The Pedagogy Toolkit

In this episode, Alex and Camie discuss how the traditional lecture is too often the default learning activity used by instructors. In some cases, the lecture makes sense, but in other instances, there are many other active learning techniques. We suggest alternatives and challenge instructors to rethink how to teach with the lecture in their classes.

References:

How Teaching Should Change, According to a Nobel-Prize-Winning Physicist

A Nobel Laureate's Education Plea: Revolutionize Teaching

Large-scale Comparison of Science Teaching Methods Sends Clear Message

Active Learning | Cornell University

This episode begins our series on pedagogical myths, starting the the grand daddy of them all: learning styles. Amalie, James, and Alex dive into the basis for one of the most enduring beliefs in education and the research that shows why it's not all it's cracked up to be.

The Atlantic | 11 April 2018: The Myth of ‘Learning Styles’, 

American Psychology Association | 2015: Matching Learning Style to Instructional Condition

American Association for Anatomy | 13 March 2018: Another Nail in the Coffin for Learning Styles?

Howard Gardner: 'Multiple intelligences' are not learning styles | 16 Oct 2013 Washington Post

"Learning Styles as a Myth" Poorvu Center for Teaching and Learning

"Stop propagating the learning styles myth." | 2017 P. Kirschner Computers & Education

"The Stubborn Myth of 'Learning Styles.'" | W. Furey, Education Next 

Belief in Learning Styles Myth May Be Detrimental | 2019 American Psychological Association.

"Learning Styles FAQ." | danielwillingham.com.

This is part two of our episode featuring Dr. Lynn Meade, teaching assistant professor in the University of Arkansas' Fulbright College of Arts and Sciences. In this episode, Camie and Alex speak with Dr. Meade about the drawbacks, implementation, and experience of ePortfolios as a high-impact learning practice. Dr. Meade teaches a professional ePortfolio course at the U of A and has developed an open-education resource textbook for ePortfolios. 

UARK ePortfolio site 

UARK ePortfolio OER Textbook 

UARK OER Library site 

International Journal of ePortfolio from the Association of American Colleges and Universities 

High Impact Practices at the University of Arkansas 

This is part one of a two-part episode featuring Dr. Lynn Meade, teaching assistant professor in the University of Arkansas' Fulbright College of Arts and Sciences. In this episode, Camie and Alex speak with Dr. Meade about the practice, implementation, benefits, and drawbacks of ePortfolios as a high-impact learning practice. Dr. Meade teaches a professional ePortfolio course at the U of A and has developed an open-education resource textbook for ePortfolios. 

UARK ePortfolio site 

UARK ePortfolio OER Textbook 

UARK OER Library site 

International Journal of ePortfolio from the Association of American Colleges and Universities 

High Impact Practices at the University of Arkansas 

In this episode, Amalie and Camie explore incorporating social learning in the asynchronous online classroom.

Bandura's Bobo Doll Experiment

Vygotksy's Sociocultural Theory

The Community of Inquiry

In this episode, Camie and Alex discuss the federal policy for online higher education courses: Regular and Substantive Education (RSI). The discussion includes the background of the policy, how implementing this policy affects instructors’ courses and enhances teaching practices, and some amphibian cuisine! 

• University of Arkansas RSI Policy  
• Federal RSI Policy Guidelines
• Where’s the Beef? Having Fun Teaching and Ensuring RSI

This week’s episode is the second of a two-part series on the High Impact Practice (HIP) of Writing-Intensive Courses. This week we focus on how strategies for incorporating more writing.

For this discussion, James and Amalie are joined by Dana Blair, the coordinator of the Writing Studio at the University of Arkansas’s Student Success Center.

The WAC Clearinghouse-- excellent repository for resources geared toward writing across the curriculum.

Approaches to teaching reading and writing: Kelly Gallagher and Penny Kittle

This week’s episode is the first of a two-part series on the High Impact Practice (HIP) of Writing-Intensive Courses. This week we’ll talk about effectively incorporating more writing into your courses, no matter the subject—why it’s important and how to go about it.

For this discussion, James and Amalie are joined by Dana Blair, the coordinator of the Writing Studio at the University of Arkansas’s Student Success Center.

The WAC Clearinghouse-- excellent repository for resources geared toward writing across the curriculum.

In this episode, Amalie and Camie discuss Universal Design for Learning, or UDL.

https://teaching.cornell.edu/teaching-resources/designing-your-course/universal-design-learning

https://teaching.uic.edu/resources/teaching-guides/inclusive-equity-minded-teaching-practices/universal-design-for-learning-udl/

https://www.cultofpedagogy.com/udl-equity/

Julie Dirksen Design for How People Learn

Accessibility Meme

Back in November of 2022 OpenAI released ChatGPT 3.5 for public use. In less than 3 months, there were over 100 million users. The distribution of large-language models have changed our world, including education.

In this episode, James and Alex discuss the impact of generative AI and LLMs on education over the last year, and discuss the possibilities of its future.

OpenAI

H2O.AI

The Future of AI In Education: Opportunities and Challenges (Article)