Teaching in Higher Ed

It is such a crucial part of what we do as professors… Getting students involved in discussions and helping to facilitate their learning. Dr. Jay Howard joins me on this episode to talk about how to engage students in the classroom and online. Podcast Notes Guest Dr. Jay Howard Engaging Your Students Face-to-Face and Online (July 2015) (Jossey-Bass) Garner multiple intelligences theory Sociologogical approach to observing the classroom Norms The real norm is not that students have to pay attention. It’s that they have to pay civil attention. Elevator norms David Karp and William Yoels from Boston College Episode on learning names When students feel you value them enough to try to learn their names, they’ll be much more forgiving of mistakes. Two classroom norms that do not foster discussion Civil attention, create the appearance of paying attention Consolidation of responsibility for student participation Attendance 2 app Regardless of class size, there will be around five students who will become your dominant talkers who will account for 75-95% of student comments in the typical college class. Online discussion forums Waiting until the deadline Two deadlines Break students into groups Netiquette examples Engage Students You can change norms. They are not fixed. Shifting the workload toward the students. This helps them learn more. Recommendations Bonni recommends: Michael hyatt’s ideal week blog post and template Jay, author of Apostles of Rock, recommends: The Lost Dogs Closing credits Review on iTunes or stitcher to help others discover the show Weekly update /subscribe Feedback /feedback

Dr. Guy Trainin joins me for episode 22 of the Teaching in Higher Ed podcast to talk about using iPads and tablets in the classroom. Podcast Notes Guest Dr. Guy Trainin Bio Blog On Twitter TechEdge on Pinterest TechEdge on YouTube: iPads in the Classroom Life in the classroom before the iPad iPad integration in a higher ed classroom Padlet Exit Ticket Socrative When the professor has invested, but the institution has not Educreations Explain Everything Touchcast (requires new iPad) PollEverywhere Supporting students with disabilities Visual thesaurus Visual thesaurus on the iPad Dictionary.com iPad app Virtual keyboard as a built in feature to support students Anne Lamott emphasizes having “shitty first drafts” in Bird by Bird: Some Instructions on Writing and Life Vernacular Eloquence: What Speech Can Bring to Writing, by Peter Elbows The “haves” and “have nots” Collaborative learning assignments Augmented reality book report covers Twitter tutorial – collaborative project with kids (imagine what is then possible with higher ed students) Recommendations Mine craft (Guy) Minecraft.edu component Feedly (Bonni) Closing credits Review on iTunes or stitcher to help others discover the show Weekly update /subscribe Feedback /feedback

Students voting to extend the class time? Professors reporting that students are doing the reading for the course without threats or other forms of coercion? Today, in episode 21, Dr. Mark Carnes joins me to talk role immersion games in the higher ed classroom. Podcast notes Dr. Mark C. Carnes, Professor of History, Barnard College Author of Minds on fire how role immersion games transform college, published by Harvard University Press The classroom struggle before Reacting to the Past Your class was less boring than most. Role immersion games Reacting to the Past Audio from Faculty Perspectives video (through the 2 minute mark) Transcending disciplinary structures. Origins of the title of Minds on Fire What we give up as professors to make role immersion games work Contributions from other academic disciplines to Reacting to the Past Scalability Aspects of playing the games Competition Imagining what it’s like to be someone else “Teaching” civil disobedience You give up the control of knowing what the classroom is going to be like. Instead, you get the drama and, often, these moments of extraordinary student performances and transformations that leave you amazed. Queen’s College class did the India Reacting class. High attendance. All focused on it. While some skepticism is appropriate, our tried and true methods aren’t that fail safe. Structure is different, because the “slacker’s” peers are counting on him/her. They can’t hide out like they can in other classes. Becoming someone different from who you are Recommendations Serial podcast (Bonni) Google “Reacting to the Past” videos (Mark) Reacting to the Past website Reacting to the Past consortium Closing Credits Review on iTunes or stitcher to help others discover the show Weekly update /subscribe Feedback

