Trello wound up being a fantastic organizing tool: items are laid out in a clear, visual manner, instead of being scattered across multiple emails. This alone is worth the price of admission, and it provides a clear demonstration of just how much superfluous verbal "glue" is required in routine communication, and how much time can be saved by efficiently cutting to the matters at end.
The primary goal of each of my courses is to help students develop their creative work. Because creative work is notoriously difficult to assess quantitatively, the indicators of success are therefore more ambiguous and slippery to explain. That said, these are the questions that I consider the most important:
On average, are the creative projects "better" than they would be without the use of...
Submitted by Jeffrey Knutsen
on Saturday, June 8, 2013 - 11:37am
This post summarizes my continuing pursuit to move lectures from my classes into short screencasts and reading assignments. It was inspired by my participation in the Fall 2012 Teaching with Technology seminar series and has been an ongoing project since that time.
In class, students are making calculations using new equations that I never once wrote on the board. After iterating and refining...
Submitted by Mark J Werner
on Wednesday, May 8, 2013 - 8:50am
The University of Colorado Boulder participated in an electronic-textbook (e-text) pilot during the fall semester of 2012. The pilot, co-sponsored by Internet2 and EDUCAUSE, examined how nine sections of eight courses with 729 students used McGraw-Hill e-texts. This was done so that the University could better understand the support and pedagogical issues that might be involved with adopting e-...
Submitted by Kathleen Marie Ryan
on Sunday, April 28, 2013 - 4:41pm
Over the course of this term, I have been working to implement the online course for "History of Documentary." This is the first online course that I'll be teaching, and my concern throughout the process has been to determine how to engage students in the course while not simply replicating the in-class experiences online (replacing lectures with group online hangouts).
Continuing Ed warned it...
Submitted by David Rickels
on Monday, April 22, 2013 - 10:00pm
This post is from the Teaching with Technology Faculty Seminar, Fall 2012. The video linked below contains a summary of the background, methodology, and results of a project examining a novel approach to delivering feedback to students in a preservice teacher education course.
By David A. Rickels
Assistant Professor of Music Education