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
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
Two things happened to me this week that might not seem related, but in some ways I believe they are. On Thursday night I teach until 10pm. It’s really the latest that I’ve ever hung out on campus, as I exit the classroom building at that hour and make my way across the