In this episode, Dave Stachowiak joins me to answer community questions. Podcast notes Bonni gives an update on lessons from cheating lessons episode with James Lang Community Questions Gilbert asks: How do I engage students in discussion boards? WordPress.com A domain of one’s own (talked about on episode 18 with Audrey Watters) Use different mediums to mix it up each week Engage in some meaningful way with at least one other person YouTube’s creator studio A listener asks: How do I take an in-person class and put it online? Revisit learning outcomes Revisit assessments Treat content as “chunks” or assets Leverage existing and customized content A listener asks: What do you elearning authoring systems do you recommend? SCORM-compliant courses (sharable content object reference model) Adobe Captivate Articulate’s eLearning Studio and Storyline TechSmith’s Camtasia Screenflow Recommendations Dave recommends Lift app The name of this app has since been changed to: https://www.coach.me/ Bonni recommends Post-it Plus app Show credits Please consider writing a review or rating the show on iTunes or Stitcher, to help others discover the show. Subscribe to the weekly update: www.teachinginhighered.com/subscribe Give feedback: www.teachinginhighered.com/feedback

Catching a student cheating can evoke all sorts of feelings: frustration, disappointment, anger, ambivalence. In episode 19 of Teaching in Higher Ed, Dr. James M. Lang joins me to talk about lessons learned from cheating. Podcast notes Our reactions to cheating Disheartening experience Feels personal You’re the last thing on their mind. When a student is cheating… their cheating isn’t an assault on your and your values. – James M. Lang The reality of how many students are cheating in higher ed today [Cheating] is a long term and persistent problem in higher education. – James M. Lang The learning environment’s contribution to cheating A positive or a negative contribution The curricula The individual classes Reducing the likelihood for cheating Infrequent, high-stakes assessment Engage in more frequent assessment (with feedback) When students have the opportunity to retrieve knowledge from their mind multiple times, and then do something with it, the more likely they are to remember it. Service learning: helps foster students’ intrinsic motivation Offering unique learning experiences each semester Plagiarism vs cheating Both fall on a spectrum from easy/opportunity cheating to more planned Cheating and how learning works Academic integrity as something that has to be learned Knowledge: What is plagiarism? What’s a citation/source? Skill: Citing sources, etc. Value: Belief that it’s important and it matters Academic integrity campaigns: Involve your students Integrity at Lamar University Poster Project Advice for when we inevitably still encounter cheating Step back emotionally Have an educational response Report it when it happens Other cheating lessons Self efficacy: Carol Dweck’s research on mindset (video) Growth or fixed mindset Fixed mindset “I can’t write.” “I can’t do math.” Fixed mindset were more likely to report that they would cheat the next time “Learning is hard, but you’re capable of getting better.” “You say you worked hard on this.” Early success opportunities Recommendations Bonni recommends: James Lang’s Fullbright Specialist Program and speaking Jim recommends: Flow: The Psychology of Optimal Experience, by Mihaly Csikszentmihalyi Dr. Mihaly Csikszentmihalyi gives a TED Talk on Flow: The secret to happiness Lessons for us in our lives, but also for how we approach our teaching Ending Credits Thanks again to James Lang for joining us for this important dialog on Teaching in Higher Ed. If you have found this show beneficial, please consider going on iTunes or Stitcher radio and rating or reviewing it. It helps others discover the show. Also, if you have topic or guest ideas, please visit https://teachinginhighered.com/feedback

Audrey Watters joins me for episode 18 of the Teaching in Higher Ed podcast to talk about how technology is changing higher education. Podcast notes Audrey Watters on Twitter Kassandra in Greek mythology Kassandra on Urban Dictionary Alan Levine @CogDog University of Mary Washington’s Maker Space The mythology Science and technology obsession We tend to not look at the past very well, in considering EdTech The history of teaching machines Predates computers Patents in late 1800s building devices that would teach people Teachers would be freed from lecturing and could be freed up to mentor and support students Educational psychology BF Skinner perhaps best known inventor of teaching machines The programable web Different model. Comes from the web. Rather than being just the recipients of knowledge, [students] now can be active contributors… building and sharing their own knowledge in a meaningful way. – Audrey Watters Constructing knowledge and sharing it with a network Reevaluating what we expect students to know and do How do we assimilate, how do we process, how do we share knowledge? Easier to participate as an academic in these new networks Privacy implications I know you you are and I saw what you did by Lori Andrews These digital tools demand our attention in a different way. – Audrey Watters There is a level of vulnerability that learning always involves, but it does take on a different level when we do it in public. – Audrey Watters The downside of having all student work live within the LMS Distractions abound Push notifications change what’s being demanded of us The Colbert Report Walter Mischel talks about his book “The Marshmallow Test” Audrey Watters writes about the new Apple Watch Digital literacy Mozilla’s digital literacy project University of Mary Washington’s A domain of one’s own Video that describes the Domain of One’s Own initiative Where to get started Mozilla’s digital literacy Audrey Watter’s EdTech Guide For educators For technology professionals Privacy and politics More than cheerleading Data and privacy The women and people of color gap in the EdTech universe Recommendations Bonni recommends Aziz Ansari defines feminism on letterman Audrey recommends Mindstorms: Children, Computers, and Powerful Ideas by Seymour A. Papert

