Yesterday I was talking about final grades with my students. It’s that time in the semester that I tend to lose the interest of my seniors and others who are feeling more enthusiastic about their summer plans than about finishing out their coursework, so I was giving them some advice about seeing it through to
As I referenced in a recent blog post, self-determined learners with the motivation, drive, and resources can teach themselves amazing things online. (See the blog here about two boys who taught themselves skills such as driving a car and speaking English.) What does this mean for the future of learning and the future of the
This blog was inspired by two young boys. The first, an 8 year old, really wanted a cheeseburger, so he went to YouTube and taught himself to drive. He drove past four intersections and some train tracks with complete control of the vehicle–perhaps even more rule-abiding than the average driver. He was caught at the
WordPress offers many possibilities for faculty who wish for their students to be completing writing or multimedia assignments in an open online platform. However, there are many varieties of WordPress available to faculty, and some decisions need to be made to help faculty select the best-possible variant of WordPress for their learning objectives, and to
Prior to the Information Age, teachers were expected to stand at a podium and expound upon topics that were otherwise out of reach to the students. Since the last part of the 20th century, instructors have felt a shift from being the information hub to being the architects who must gather the various informational materials
One of the greatest challenges of giving online writing assignments to students is insuring that it’s clear how they will be evaluated for these types of assignments. My colleague Mark Marino from USC recently shared his blog assignment rubric and I am going to use this as a springboard for my own blog assignments in
TPACK, meaning Technology, Pedagogy, and Content Knowledge, is an acronym brought to us by Mishra and Koehler’s (2006; 2009) studies on instructors’ abilities to combine their content knowledge with adequate knowledge of best pedagogies for teaching and best technologies to support learning. Most instructors in higher education have not had the benefit of formal pedagogy and technology
Do you learn better with one-on-one training over digital lessons or documentation? There are several benefits to one on one training: Understanding your specific course needs and goals. Answering individualized questions. Proved a personal work flow for Lynda.com and Blackboard. If you would like to schedule a one-on-one training please contact us at blackboard@chapman.edu
This post builds on my previous writing, What is Digital Scholarship? In today’s installment about Digital Scholarship, I feature a 2013 EDUCAUSE article written by Ed Ayers, “Does Digital Scholarship Have a Future?” In this piece Ayers, President of the University of Richmond and National Humanities Medalist, explores concerns about how the primary activities of
When I travel to conferences I often get questions about my title (Associate Director of Digital Scholarship) and what I do at Chapman, but I also get questions about what I do from within the university. So I thought I would explain a bit more about that in my blogpost today… First, let’s start with