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Kim Welch

Kim Welch

Posts by Kim Welch

Using Flexible Classrooms, part 1 Getting the most out of the space

September 11, 2017 by | Higher Ed and Technology: Academics at Chapman

Have you ever tried to talk to someone who is facing away from you? From a body language standpoint, it certainly doesn’t facilitate much discussion. Unfortunately, in traditional classrooms with heavy/bolted desks and chairs, this is the typical view of anyone sitting behind the first row. Luckily, at Chapman University, we’re adding improved flexibility into several

Finding the one…(technology) The difficulty of choosing the right tool for your needs

June 20, 2017 by | Higher Ed and Technology: Academics at Chapman

As a learning technologist, I often get asked, “What is the best tool for ____ [fill in the blank]?” Many don’t like my answer, which is usually, “It depends.” Case in point: If you were to ask me, what is the best tool for polling? My answer would be, “It depends.” Then, I would have

Measuring Learning Can we really say we do it?

May 31, 2017 by | Higher Ed and Technology: Academics at Chapman

This YouTube video created by EDUCAUSE has me thinking that after hundreds and even thousands of years, we still don’t have a grasp on our assessments. Even some of our education thought leaders have a hard time defining what learning is. This video acknowledges the struggle of trying to assess learning and it suggests that

Calming the Anxious Student Bringing empathy to the classroom

May 17, 2017 by | Higher Ed and Technology: Academics at Chapman

This semester has been a tough one for my students. We had illness, car accidents, senior capstone stress, and the typical spring fever–all of which brought a great deal of anxiety into my already-difficult class. As their teacher, I know I’m supposed to maintain a certain amount of rigor in the content and assessment of

Technology to Support Collaborative Learning Pairing pedagogy with technology

May 9, 2017 by | Higher Ed and Technology: Academics at Chapman

Collaborative learning is a pedagogical method often used to help students build advanced skills with material by using a social learning model. It is based in social learning theory, such as Lev Vygotsky’s foundational ideas on the Zone of Proximal Development (ZPD) (summarized, this means the learning one can achieve by being paired with and

The Future of Learning Will teachers still have a job?

April 25, 2017 by | Higher Ed and Technology: Academics at Chapman

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

The Self-Determined Learner Motivation, drive, and resources

April 18, 2017 by | Higher Ed and Technology: Academics at Chapman

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

Choosing the right teaching method Improving learner experience through choice of pedagogy

April 11, 2017 by | Higher Ed and Technology: Academics at Chapman

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

How do you pack your TPACK? The intersection of technology, pedagogy, and content knowledge for instructors

April 4, 2017 by | Higher Ed and Technology: Academics at Chapman

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

Midterm Evaluations The why and how of getting student feedback when it matters most

February 27, 2017 by | Higher Ed and Technology: Academics at Chapman

Perhaps you’ve heard of midterm evaluations, but you’re not sure if they’re effective and you don’t know how to implement them. Here are some points and tips to help you understand the reasons for gathering feedback by the middle of your course and the ways it can be done. Why should I get

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