Guest Dr. Janine Utell Bio Blog Profile on Academia.edu Study your own teaching Be a reflective practitioner Collect data on yourself Involve the students Teaching is something that is happening all of the time. – Dr. Janine Utell Bonni used Remind service/app to connect with her students to see if the song sung at the start of this This American Life episode was still in their heads, the day after we listened to it in class The Dip The Course of a Course, by James Athernon The trouble with course evaluations Failure can be a good thing to value. Failure, in terms of what didn’t work for me, but also failure on the students’ part. – Dr. Janine Utell Importance of taking risks in studying our own teaching and assessment Recommendations Bonni’s recommendation Use the B key when presenting with Keynote or PowerPoint Janine’s recommendations Dear Committee Members: A Novel, by Julie Schumacher Teaching Naked: How Moving Technology Out of Your Classroom Will Improve Student Learning, by Jose Antonio Bowen Jose Bowen on Twitter

Biology, the brain, and learning Guest Dr. Joshua Eyler, Director of the Center for Teaching Excellence at Rice University His Bio on Rice University’s Center for Teaching Excellence His Blog Follow Josh Eyler on Twitter Initial interest in the field of teaching and learning as a scientific enterprise What the Best College Teachers Do, Ken Bain Brain-based learning Amazing discoveries, but some limitations Gulf was created between the scientists and educators Cherry-picking results Too limiting, looks primarily at neuroscience and cognitive psychology The New Science of Teaching and Learning: Using the Best of Mind, Brain, and Education Science in the Classroom, Tracey Tokuhama-Espinosa Framework for a biological basis of learning Bolster what we are learning from neuroscience to also include evolutionary biology and human development Context about anything that we are learning. The journey of an educator Doesn’t see students as subjects of experiments Understanding teaching and learning as a science, really created a bridge Prior knowledge – biological construct Mental models Learning from failure The expert blind spot Making assumptions about prior learning Advice for next steps Mind, brain, and education at Harvard’s graduate school of education The Art of Changing the Brain: Enriching the Practice of Teaching by Exploring the Biology of Learning by James E. Zull What I find exciting is that we’re starting to ask different kinds of questions now. -Josh Eyler Guest post Josh wrote on MassMedievil.com Finally, nothing but a breath, a comma, separates us from our students–for we do not teach medieval literature, medieval art, medieval history, or medieval archaeology; we teach students about these subjects, about new ways to see their world through the lens of the past. Our field will continue to live and breathe only insofar as we dedicate ourselves to teaching it. And here I look to the wisdom of my dissertation director, Fred Biggs, who once told me that *everything* is a teaching activity—writing, presenting, publishing, but especially our work in the classroom, where we will teach hundreds and even thousands of students over the course of a career. The work we do with our students will push back the boundaries of our knowledge about the Middle Ages ever further, but to accomplish this we need to tear down the tenuous hierarchies of our classrooms—professor/student, expert/novice—and move forward together as fellow learners, engaging in projects together, teaching each other, finding meaning together in this moment—our own pause, our breath, our comma. Movie clip: “student/teacher… learners… not much really separates us.” – Josh Eyler Empathy is the foundation for all good teaching. – Josh Eyler Video clip of professors reading aloud negative student evaluations There’s a vulnerability in the teaching/learning interaction. Students put themselves in a very vulnerable place, willingly, when they say, ‘I don’t know that; please help me learn that.’ It’s almost sacred that they’re doing that. We have to take that and value it very highly. – Josh Eyler Recommendations Bonni’s: Overcast – a powerful yet simple iphone podcast player Josh’s: IMDb: Wit (2001) A renowned professor is forced to reassess her life when she is diagnosed with terminal ovarian cancer. Faculty Focus newsletter Tomorrow’s Professor from Stanford University

