1. How Generations X, Y, and Z May Change the Academic Workplace (2017, The Chronicle)
2. The Chronicle's Best Ideas for Teaching (2017)
3. Creative Syllabi (8-27-12) - Prof Hacker
4. Teaching Tips: Mastering The Boring Basics (4.17.17)
5. 5 Ways To Shake Up the Lecture (12.4.16)
1. Journal of the Scholarship of Teaching and Learning (Indiana University)
2. The Chronicle of Higher Education - free access for Otis College Community
9. New York Times in Education - free access for Otis College Community
1. Re-Creating the Studio-Based Model for Online for Art + Design Education (Sloan Consortium)
3. "Studio Classroom: Designing Collaborative Learning Spaces" (Campus Technology)
4. "International Trends and Techniques Used to Teach Studio Art Courses Through Distance Education" (East Carolina University)
5. "Re-Creating the Studio-Based Model Online for Art and Design Education" (Online Learning Consortium)
6. "Arts Education Moves Beyond the Classroom" (Education Week)
"The flipped classroom is a pedagogical model in which the typical lecture and homework elements of a course are reversed. The notion of a flipped classroom draws on such concepts as active learning, student engagement, hybrid course design, and course podcasting. The value of a flipped class is in the repurposing of class time into a workshop where students can inquire about lecture content, test their skills in applying knowledge, and interact with one another in hands-on activities" (Educause).
1. "Flipped Classroom" (Knewton, Infographic)
2. "Flipping the Art Classroom" (Tech In Education Wiki)
3. "Resistance to the inverted classroom can show up anywhere" (The Chronicle, 2012)
4. "Toward a common definition of “flipped learning” " (The Chronicle, 2014)
5. "7 Things You Should Know About Flipped Classrooms" (Educause)
6. "The biggest lesson from the flipped classroom may not be about math" (The Chronicle)
7. "Creating learning objectives, flipped classroom style" (The Chronicle)
8. International Trends and Techniques Used to Teach Studio Art Courses Through Distance Education (East Carolina University)
9. More on the Flipped Classroom (Educause)
The description of visual resources is a crucial component of accessible digital publications, as it affords access to the information contained in images for the many people with disabilities that affect reading, and for all the technologies that interact with publications when indexing, searching, or converting text to speech. Description makes visual resources more discoverable and sustainable, and makes publications more useful to more people.
In academic publications in the arts and humanities, description must be scholarly as well as accessible, and in line with existing standards: metadata, copyright, and disciplinary conventions. It is therefore best managed by the scholars, academic publishers, and arts organizations who create the publications.
The resources in this toolkit are designed to support authors, editors, publishers, and arts organizations in advancing the description of visual resources for accessibility in arts and humanities publications.
1. 5 Ways to Make Your Classroom Student Centered (Education Week Teacher)
2. Use of Game Design Elements (Gamification) (Knewton)
3. Threshold Concepts: Portals to New Ways of Thinking (Faculty Focus)
5. "7 Things You Should Know About Challenge-Based Learning" (Educause)
6. "Engaging Students Requires a Renewed Focus on Teaching" (The Chronicle)
2. Small Changes in Teaching: The First 5 Minutes of Class (The Chronicle of Higher Ed.)
3. The Absolute Worst Way To Start The Semester (Chronicle Vitae)
An important element of student-centered, more engaged, learning is collaboration. When students interact and work with each other, they take a more active role in the classroom, which increases the potential to deepen and strengthen learning.
1. The New Power of Collaboration (TED Talk)
2. Designing and Orchestrating Online Discussions (Baker, 2011)
"If you require students to produce writing to evidence their learning in your class, then guiding students in creating that outcome should be a part of your teaching. It’s not all about grammar and correctness; good writing is good thinking. With some insight into proven best practices in student writing, you can help your students improve their writing and thinking skills." - Debra Ballard
1. Top Tips For Assisting Students
2. "24 Tips for Teaching Writing" (The Chronicle)
3. "Teachers Say Tech Helps Student Writing, But Encourages Shortcuts" (Education Week)
Considering exploring the world of educational applications for mobile devices. Turn the phone or tablet into a learning tool as opposed to a possible classroom distraction.
