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Universal design for learning

with Mark Hofer

| July 23, 2015 | XFacebookLinkedInEmail

Mark Hofer shares how he implements Universal Design for Learning in his teaching, so that all students have the opportunity to learn.

Podcast notes

Guest: Mark Hofer

Universal design for learning

Student, Tony, who helped Mark identify the need for Universal Design for Learning (UDL)

…gives all individuals equal opportunities to learn. – National Center on Universal Design for Learning

  • National Center on Universal Design for Learning
    • UDL on Campus
    • Interactive version of UDL guidelines
    • Printable version of UDL guidelines
  • Universal design in architecture

If you think about [the UDL] components as you're designing your course, you're going to wind up with better learning experiences for all your students. – Mark Hofer

Addressing concerns about UDL

We inadvertently put up barriers for our students in their learning.

mark-hofer-quote1

Mark's compare and contrast example

hark-hofer-quote2

Get started incorporating UDL into a course

Step 1:

  • What do I know that students struggle with related to this [topic or competency]?

Step 2:

  • What kind of options could I include to help them with [those common challenges]?

It does take students some time to get used to the idea that there may be more than one way to [accomplish] something. – Mark Hofer

mark-hofer-quote3

Guidelines

  • Engagement – Mark is building his course around badges and experiences (through gamification and choice)

…goal is to try to make the learning as relevant and interesting to the learning, not just initially, but to sustain their interest in the learning… – Mark Hofer

  • Representation – pulling together readings, videos, interactives, where you can choose the way to learn
  • Action and expression – Mark is creating, for each project, 3 different options, all measured by the same rubric

While it is more [work] to select the various kinds of resources, it's paid back when in class the students are more prepared and we can go into further depth. -Mark Hofer

Getting started with UDL

  • Peter Newbury describes getting started with peer instruction on episode #053

Don't try to do [UDL] for every lesson, every day; it's a recipe for burnout. – Mark Hofer

  • Make sure all assignments aren't of the same type, over the course of a semester
  • “Pick a topic / concept that you know that students struggle with and try to find a range of different materials and see if it makes a difference.” – Mark Hofer

mark-hofer-quote4

Common misconception about UDL

  • While technology can help you implement UDL, it isn't dependent on using it…
  • UDL is an instructional approach and does not require technology

In relation to universal design

If you apply good accessibility practices to [course content], it will really benefit multiple learners in the process. – Mark Hofer

Recommendations

Bonni recommends:

  • Listen to Mac Power Users 265 on Apple Music

Mark recommends:

  • UDLcenter.org

Closing notes

  1. Rate/review the show. Please consider rating or leaving a review for the Teaching in Higher Ed podcast on whatever service you use to listen to it on (iTunes, Stitcher, etc.). It is the best way to help others discover the show.
  2. Give feedback. As always, I welcome suggestions for future topics or guests.
  3. Subscribe. If you have yet to subscribe to the weekly update, you can receive a single email each week with the show notes (including all the links we talk about on the episode), as well as an article on either teaching or productivity.

 

Tagged With: podcast, teaching, UDL

Getting to zero inbox

| July 9, 2015 | XFacebookLinkedInEmail

Managing email using the Inbox Zero approach.

ZERO INBOX

Podcast notes

Getting to zero inbox

  • Be strategic about what times you check email
  • Use email like a real mailbox with physical mail
  • Leverage a to do list / task manager
  • Make use of snippets for commonly-asked questions (TextExpander or Breevy)
  • Schedule meetings with doodle or the best day
  • Create a hub for committees and other collaboration

Merlin Mann's video on Inbox Zero

Recommendations

Bonni recommends:

  • Tim Stringer's Learn OmniFocus calendar webinar (OmniFocus users)

 

Tagged With: email, podcast

Approaches to calendar management

with Dave Stachowiak

| July 2, 2015 | XFacebookLinkedInEmail

Bonni and Dave Stachowiak talk calendar management.

Approaches to Calendar Management

Podcast notes

Guest: Dave Stachowiak

Dave shared about his “Wayne's World” moment, coming back as a guest on the show.