The reading has been assigned. You have prepared the questions, in advance. As you ask them, you are met by blank stares. This week on Teaching in Higher Ed: How to get students to participate in discussion with Dr. Stephen Brookfield. Podcast notes My guest this week is Dr. Stephen Brookfield. His career has spanned decades, with a focus on helping those of us in higher ed more effective at facilitating learning. Guest information Dr. Stephen Brookfield His band: The 99ers Playing music… brings a completely different part of your being into existence. I love that I have this very visceral and emotional side, right front and center in my life, which is a nice contrast to the cognitive element of thinking about teaching. His bio Teaching as a Way of Teaching: Tools and Techniques for Democratic Classrooms, by Dr. Stephen Brookfield Definition of terms Discussion It isn’t people talking. You can actually have silent techniques, like when you use the chalk talk technique. When a majority of learners are involved in exploring some topic that is of mutual concern to them. In exploring that topic, they’re trying to gauge its multiple shades… by taking into account other people’s views on it… Teaching with discussion Creating the conditions under which that kind of “to and fro”ing can take place. Assessing discussion Class participation grading rubric Techniques for engaging with discussion Allows for thinking time Structured silence TodaysMeet Susan Cain’s Quiet: The Power of Introverts in a World That Won’t Stop Talking 50 Great Ways to Get People Talking (coming in 2015) Actualizing democracy Critical incident questionnaire (been using it for 22 years now: out of thousands of responses – “We really appreciate when you tell us why we’re doing what we’re doing.”) The Skillful Teacher: On Technique, Trust, and Responsiveness in the Classroom Modeling discussion when teaching Recommendations Google voice + hangouts (Bonni) “Try to find some way of researching how your students are experiencing your teaching.” (Stephen) Maximize the value of Teaching in Higher Ed Have you subscribed to our weekly updates? If not, head on over to https://teachinginhighered.com/subscribe and receive these podcast notes and an article each week, plus the EdTech Essentials guide: 19 Tools for Teaching. Please consider leaving a review for Teaching in Higher Ed on iTunes or Stitcher, so others can discover the show.

Dave and I talk about how to deal with students that we perceive as difficult, engaging them in the learning experiences in higher ed. Podcast notes Engaging difficult students in higher ed Guest: Dave Stachowiak Dave and I talk about how to engage students that we perceive as difficult. We start by describing the dangers in labeling people as difficult. Be cautious about focusing on the more challenging students, at the expense of the learner who is engaged and desiring to learn. Dave tells a story about how his chemistry teacher created a memorable experience for his students. Distinguishing students who don’t want to be there, but aren’t distracting other students from learning, and those who are barriers to others’ learning. Help students save face, when possible. Attempt to keep conversations one-on-one, unless there’s a compelling reason that the dialog needs to happen in the classroom community. Recommendations Difficult Conversations: How to Discuss What Matters Most by Douglas Stone, Bruce Patton, and Shelia Heen Hear Shelia Heen talk on Dave’s Coaching for Leader’s podcast about her latest book about feedback The End Subscribe to the weekly update, receive the free Educational Technology Essentials ebook, and get an email each week with an article about teaching and the notes from each podcast episode. [reminder]What do you think about when you’re driving down the road? How do you try to engage your more difficult students?[/reminder]

Help classrooms become worthy of human habitation… a dialog with Chip Espinoza on generational cohorts, specifically millennials. Podcast notes Generations “We aren’t saying that all these people are the same, just because they are the same age.” “My desire is not to have a conversation about millennials, but have a conversation with millennials. I don’t want to have a conversation about professors; I want to have a conversation with professors.” Quiet: The Power of Introverts in a World that Won’t Stop Talking, by Susan Cain Millennials The “before” and “after” of teaching in the early 90s and today In the 90s – no one would look at a syllabus In the 2000s – more legalistic view of the syllabus Can tend to perceive that quantity and quality are equal Think that everything is negotiable (the most effective leaders and teachers of this generation enjoy the collaboration) Frustrations of working with this generation Teaching multi-generational audience: Baby boomers, GenX, and Millennials What did you think about the book you were assigned (Chip’s book)? “What’s your theoretical framework for saying it’s hogwash?” Characteristics Access to information – where subject matter experts come in Sage on the stage >> Allison King 1990s article to Guide on the side >> to Learning with… KickStarter campaign for getting Chip’s book into the hands of millennials Importance of immediate feedback Recommendations Managing the Millennials Millennials at Work Take the quiz iRobot Roomba

