Instructional Video Workshops Fill up Fast!

I’m already excited to be a part of the team hosting this Instructional Video Workshop at Carleton in late July!  Attendees will not only take-way a concrete and replicable process for creating process, but they’ll create [at least] 3 Instructional Videos they can start using right away.  The seats filled-up so fast, there is no doubt we’ll be doing more of these in the future!  More information on the workshop itself is available here.  And if you’d like to be notified when we host another one, please complete this short form. — dann


New [un]workshop: Preparing for Learning to Happen During Class

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About this [un]workshop:

Class time is precious and often we want to use it to hear from students, push content to them, and practice them in ways of thinking and doing. That’s a tall order! And even taller when students show up for any given class with varying levels of preparedness. In this session, we’ll showcase some instructional technologies that can–with minimal impact on instructor resources–that help students get ready for your class.

Dates + times:

April 27: 3-4p, Olin 141

May 17: 3-4p, Leighton 426

I Just Know…

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A recent Science Post satirical article titled, “I just know” replaces systematic reviews at the top of the evidence pyramid, is a pretty funny read with a darker side.

While the article focuses on medical science (“There is no science backing up my claim that the homeopathic pill cured their cold, but in my gut I just know it did.”) it got me thinking about the teaching and learning work we do here at Carleton and our levels of evidence.

What evidence–beyond “I just know”–do we accept for what we have done in Carleton courses or for what we hoped to have done? If evidence more robust than “I just know” was available for our teaching and learning endeavors, would we want to gather it? What if it was easily available? Any instructional technology we use at Carleton can help with the collection of evidence. And with thoughtful design, that collection of evidence can be “easy” while still being meaningful.

Continue reading I Just Know…

New [un]workshop: Promoting Critical Thinking with Design-Rich Assignments

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What the unWorkshop is about:

Communicating arguments effectively through a visual medium has its own particular set of opportunities, challenges, and logics–and students often lack exposure and practice in these areas. In this session, we’ll showcase different approaches to design-rich assignments including tips for scaffolding, timing, and assessing student work.

Join Doug and Celeste for a fun hour of talking through visual arguments, possible assignments and assessments!

Dates+Times:

Tuesday, April 4 in CMC 328

Wednesday, May 24 in the Atheneum