Teaching in Higher Ed

Deep Background: Using AI as a Co-Reasoning Partner with Mike Caulfield

with Mike Caulfield

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Mike Caulfield shares about using AI as a co-reasoning partner and his Deep Background tool on episode 590 of the Teaching in Higher Ed podcast.

Quotes from the episode

Searching for information is a journey. How can we get the benefits of AI but still preserve that feeling of a journey?

Critical thinking problems with students turn out to be critical doing problems.
-Mike Caulfield

AI doesn't naturally think in terms of provenance, in terms of how it got this piece of information. It's a little bit of a bolt on afterthought.
-Mike Caulfield

Searching for information is a journey. How can we get the benefits of AI but still preserve that feeling of a journey?
-Mike Caulfield

I’m working on this issue of follow ups with AI. It is magic to get students to think of these responses as not a single transaction. They're coaching the AI through a process, not to get a specific answer that they want, but to look at the sorts of sources that matter for the question.
-Mike Caulfield

Resources

The Richness of Podcasting in Higher Education

with Dom Conroy & Warren Kidd

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The Richness of Podcasting in Higher Education, with Dom Conroy and Warren Kidd.

Quotes from the episode

Education is a relational experience.

There's so many different ways to capture people's imagination through an audio feed.
-Dom Conroy

When we're creating podcasts, we are putting ourselves on the line.
-Dom Conroy

Education is a relational experience.
-Warren Kidd

The act of teaching is reflective and reflexive.
-Warren Kidd

Resources

Learning About Grades from an Emerging Failure and Special Guest Emily Donahoe

with Emily Pitts Donahoe & Hannah Stachowiak

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Emily Pitts Donahoe shares what we can learn about grades from an “emerging failure” on episode 588 of the Teaching in Higher Ed podcast.

Quotes from the episode

One of the most important functions of grades or marks given on individual assignments is to communicate to students about how they're progressing in a certain subject. Traditional grades don't serve this communicative function very well.

They introduced a framework that attempts to identify the common features of alternative grading for growth systems that are meant to prioritize student growth and student learning over just grades and performance.
-Emily Donahoe

Those four pillars are marks that indicate progress, reattempts without penalty, clearly defined standards, and helpful feedback.
-Emily Donahoe

One of the most important functions of grades or marks given on individual assignments is to communicate to students about how they're progressing in a certain subject. Traditional grades don't serve this communicative function very well.
-Emily Donahoe

Resources

Layered Learning: Designing video with Intention and Authenticity

with M. C. Flux

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M. C. Flux uncovers lessons for video creation from what he calls layered learning on episode 587 of the Teaching in Higher Ed podcast.

Quotes from the episode

Many students seem to enjoy this and actually learn well from it, so I keep doing it.

I've also started creating these little quiz questions in them, but they're not hard. They're just to keep their attention going.
-M. C. Flux

Many students seem to enjoy this and actually learn well from it, so I keep doing it.
-M. C. Flux

I think these students struggle so much with attention that bringing them back with a really simple question just helps.
-M. C. Flux

The fact that students have shorter attention spans is still something we need to pay attention to. I don't think it's as bad as people say, but it is actually still a big piece of how I design instruction.
-M. C. Flux

A lot of students are used to rewatching things that they enjoy.
-M. C. Flux

Resources

Kindness and Community in an Online Asynchronous Classroom

with Seth Offenbach

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Seth Offenbach shares about his article, Kindness and Community in an Online Asynchronous Classroom, on episode 586 of the Teaching in Higher Ed podcast.

Quotes from the episode

When we teach, why not be kind?

I had to recognize the reality that my classroom was never going to be the number one priority for people during the pandemic.
-Seth Offenbach

When we teach, why not be kind?
-Seth Offenbach

My goal is to challenge my students intellectually. My goal is not to stress them out.
-Seth Offenbach

We all miss deadlines.
-Seth Offenbach

In order to truly be kind, you have to create a safe space for the students where they feel that they can come to you, talk to you and learn with you.
-Seth Offenbach

Resources