It that season again: A lot of new faces and a lot of new names. How to get better at learning students’ names. Podcast notes How to get better at learning names Dave and I talk about the approaches we use to learn students’ names. Attendance2 iphone app on iTunes (iOS) There is an iPad app, in addition to the iPhone app, but they don’t sync/connect with each other. It is best to choose the device that you’ll have with you during each class session, to make the process of attendance tracking easier. SoundEver app on iTunes – saves audio recordings into Evernote Recommendations How to Win Friends and Influence People by Dale Carnegie (Dave) Alone Together: Why We Expect More From Technology and Less From Each Other by Sherry Turkle (Bonni references this book, in relation to Dave’s recommendation) Visual thinking talk by Giulia Forsythe – her bio on Twitter is great: “I work at a university supporting teaching & lifelong learning. I think in pictures. Doodling helps me be a better listener, problem solver and communicator.” Article: A learning secret: Don’t take notes with a laptop from Scientific American Counter-point article: Study proves why we need digital literacy education Pencast example from Bonni on marketing (created with a LiveScribe smartpen) Doodle breaks My visual notes from Peter Senge’s The Fifth Discipine The End If you haven’t already, please subscribe to the Teaching in Higher Ed weekly update. It comes out once a week and includes these podcast notes in your inbox, a weekly article on teaching in higher ed, and you’ll also receive a free Educational Technology Essentials ebook: 19 tools for efficiency and teaching effectiveness. Also, please send us feedback for podcast topics or guests. We can make these podcasts even better with your help. Note: These podcast notes contain affiliate links. We typically make around $10 a year through our referral links, though perhaps this year will generate more money than that. Maybe $12? We have not been paid for any of the recommendations we made on this post, or received any free products. However, many of my students have commented that the people over at LiveScribe should give me a free smartpen, given how many times I’ve talked about them in my classes. As of now, they’ve got me hooked, buying my own… Thanks for listening. Please tell a friend about Teaching in Higher Ed.

It can be stressful to head back into another year of teaching in higher ed. However, there certainly are actions we can take to make our experience more peaceful and be more present for our students as we get our new academic year underway. Our foci for the Fall Sandie and I share about where we are focused for the start to our academic year. We both have very different roles at the university, but share a desire for continually wanting to improve our students’ learning experiences in our classes. We talk about the technology tools we will be using to support our work this year, along with other ways we will seek to facilitate learning more effectively. Updates to classes Technology-using professors on LinkedIn Cheating Lessons, by James Lang Attendance 2 iPhone app Remind Check list for class planning Grant Wiggin’s checklist resources The Checklist Manifesto by Atul Gawande Getting Things Done by David Allen Asana Recommendations Camscanner app, which connects with Evernote (Sandie) Evernote‘s use in giving students feedback on their resumes (Bonni) The End Ending Human Trafficking podcast Free ebook: Educational Technology Essentials Sign up for the weekly update, which has an article each week, along with these show notes

It is going to take creative collaboration to better equip college students to develop 21st century skills. My guest, Jeff Hittenberger, has worked in higher ed, K-12; in the U.S. and abroad; and as a teacher and as an administrator. His unique perspective helps us think about how to prepare our students in higher ed for tomorrow’s challenges and opportunities. Inspiration from childhood in Haiti Learned from experiences growing up in Haiti. Most common response to the question: “What’s up?” “I’m on fire.” Regardless of what kind of adversity you are facing, you are alive, and you have something to say. 21st Century Skills What does higher education have to learn from what’s happening in K-12, as we all work to develop 21st century skills? Disconnect between higher ed and K-12 Communication that one might anticipate happening between these educational bodies doesn’t happen. Can lead to gaps in students’ educational experiences. 21st century skills gives us one way to talk about what we have in common. Partnership for 21st Century Skills Resources for educators 4 competency areas, referred to as the 4Cs PIMCO partnership Carnegie hour Lipscombe – competency-based higher education Critical thinking and problem solving Important for faculty to discover where there are differences in how they gauge critical thinking and develop ways to assess it in similar ways Creativity SmartBoards being used to teach physics “He who opens a school door closes a prison.” – Victor Hugo The maker movement TED Talk: Thomas Suarez – 12-year-old app developer Communication How can we tap into the passions of our students and engage them? Why Do Americans Stink At Math by Elizabeth Green in the New York Times Collaboration How the increase in technological capabilities is changing our ability to collaborate Character As parents of a college-age daughter, Jeff and his wife care more about who their daughter becomes as a person, in terms of her character, than they do about the knowledge she is gaining. Answering: “Who am I? Who am I becoming? What am I contributing to the world?” Recommendations Cheating Lessons, by James Lang (Bonni) 21st Century Skills: Learning for Life in Our Times, by Bernie Trilling and Charles Fadel (Jeff) Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century, by The Committee on Defining Deeper Learning and 21st Century Skills (Jeff)

