Tag Archives: pedagogy

Rethinking Lecture Capture: Questioning the Audience

A few weeks ago I wrote about the importance of instructor presence when recording a lecture. The central idea being that a class experience intended for an in-person audience then recorded provides a limited amount of value to students who were not present and are receiving the information for the first time. For a recorded […]

Developing a question-centered engaged lecture

Yesterday I had the opportunity to speak as part of a presentation on the art of the engaged lecture. The central theme of the presentation was to get students involved in the class session by questioning their assumptions; creating an interactive experience where the instructor and students both play a vital role in the learning […]

Rethinking Lecture Capture: Instructor Presence

With an increased number of capture and publication tools available, the idea of recording a class session is an increasingly appealing option for providing students with a way to access course content. Those who cannot attend a class in person are able to view what happened at a time that works for them, while all […]

Engaging with a Classroom

I was in a meeting recently where the Field of Dreams quote “If you built it they will come” was used to emphasize how much more is needed that just the creation of a space when trying to foster active learning in a classroom. Innovative spaces, without faculty and student support, fail to deliver the curricular […]

Opportunities for Synchronous Learning in an Online Course

Last week I wrote about the changes that occur when synchronous elements are introduced to a previously asynchronous online course. Broad course themes (flexibility, accountability, and community) are shaken when a course includes live, interactive opportunities between students and the instructor. While synchronous events can prove powerful, without intent they can dissolve into two people […]

Four Ways to Reshape Online Discussion

Whether a class lives exclusively online or has an online presence, it is likely that discussion (student to class, student to student, small group, etc.) is a major component of the course framework. The strengths of online discussion can ultimately create the burdens of communication that weigh so heavily on faculty and students. Online discussion […]

Concept mapping tools: What to choose?

Concept mapping stands apart from other visual mapping practices in that it includes connections between elements across the hierarchy. These cross links emphasize the complexity and nonlinear nature of many concepts, issues, and processes. Concept maps can be relatively simple, feature a few concepts and cross links, or can appear to take on the complexity […]