihaly Csikszentmihalyi gives a TED Talk on Flow: The secret to happiness
Lessons for us in our lives, but also for how we approach our teaching
Ending Credits
Thanks again to James Lang for joining us for this important dialog on Teaching in Higher Ed.
If you have found this show beneficial, please consider going on iTunes or Stitcher radio and rating or reviewing it. It helps others discover the show.
Also, if you have topic or guest ideas, please visit https://teachinginhighered.com/feedback
34 min
October 16, 2014 Cheating Lessons
Catching a student cheating can evoke all sorts of feelings: frustration, disappointment, anger, ambivalence. In episode 19 of Teaching in Higher Ed, Dr. James M. Lang joins me to talk about lessons learned from cheating. Podcast notes Our reactions to cheating Disheartening experience Feels personal You're the last thing on their mind. When a student […]
34 min
October 09, 2014How technology is changing higher education, with Audrey Watters
Audrey Watters joins me for episode 18 of the Teaching in Higher Ed podcast to talk about how technology is changing higher education.
Podcast notes
Audrey Watters
on Twitter
Kassandra in Greek mythology
Kassandra on Urban Dictionary
Alan Levine @CogDog
University of Mary Washington’s Maker Space
The mythology
Science and technology obsession
We tend to not look at the past very well, in considering EdTech
The history of teaching machines
Predates computers
Patents in late 1800s building devices that would teach people
Teachers would be freed from lecturing and could be freed up to mentor and support students
Educational psychology
BF Skinner perhaps best known inventor of teaching machines
The programable web
Different model. Comes from the web.
Rather than being just the recipients of knowledge, [students] now can be active contributors… building and sharing their own knowledge in a meaningful way. – Audrey Watters
Constructing knowledge and sharing it with a network
Reevaluating what we expect students to know and do
How do we assimilate, how do we process, how do we share knowledge?
Easier to participate as an academic in these new networks
Privacy implications
I know you you are and I saw what you did by Lori Andrews
These digital tools demand our attention in a different way. – Audrey Watters
There is a level of vulnerability that learning always involves, but it does take on a different level when we do it in public. – Audrey Watters
The downside of having all student work live within the LMS
Distractions abound
Push notifications change what’s being demanded of us
The Colbert Report
Walter Mischel talks about his book “The Marshmallow Test”
Audrey Watters writes about the new Apple Watch
Digital literacy
Mozilla’s digital literacy project
University of Mary Washington’s A domain of one’s own
Video that describes the Domain of One’s Own initiative
Where to get started
Mozilla’s digital literacy
Audrey Watter’s EdTech Guide
For educators
For technology professionals
Privacy and politics
More than cheerleading
Data and privacy
The women and people of color gap in the EdTech universe
Recommendations
Bonni recommends Aziz Ansari defines feminism on letterman
Audrey recommends Mindstorms: Children, Computers, and Powerful Ideas by Seymour A. Papert
39 min
October 09, 2014 How technology is changing higher education
Audrey Watters joins me for episode 18 of the Teaching in Higher Ed podcast to talk about how technology is changing higher education. Podcast notes Audrey Watters on Twitter Kassandra in Greek mythology Kassandra on Urban Dictionary Alan Levine @CogDog University of Mary Washington's Maker Space The mythology Science and technology obsession We tend to not […]
39 min
October 02, 2014What happens when we study our own teaching, with Janine Utell
Guest
Dr. Janine Utell
Bio
Blog
Profile on Academia.edu
Study your own teaching
Be a reflective practitioner
Collect data on yourself
Involve the students
Teaching is something that is happening all of the time. – Dr. Janine Utell
Bonni used Remind service/app to connect with her students to see if the song sung at the start of this This American Life episode was still in their heads, the day after we listened to it in class
The Dip
The Course of a Course, by James Athernon
The trouble with course evaluations
Failure can be a good thing to value. Failure, in terms of what didn’t work for me, but also failure on the students’ part. – Dr. Janine Utell
Importance of taking risks in studying our own teaching and assessment
Recommendations
Bonni’s recommendation
Use the B key when presenting with Keynote or PowerPoint
Janine’s recommendations
Dear Committee Members: A Novel, by Julie Schumacher
