MIT changed their approach to Physics classes a couple of years ago. The new format is examined in this NY Times article.
CIC, PKAL, and NITLE are presenting the 2009 Learning Spaces and Technology Workshop here at the University of Richmond! Hope I get to go.
Michael Wesch's Cultural Anthropology class from Fall 2008.
Ken Bain and James Zimmerman describe three kinds of learners: the surface learner, the deep learner, and the strategic learner. They also describe the Natural Critical Learning Environment, which seems to have two primary features: students engage because their model of the universe fails and because the topic discussed is relevant to their lives. Need to research that more. Kudos to A&S Dean Andy Newcomb for sharing this article with the faculty this week.
A good article that points out that having the technology isn't enough to switch to online teaching in an epidemic: faculty need to be trained on how to teach in an online environment. I am impressed with the schools that have programs to train faculty - it's difficult to motivate anyone to put in significant time as preparation for a worst case scenario.
Fairleigh Dickinson's guide for faculty switching an classroom-based course into an online one.
Ken Bain's research on the Natural Critical Learning Environment.
Henry Jenkins' New Media course syllabus.
Our vision for WikiPODia is for it to become a repository of our collective and emergent understanding of our field. It is meant to be nimble and live, moving us from a smattering of disparate comments to a collective understanding of critical and important topics. Building from conference, listserve and other community initiated conversations we view WikiPODia as an important 'next level' resource for the POD community; providing an intermediate state between the POD listserv discussions and a formal POD publication.
A recent study questions learning styles as an approach to teaching, suggesting that activities be determined by the content rather than by the student learning type. A chief criticism of the new report is that it did not adequately review the field of learning styles reaseach to make a convincing argument.
The author suggests that rather than focusing on learning new things, adults improve their cognitive abilities by challenging assumptions.