Librarians can be such a wonderful resource to us as faculty. Today’s guests are Georgia Tech Academic Librarians: Mary Axford and Crystal Renfro. They have been a tremendous help to me – and I’ve never even met them in person. Call it a testament to the power of academic personal knowledge management… Episode 9: Academic personal knowledge management These are the notes from our dialog together about academic personal knowledge management for academic researchers and librarians. Podcast notes Guests Crystal Renfro Mary Axford The comments made by Crystal and Mary during the podcast are their own opinions and do not represent those of Georgia Tech. Academic personal knowledge management Academic Personal Knowledge Management – AcademicPKM.org Free course: A year to improved productivity for librarians and academic researchers Link roundups Our recent PKM discoveries Jamie Todd Rubin’s Going Paperless Blog (Mary) Jamie Todd Rubin’s post on simplifying Evernote notebooks (Mary) Bonni advises to start simple with Evernote notebooks (I use 1) personal, 2) work, and 3) reference; plus 4) a shared/family notebook with Dave called BondNotes) I Click it and I Know it video from Mircosoft about how OneNote works with the Surface tablet (Crystal) PKM Foundations Compares it to a Trapper Keeper folder; Ways of organizing information (Crystal) First discovery of PKM was from a colleague at Georgia Tech, Elizabeth Shields (Mary) Loves using Evernote: Helped her accomplish a move a few years back in a very short time (Mary) Academic databases and PKM How the databases have kept up, as well as how the researchers have kept up with the new features (Crystal) Evernote to track and plan blogs and podcasts (Mary) Bonni’s Zotero tutorials Catherine Pope’s Zotero posts It’s very individual. What works for one person may not work for someone else. Be sure that you don’t let the ‘doing the tool’ well become more the goal versus achieving your purpose with the tool. (Crystal) Archived version of our A Year to Improved Productivity for Librarians and Academic Researchers Program Recommendations ProfHacker | GradHacker | Catherine Pope’s The Digital Researcher (Mary) Tweet about the random sandwich generator from Dan Szymborski (Bonni) This is why I really need adult supervision: I made a random sandwich generator based on my available cold cuts. pic.twitter.com/dnwyWFXpR1 — Dan Szymborski (@DSzymborski) August 6, 2014 ScoopIt : Robin Good’s Scoop.it sites on content curation (Crystal) Reminders Write us a review on iTunes or Stitcher to help other people discover the show Subscribe to the weekly update and receive the EdTech Essentials eBook, as well as the podcast show notes via email – only one email per week and you can unsubscribe at any time.

Enough with the hypothetical. Now we share what tools we use in our personal knowledge management systems. Podcast notes This episode walks through each of the phases of a personal knowledge management system and the tools we each use for each step. Discipline of finding information, making meaning of it, and sharing it with others.     Personal knowledge management definition “Discipline of seeking from diverse sources of knowledge, actively making sense through action and experimentation and sharing through narration of your work and learning out loud.” – Harold Jarche Key posts on PKM from Harold Jarche Bonni’s online PKM modules Framework Bonni and Dave describe what tools we use in each of the stages of personal knowledge management. Seek – capture Feedly Newsify Mr. Reader Unread Podcasts Bonni’s favorite podcasts Overcast Instacast Follow Dave on Twitter Follow Bonni on Twitter Subscribe to Bonni’s Twitter lists RSS NextDraft: The day’s most fascinating news Audible Drafts Sense – curate Dave’s Pinboard Bonni’s Delicious Evernote Share – create WordPress.com – free blog, good place to get started, but for most customization, you will want a self-hosted WordPress site 20 minute tutorial by Michael Hyatt on how to start your own self-hosted WordPress blog / website Twitter LinkedIn Facebook Recommendations TextExpander (Dave) Breevy (Bonni) Feedback On this episode: https://teachinginhighered.com/8 Comments, questions, or feedback: https://teachinginhighered.com/feedback