1. "Resources related to tablets and iPads in the classroom" (Educause)
2. "iPad Classroom: Apps for Educators" (Lynda.com)
4. "Best Apps for Teaching & Learning 2013" (American Association of School Librarians)
5. "The 70 Best Apps For Teachers And Students" (Edudemic)
6. "Turning Education Upside Down" (NY Times, 2013)
7. "Creativity on the Run: 18 Apps that Support the Creative Process" (Edutopia, 2013)
Neil Baldwin in "Conserving Energy" (4.13.17) suggests:
1. Characteristics of Effective Teachers (Stanford Commons)
2. Essential Aspects of Effective Teaching (Stanford Commons)
3. Learning Theory (Crash Course)
4. Chickering + Gamson - The Seven Principles for Good Practice in Undergraduate Education
1. Pushing Through the Perils of Teaching Online (8-27-12) - Prof Hacker
2. Teaching Tips For a UDL Friendly Classroom (12.13.16)
5. "3 Tips for Handling Discussions in Online Courses" (ProfHacker, 2015)
7. Student Success Strategies (Blended learning Toolkit)
8. Difficult Online Students (Inside Higher Ed)
9. "Case Study: Tips for Blending Your Course" (Karen Teeley)
10. "How Student Video Presentations Can Build Community in an Online Course" (The Chronicle)
11. Blended Learning (Knewton Infographic)
13. The College of 2020 (Chronicle)
16. "Lessons About Online Learning" (Inside Higher Ed, 2016)
17. "The Trouble With Online College" (NYTimes, 2013)
18. "Keeping an Eye on Online Test-Takers" (NYTimes, 2013)
19. "Online Education May Make Top Colleges More Elite, Speakers Say" (Chronicle)
20. "Walk Deliberately, Don't Run, Toward Online Education" (Chronicle)
1. "Lazy Eyes: How we read online" (Slate, 2008)
2. "The Reading Brain in the Digital Age" (Scientific American, 2013)
3. "Readers absorb less on Kindles that paper" (The Guardian, 2014)
6. "A Campus Creative Renaissance Built on Learning Design" (Inside Higher Ed)
7. Design and Delivery Principles (Blended Learning Toolkit)
8. "A Campus Creative Renaissance Built on Learning Design" (Inside Higher Ed)
"Digital storytelling at its most basic core is the practice of using computer-based tools to tell stories . . . [revolves] around the idea of combining the art of telling stories with a variety of multimedia, including graphics, audio, video, and Web publishing." - University of Houston, TX.
1. Digital Storytelling (Creative Educator)
2. "What is Digital Storytelling?" (University of Houston)
3. "Teacher's Guide to Digital Storytelling" (Edudemic, 2014)
4. "7 Things You Should Know About Digital Storytelling" (Educause)
5. "The Educational Uses of Digital Storytelling" (2006)
1. How To Write Learning Objectives Using Bloom's Taxonomy (Vanderbilt University)
3. Collect Mid-Semester Feedback
5. Slideshare Presentation on Signature Assignments (WSCUC Resource Fair)
7. "Optimizing Student Learning with Online Formative Feedback" (Educause)
8. "Blooms Digital Taxonomy" - Writing Learning Objectives in the New Digital Age
For more detailed information about assessment, visit the Otis College Assessment LibGuide.
The competency-based learning (CBL) is similar to problem-based learning, but with CBL, students formulate the challenges they will address. Through a process of discussion and research, students identify a selection of questions that might be workable for their project, work on solutions, and publish those solutions online. In this way, CBL provides the satisfaction that comes from figuring out both the issue to be tackled and the solution to it, even though CBL requires a heavier time commitment than more traditional academic activities. Students gain meaningful skills through these projects, including how to share work, collaborate, organize, and express themselves more effectively.
More on CBL (Educause).
Have a discussion with your students about plagiarism in the classroom.
Otis College defines Plagiarism as:
All ideas, arguments, and phrases, submitted without attribution to other sources must be the creative product of the student. Thus, all text passages taken from the works of other authors (published or unpublished) must be properly cited. The same applies to paraphrased text, opinions, data, examples, illustrations, and all other creative work. Violations of this standard constitute plagiarism.
If you suspect Plagiarism, complete the Academic Misconduct Complaint form.
Information Literacy is one of the 5 WSCUC core competencies:
"Otis graduates will be able to assemble, evaluate, and ethically use information from diverse sources to accomplish a specific purpose."
1. How To Teach Information Literacy in an Era of Lies (7.24.18)
Media Literacy = the ability to access, analyze, evaluate, and create media.
Visual Rhetoric = theoretical framework describing how visual images communicate meaning
1. Visual Rhetoric Overview (OWL @ Purdue)
Why Poor Time Management Occurs
Teaching Time Management
Learning Objects do not take the place of teachers or textbooks. Rather, they are supplemental content designed to appeal to a variety of learning styles and provide students additional opportunities to learn.
Since LOs are small, self-contained, independent chunks of knowledge, they can be re-used by others in multiple contexts for multiple purposes and presented as components of instruction or as reference information.
They should be based on a clear instructional strategy – intended to cause learning through internal processing and/or action.
The best Learning Objects are interactive, requiring students to view, listen to, respond to or interact with the content in some way.
LOs are often aggregated, collected, and grouped into larger collections of content for broad dissemination. Some subjects, such as science, have hundreds of LOs available. There are very few in the area of the arts.
Faculty have created various learning objects that may help you with your projects. All of these videos are also available on the Otis College Channel on YouTube.
The TLC includes two production studios to assist you in creating your own video Learning Objects. Come and see us to get started!