Teaching Naked: How Moving Technology Out of Your Classroom Will Improve Student Learning, by Jose Antonio Bowen
Jose Bowen on Twitter
33 min
October 02, 2014 What happens when we study our own teaching
Guest Dr. Janine Utell Bio Blog Profile on Academia.edu Study your own teaching Be a reflective practitioner Collect data on yourself Involve the students Teaching is something that is happening all of the time. – Dr. Janine Utell Bonni used Remind service/app to connect with her students to see if the song sung at the […]
33 min
September 25, 2014Biology, the brain, and learning, with Josh Eyler
Biology, the brain, and learning
Guest
Dr. Joshua Eyler, Director of the Center for Teaching Excellence at Rice University
His Bio on Rice University’s Center for Teaching Excellence
His Blog
Follow Josh Eyler on Twitter
Initial interest in the field of teaching and learning as a scientific enterprise
What the Best College Teachers Do, Ken Bain
Brain-based learning
Amazing discoveries, but some limitations
Gulf was created between the scientists and educators
Cherry-picking results
Too limiting, looks primarily at neuroscience and cognitive psychology
The New Science of Teaching and Learning: Using the Best of Mind, Brain, and Education Science in the Classroom, Tracey Tokuhama-Espinosa
Framework for a biological basis of learning
Bolster what we are learning from neuroscience to also include evolutionary biology and human development
Context about anything that we are learning.
The journey of an educator
Doesn’t see students as subjects of experiments
Understanding teaching and learning as a science, really created a bridge
Prior knowledge – biological construct
Mental models
Learning from failure
The expert blind spot
Making assumptions about prior learning
Advice for next steps
Mind, brain, and education at Harvard’s graduate school of education
The Art of Changing the Brain: Enriching the Practice of Teaching by Exploring the Biology of Learning by James E. Zull
What I find exciting is that we’re starting to ask different kinds of questions now. -Josh Eyler
Guest post Josh wrote on MassMedievil.com
Finally, nothing but a breath, a comma, separates us from our students–for we do not teach medieval literature, medieval art, medieval history, or medieval archaeology; we teach students about these subjects, about new ways to see their world through the lens of the past. Our field will continue to live and breathe only insofar as we dedicate ourselves to teaching it. And here I look to the wisdom of my dissertation director, Fred Biggs, who once told me that *everything* is a teaching activity—writing, presenting, publishing, but especially our work in the classroom, where we will teach hundreds and even thousands of students over the course of a career. The work we do with our students will push back the boundaries of our knowledge about the Middle Ages ever further, but to accomplish this we need to tear down the tenuous hierarchies of our classrooms—professor/student, expert/novice—and move forward together as fellow learners, engaging in projects together, teaching each other, finding meaning together in this moment—our own pause, our breath, our comma.
Movie clip: “student/teacher… learners… not much really separates us.” – Josh Eyler
Empathy is the foundation for all good teaching. – Josh Eyler
Video clip of professors reading aloud negative student evaluations
There’s a vulnerability in the teaching/learning interaction. Students put themselves in a very vulnerable place, willingly, when they say, ‘I don’t know that; please help me learn that.’ It’s almost sacred that they’re doing that. We have to take that and value it very highly. – Josh Eyler
Recommendations
Bonni’s:
Overcast – a powerful yet simple iphone podcast player
Josh’s:
IMDb: Wit (2001)
A renowned professor is forced to reassess her life when she is diagnosed with terminal ovarian cancer.
Faculty Focus newsletter
Tomorrow’s Professor from Stanford University
31 min
September 25, 2014 Biology, the brain, and learning
Biology, the brain, and learning Guest Dr. Joshua Eyler, Director of the Center for Teaching Excellence at Rice University His Bio on Rice University's Center for Teaching Excellence His Blog Follow Josh Eyler on Twitter Initial interest in the field of teaching and learning as a scientific enterprise What the Best College Teachers Do, Ken […]
31 min

About Teaching in Higher Ed

From the publisher's feed

Thank you for checking out the Teaching in Higher Ed podcast. This is the space where we explore the art and science of being more effective at facilitating learning. We also share ways to increase…