At Teaching and Learning Services, I work as a Learning Technology Consultant and help instructors with incorporating learning technology, such as myCourses and clickers, into their courses.
Last week, I attended Chris Buddle’s workshop “Using Social Media Tools in Teaching and Learning.” This had me thinking: if instructors are using social media tools as vital components of a course, and if we think of myCourses as an extension of the classroom, then how can we bring these together?
Continue reading Bringing Social Media into myCourses: Embedded Twitter Feeds
Now that we’ve examined the arguments for using social media in the classroom, and discussed some of the practical considerations, it’s time to talk about the tools themselves. There is a befuddling array of social media tools from which an instructor could choose. Even the more web-savvy among us can be intimidated by all the choices! How should we go about identifying and selecting the right tool for the job? To make this discussion a little more straightforward, we’ll limit it to include what we would consider our “Top Ten Tools”. These are user-friendly, well-supported, free, include opportunities for information-sharing/networking, and are commonly used. Continue reading Social media in teaching: picking the right tool for the job
I just ran across a very interesting tool for creating interactive images. Thinglink is a “freemium” tool (most features are free for educators) that allows you to upload any image and add “hot spots” linked to text, websites, videos, recorded audio and much more. I created an example for Education 627, one of McGill’s first Active Learning Classrooms. Continue reading Create interactive images with Thinglink
Earlier this fall I spent an afternoon in my farmers’ field digging up carrots. Yes, I am part of community supported agriculture (CSA) – this particular group is led by a couple whose farm is in the outskirts of Montreal. Every week, I enjoy deliveries of fresh, local, organic and DELICIOUS vegetables. However, this Sunday was different. Instead of bringing my canvas bags to the neighborhood drop-off point to pick up my veggies, I headed across the bridge to where the vegetables are actually grown. Continue reading My farmer, my teacher
A study entitled The pen is mightier than the keyboard: Advantages of longhand over laptop note taking (Mueller & Oppenheimer, 2014) compared the two methods in different experiments. Findings suggest that when tested for factual recall, student performance was about the same for both note-taking methods; however, students who took handwritten notes fared better when tested for conceptual learning. Continue reading Handwritten notes vs. laptop notes: Does one method afford deeper learning than the other?
Edtech Magazine has a very interesting article about an infographic that looks at the college experience then and now. Created from a number of different sources, this infographic focuses on the experience of students then and now across a number of dimensions, including cost, demographics, socioeconomic and others. From their blog:
Technology has helped foster growth in the education world, but it has also increased the workload. According to the infographic, two out of three college students today use a smartphone for school work — a capability that didn’t exist even 10 years ago, let alone 30. The data also shows that 45 percent of today’s students will take at least one online course, whereas learning in the 1980s was confined to classrooms.
Check out the infographic: Continue reading Is today’s university student experience different?
Thus begins the audio recorded feedback I provide students with on their oral and written assignment drafts. When I refer to audio feedback, I mean assignment feedback I give to students in the form of an audio recording. This means of feedback is an effective and efficient alternative to providing students with handwritten comments. Continue reading Click record: Hi, [name]. I’ve just finished reading your paper and I’d like to give you some feedback …