A 2018 article from Inside Higher Ed summarizes the findings of academic perception of online teaching modalities and technologies. It was recently featured in Tomorrow’s Professor. The key message in the article was that despite growing acceptance, wide-spread use, and perceived efficacy by early adopters much of the academic discipline still distrusts the use of
We visited the brand new Digital Scholarship Centre at the 2nd floor of the Cameron Library. These facilities have many features and technologies that can be utilized in teaching. Currently faculty, student and staff have free access to several 3D printers, laser cutter, high performance computing, collaborative spaces with technology, seminar rooms with conference connections,
by Anna Rissanen While collecting evidence and reading about high impact practices in teaching and learning in higher education it has become clear to me that there is more than enough information available. How do you know which teaching approaches are going to give you the most return of investment of your precious time
Introduction If you were to ask a classroom of students at a Canadian University why they are working toward a bachelor’s degree, you would hear several responses. “A better job” or “better future” might be common, since a university education is an effective method for social mobility. [1][2][3][4][5]. Other students may say “I am interested
Interview validation of the Physics Lab Inventory of Critical Thinking K. N. Quinn, C. Wieman, and N. G. Holmes Stanford University https://arxiv.org/pdf/1802.02424.pdf Recent work in physics undergraduate education examines the benefits of various teaching styles. In order to do this, there must be a measurable effect on student outcomes. Performing well on a course test
Virtual Reality as a Teaching Tool for Moon Phases and Beyond J.H. Madden, A. S. Won, J. P. Schuldt, B. Kim, S. Pandita, Y. Sun, T. J. Stone, and N. G. Holmes Cornell University https://arxiv.org/pdf/1807.11179.pdf Virtual reality (VR) experiences are increasingly being used not only for casual gaming, but also training and rehabilitation, particularly in
A Guide for Providing Evidence of Teaching: University of Calgary Dear Colleagues, Over the past two months, we have engaged in a cross-campus conversation with teaching and learning leaders from across six faculties and units at the University of Calgary to create a document that would guide instructors in identifying and providing evidence of their
https://tophat.com/blog/gamification-education-class/ What is gamification? Gamification is the use of game design and mechanics to enhance non-game contexts by increasing participation, engagement, loyalty and competition. These methods can include points, leaderboards, direct competitions and stickers or badges, and can be found in industries as varied as personal healthcare, retail—and, of course, education. We’ve seen gamification already in
Dr. Eric Mazur, Professor of Physics and Applied Physics, Harvard University, addresses the pedagogical issue of promoting understanding as opposed to memorization. During the EduLearn conference in Barcelona in 2014, he delivered a talk, “Memorizing or Understanding: Are We Teaching the Right Thing?” Dr. Mazur argues that education is more than just transfer of information,
Respondus & StudyMate are two pieces of software centrally supported by IST, available for all instructors and staff at the University of Alberta via Google Drive. The campus version of Respondus has been customized to facilitate the link between Respondus and eClass. These two apps, Respondus and StudyMate, only run on Windows; however, both are