Personal knowledge management and mastery. How to capture information, curate it, and create new knowledge from it. It can be so challenging to keep up with everything we have on our plates, let alone to what’s happening in the world and in areas that are most important to us. Podcast notes Guest: Dave Stachowiak This episode introduces the terms personal knowledge mastery and management. Discipline of finding information, making meaning of it, and sharing it with others. Personal mastery “Personal mastery is a discipline of continually clarifying and deepening our personal vision, of focusing our energies, of developing patience, and of seeing reality objectively.” -Peter Senge Personal knowledge management Harold Jarche’s PKM resources Harold Jarche’s introductory video Personal knowledge mastery Skills for 2020 KickStarter campaigns StorkStand Potato salad Framework Seek – capture Sense – curate Share – create Definition “Discipline of seeking from diverse sources of knowledge, actively making sense through action and experimentation and sharing through narration of your work and learning out loud.” – Harold Jarche Key posts on PKM from Harold Jarche Bonni’s online PKM modules: 1. Introduction to PKM 2. PKM demo (the actual tools I use in my PKM process) 3. PKM for academics Recommendations Practical Typography by Butterick (Dave) Dave Pell’s NextDraft – The day’s most fascinating news (Bonni) Feedback On this episode: https://teachinginhighered.com/7 Comments, questions, or feedback: https://teachinginhighered.com/feedback

How can we use silence to condition our students to answer the questions we pose? Podcast notes: Eight seconds of silence that will transform your teaching It is counter-intuitive. We want students to engage with us, so we pose questions. Then, they just look at us, or down at their desks, with a pained or bored expression. We decide this whole question-asking thing is for the birds… or, at least, for a different kind of class/discipline than the one in which we teach. Guest: Dave Stachowiak How we condition ourselves not to ask questions and condition our students not to answer them. We try to get our students to engage by asking a question. They stare back at us, blankly. It’s awkward. Thinking in terms of what to cover in class, versus where the needs actually are. What has to happen before a student will answer a question. Process what’s been asked. See if they can formulate an answer to the question. Formulate an answer in their head (how they will convey their answer). Decide if it is safe to answer. Raise their hand, or speak (depending on the cultural rules in the classroom). The 8 second rule takes this time I to account. It used the power of silence to pressure students to take to risk of engaging. EdTech Finds Broadening the definition of EdTech for the purpose of sharing a couple things that have captured our attention: Evernote water bottle (Bonni) After recording the show, I saw that not only is this a great water bottle, but it is also associated with a great cause: WaterAid. Turning off email on phone (Dave); Essentialism book

Overcome the excuses we make that stop us from pursuing more professional development opportunities in this episode of Teaching in Higher Ed. There’s a sign posted in our local (and beloved) grocery store: Trader Joe’s. “Please do not use this machine if you have not been trained,” it reads. The machine in question is a drink dispenser. As absurd as this is, in some cases, there’s more training required to dispense raspberry lemonade than there is to teach a college class.   Guest: Dave Stachowiak There are abundant resources out there for professional development, but we can sometimes be held back by our own excuses. Professional development excuses and opportunities Here are the most common excuses for not pursuing more training on how to teach and how to overcome each of them: Not enough time Podcasts (Bonni’s podcast recommendations) Audio books (Dave listens via Audible.com) A couple of audio books that Dave particularly enjoyed listening to lately on Audible: Adam Grant’s Give and Take Essentialism by Greg McKeown When you’re waiting (Pocket) Too hard to keep up Subscribing to blogs (feedly) Twitter Bonni’s professional development Twitter lists: Teaching in Higher Ed EdTech Teaching and learning centers ProfHacker My discipline is unique Coursera EdEx Nothing I’ve tried before works Filming or recording yourself teaching My university doesn’t dedicate resources for professional development Faculty development centers at other universities USC’s Center for Teaching Excellence videos Grass roots efforts EdTech group at Vanguard EdTech tools JotPro stylus (Dave) iAnnotate (Bonni)

