Making Our Own Learning Explicit and What That Means About Our Teaching
Presenter(s): Lanny Arvan
Status: Available
Air Date: 12/5/2007
Air Time: 1:43 PM CST
Length: 57 Minutes 5 Seconds
If a faculty member makes a habit as he tries new things (or soon afterwards) of writing reflective posts (in a blog) about the experience and how it came about to try out the idea, then over time the faculty member should become more proficient in the reflections and better able to see how such experiments aid the learning of the faculty member. In turn, such experiments with his own learning also help the faculty member see what experiments might lead to improvement in the courses he teaches and result in improvement in the learning of the students. Further the instructor will become more cognizant of ways in which his learning is similar to that of his students and ways where there are fundamental differences.
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Support Models for Diverse Disciplinary Teaching Agendas
Presenter(s): Sally Jackson
Status: Available
Air Date: 9/19/2007
Air Time: 12:00 PM CST
Length: 59 Minutes 12 Seconds
Scholarly disciplines have long-term educational adgendas, similar to their long-term research agendas/ By "disciplinary teaching agenda," I mean the deep purpose behind educating a student in a paricular discipline. Each disciplinary teaching agenda presents enduring problems for the community to solve through innovation. This talk will explore contributions of information and communcation technologies to teaching "breakthroughs" and will consider alternative arrangements for supporting these breakthroughs.
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