While many students have mastered the art of email, others tend to take “poetic license” – unclear subject lines, omitted course name or student ID, or even an occasional use of an emoticon!
If you’re an instructor, suggest students hone their email communication skills by watching a short instructional video produced by Teaching and Learning Services. Share the link with students through myCourses and add the link to your course outlines!
If you’re a student, get together with some friends, take out some snacks, and sit back to enjoy this brief instructional video.
Interested in knowing more about writing emails to instructors? Check out Re: Your Recent Email to Your Professor and Email Etiquette: Guidelines for Writing to Your Professors.
On May 5, 2017, McGill’s Assessment and Feedback Group held an event entitled Getting students to focus on the questions, not the answers as part of its Brown Bag Series. To an audience of peers, two instructors described assignments they use in their courses that call upon students to create questions as a means for engaging them with course content and getting them to think about how they learn.
Below, Penelope Kostopoulos, a Faculty Lecturer in the Department of Psychology, describes her assignment. Carolyn Samuel, formerly a Senior Faculty Lecturer at the McGill Writing Centre, describes her assignment in a post called What’s the prof gonna ask? Continue reading Getting students to focus on questions, not the answers
PhysPort posted a great article on “How can I get students to have productive discussions of clicker questions?” on their blog on supporting physics teaching with research-based resources.
Clicker questions are increasingly being used to stimulate student discussion and provide faculty and students with timely feedback. Research suggests that discussing clicker questions can lead to increased student learning, and that students exchanging constructive criticism can generate conceptual change.
What can you do as an instructor to encourage all students to have productive discussion? We conducted studies of what students say to each other during clicker discussions when instructors use different instructional techniques. Here’s what we and others have learned and how you can apply it in your classroom:
Clickers has been a very useful strategy to engage students in class in many universities (including McGill), even in large class environments. In-class feedback can help students focus on what is important, practice problems or ideas in class and enage with their fellow classmates in discussion.
Polling@McGill can be used for free by any instructor, TA or student on campus. Students can use their own smartphones, tablets or laptops to respond in real-time to questions in class. If you are interested in using the system, just sign up on the Polling@McGill website.
Are you using Polling@McGill in your courses? Do you have any stories you would like to share? Let us know!
Marie Norman from Faculty Focus just posted a very interesting article online on “Sychronous Online Classes: 10 Tips for Engaging Students“.
There’s a widely circulated YouTube video you may have seen called “A Conference Call in Real Life.” To spoof the strange, stilted dynamics of conference calls, it replicates them in a face-to-face setting. Participants stiffly announce their names at the door of a meeting room, are suddenly interrupted by bizarre background noises, and find themselves inexplicably locked out of a room they were just in.
If you haven’t watched it, do. You’ll recognize the familiar awkwardness of virtual meetings, where the rhythm of conversational interaction is thrown wildly askew by technological hiccups and the absence of visual cues.
Virtual space is not always easy.
Yet, virtual meetings are increasingly common, not only for geographically distributed work teams, but also for online courses.
So how do you teach in this odd virtual space? How do you keep participants from descending into that peculiar passivity characteristic of conference calls? And how do you help students fight the constant temptation of momentarily clicking away from class? While virtual classes are not without challenges, there are, in fact, concrete steps you can take to run class sessions that are energetic, interactive, and productive. Here are a few suggestions…..
…view the rest of the article on their site: Sychronous Online Classes: 10 Tips for Engaging Students
Are you interested in developing a synchronous online class? Come speak with and educational developer in TLS who can help you think about redesigning your class for a new environment. Continue reading Sychronous Online Classes: 10 Tips for Engaging Students
When we hear academic integrity, we often think about the student code of conduct which contains policies on plagiarism and cheating. These polices provide explicit boundaries to help guide students towards learning ethical behaviour practises. The polices also empower instructors with clear definitions to help them teach students the nuances of academic writing, research, and ethical work. However, when students cross the boundaries, these policies become the foundation of disciplinary action. But what about professors and researchers? Their research and publishing is not always confined to an institution and is more commonly found in the global ether of academic publishing where journals and publishers set the boundaries. Who monitors their publishing and research and what happens when they cross the line? Enter Dr. Ivan Oranksy, vice president and global editorial director of MedPage Today and co-founder of Retraction Watch, an online blog. Oransky visited McGill as part of the Academic Integrity Day on Feb. 3. His talk, [Retractions, Post-Publication Peer Review, and Fraud: Scientific Publishing’s Wild West] attracted over 150 profs, graduate students, and staff from four Montreal universities. Continue reading Publishing’s Wild West Watchdog
This post, featuring Casey McCormick, a PhD candidate and course lecturer in Cultural Studies, and Dr. Nathalie Cooke, a professor in the English Department and Associate Dean, McGill Library, Archives & Rare Collections, is the latest installment in our ongoing series about assessment tools for large classes. On October 17, 2016, Casey and Prof. Cooke were the guest speakers at a session entitled Critical Analysis and Student Engagement: Social Media Strategies. This post provides a summary of the session and access their presentation slides, which include hyperlinks to their assignment details and assessment rubrics.
Continue reading Instructors branch out by offering students social media as an alternative to traditional assignments and assessment
Did you know Teaching and Learning Services has its own Video@McGill Channel? If you missed the monthly myCourses Webinar Series presented by myself and Justin Fletcher last year, you can now view the webinars on the Teaching and Learning Services’ video channel. During the webinars, we review various tools within myCourses, such as online quizzes, rubrics, and online discussions. We explore more in-depth the functionality of these, and other features, as well as go beyond myCourses to discuss the larger learning technology ecosystem at McGill. Continue reading myCourses Webinar Series Now Available on Video@McGill