How to formulate, refine, and articulate your teaching philosophy. Podcast notes The academic portfolio: A practical guide to documenting teaching, research, and service by J. Elizabeth Miller Miller provides examples of the narrative from actual promotion and tenure portfolios. What is a teaching philosophy? Why we teach. Why teaching matters. Not just a formula for teaching structure, but the rationale behind the structure. Why is having a teaching philosophy important? Helps guide our teaching methods. Needed in the job hunting process. Typically part of the promotion/tenure process at most universities. How to identify, articulate, & refine it? Questions from The Academic Portfolio (p. 13): What do I believe about the role of a teacher, the role of a student? Why do I teach the way I do? What doesn’t learning look like when it happens? Why do I choose the teaching strategies and the methods that I use? How do I assess my students learning? Questions of my own that I have found useful in articulating my teaching philosophy: Who are my students? How I describe them says a lot about how I approach my teaching. Who am I, as an educator? How I describe myself says a lot about my teaching, too. What is teaching? Is the purpose to convey information, or to facilitate learning (or something else altogether)? Planet Money episode about young woman becoming a business owner in North Korea. What are the artifacts of my teaching? Observable things. What would I see/hear/experience that would be evidence of those beliefs, if I was in your class? Espoused beliefs vs theories in use. Chris Argyris / Edgar Schein Podcast updates Thanks to Suzie RN for giving us our first iTunes review. We appreciate iTunes or Stitcher reviews from listeners, as it helps us get the word out about the show. Also, if you haven’t done the listener survey yet, please do. That will help us continue to make the show better meet your needs.

This is the space where we explore the art and science of being more effective at facilitating learning. We also share ways to increase our personal productivity approaches, so we can have more peace in our lives and be even more present for our students. Lessons in Teaching from The Princess Bride The Princess Bride on Facebook – official site Store (selling magnets… if only today’s fridges were magnetic) Princess Bride party game IMDB: The Princess Bride Test your knowledge: The Princess Bride quiz From: “Who played the grandson?” (Fred Savage) to “What town is Inigo Montoya from?” (huh?) The Wonder Years You keep using that word. I do not think it means what you think it means. Help students break things down. visualization. pencasts. As you wish. Pay attention to wishes… dreams… going to take a lot to get there. grit. resilience. From Psychology Today: “Resilience is that ineffable quality that allows some people to be knocked down by life and come back stronger than ever. Rather than letting failure overcome them and drain their resolve, they find a way to rise from the ashes. Psychologists have identified some of the factors that make someone resilient, among them a positive attitude, optimism, the ability to regulate emotions, and the ability to see failure as a form of helpful feedback.” Beware of ROUSs (rodents of unusual size) Politics in higher ed. power. French and Raven’s five bases of power. From MindTools: “One of the most notable studies on power was conducted by social psychologists John French and Bertram Raven, in 1959.” They identified five bases of power: Legitimate – This comes from the belief that a person has the formal right to make demands, and to expect compliance and obedience from others. Reward – This results from one person’s ability to compensate another for compliance. Expert – This is based on a person’s superior skill and knowledge. Referent – This is the result of a person’s perceived attractiveness, worthiness, and right to respect from others. Coercive – This comes from the belief that a person can punish others for noncompliance. EdTech Tools HaikuDeck (Bonni) Pinboard (Dave)

Welcome to this episode of Teaching in Higher Ed. This is the space where we explore the art and science of being more effective at facilitating learning. We also share ways to increase our personal productivity approaches, so we can have more peace in our lives and be even more present for our students. Quotes n/a Resources Mentioned Introduction to Rubrics*: An Assessment Tool to Save Grading Time, Convey Effective Feedback, and Promote Student Learning. Harold Jarche’s Personal Knowledge Mastery Framework Seek AACU value rubrics Kathy Schrock’s Guide to Everything Wiggins (part 2) Sense Delicious bookmarking site My rubrics saved on Delicious Evernote Tapes Share Blog about them Tweet about them Recommendations Remind (Bonni) Tapes (Dave) Note from Bonni re: Tapes. The application only includes 60 minutes of recording per month, which would not be enough for most of us educators in a typical semester, if we were using the service for a number of assignments. The app makers are not very forthright about this shortcoming in their documentation, when you purchase it. They indicated to me on Twitter that they are exploring options for expanding what’s available, but as of this recording, no solution has been communicated.

Welcome to this episode of Teaching in Higher Ed. This is the space where we explore the art and science of being more effective at facilitating learning. We also share ways to increase our personal productivity approaches, so we can have more peace in our lives and be even more present for our students. Guest Dave Stachowiak, Ed.D Strawberry Farms Three things my children have taught me about teaching in higher ed It’s often not about me You never know what they’ll remember It’s the little things that add up to something big EdTech Tools Canva.com Omni Outliner *** TeachinginHigherEd.com/survey Show Notes teachinginhighered.com/1