Chart on Twitter about service hours invested by gender/race:

hrs/wk assoc. profs spend on service by race/gender pic.twitter.com/vf4EA7xL6L

— Tressie Mc (@tressiemcphd) June 28, 2015

Keep the calendar’s purpose central

Exceptions to only having items calendared that have to happen at a particular time

  • Grading, as a means of budgeting time

See the big picture

My/our set up

  • Mac Calendar (BusyCal)
  • Exchange / Outlook
  • Planbook
  • RSS Calendar Subscriptions
  1. Preschool
  2. TIHE from Asana
  3. US holidays

Make it easy for your students and other stakeholders

  • TimeTrade for office hours and podcasting appointments
  • Time blocks

Support collaboration through scheduling tools

  • Doodle
  • The Best Day

Review and reflect

  • Weekly review – each of us goes through a review each week to help us reflect on priorities and commitments
    • Look back to last week
    • Look forward next two weeks
  • Monthly review – the monthly review allows for a bigger picture view of how we are tracking toward goals
    • Look at next month

Recommendations

Bonni recommends:

  • Sunrise Meet
    • Review on FastCompany
    • Overview on The Chronicle

Dave recommends:

  • Fantastical

Tagged With: calendar, gtd, podcast

Finding meaning in our work

with Jonathan Malesic

| June 25, 2015 | XFacebookLinkedInEmail

Jonathan Malesic on finding meaning in our work.

finding-meaning

PODCAST NOTES

Guest: Jonathan Malesic

  • His blog
  • Jon on Twitter

What typically doesn't show up on Jon's bio: The Parking Lot Movie

I learned a lot working as a parking lot attendant. I think it's made me a better worker and a better person. – Jonathan Malesic

jonathan-malesic-quote1

Don’t search for “purpose.” You will fail. by Jonathan Malesic in The New Republic.

Pursuing “purpose”

Find your purpose! pic.twitter.com/m3WKV2tWAa

— Jon Malesic (@JonMalesic) May 23, 2015

The components of finding “purpose”

  1. You love it
  2. The world needs it
  3. You are paid for it
  4. You are great at it

The intersections

  • 1/2 = Mission (you love it and the world needs it)
  • 2/3 = Vocation (the world needs it and you are paid for it)
  • 3/4 = Profession (you are paid for it and you are great at it)
  • 4/1 = Passion (you are great at it and you love it)

The often unlabeled overlaps in the Venn diagram

  • Please don’t be a physician (you love it; the world needs it)
  • Burnout (the world needs it; you can be paid for it)
  • Kardashian (you can be paid for it; you are good at it)
  • Exploitation (you are good at it; you love it)

jonathan-malesic-quote2

Pursuing “success”

The best productivity tool we have as faculty is not a technology; it's our personal self-investment in our work. It's our commitment to students. It's our commitment to research. It's our commitment to our institutions. – Jonathan Malesic

We can be so committed to our work that we eventually start to hate it. We have identified ourselves so strongly with it that it becomes too much of  a burden for our work. – Jonathan Malesic

Students' evaluation of us and student learning doesn't necessarily match up very well with our evaluation of ourselves. – Jonathan Malesic

That's still something worth hoping for… But, it's important to tell students that [the center piece] isn't always attainable. There's a lot of meaning to be had in our work, even if we don't hit that “sweet spot.” – Jonathan Malesic

Article: Job, career, vocation, life by Charles Matthews in Inside HigherEd

Other articles suggested by Jon on this topic

In the Name of Love, by Miya Tokumitsu

A Life Beyond Do What You Love, by Gordon Marino

No Time: How Did We Get so Busy?, by Elizabeth Kolbert

jonathan-malesic-quote3

Recommendations

Bonni recommends:

  • The movie Inside Out

Jon recommends:

  • Series of essays published on Chronicle Vitae by Melanie Nelson
    Her website also has a ton of great ideas, advice, and resources
  • Refuse to Choose! by Barbara Sher

 

Tagged With: podcast, teaching

Peer instruction and audience response systems

with Peter Newbury

| June 18, 2015 | XFacebookLinkedInEmail

Peter Newbury joins me to talk about peer instruction and using clickers in the higher ed classroom.

tihe53graphic

Early experiences with clickers

The Carl Wieman Science Education Initiative

Achieving the most effective, evidence-based science education
(effective science education, backed by evidence)

The Carl Wieman Science Education Initiative (CWSEI) is a multi-year project at The University of British Columbia aimed at dramatically improving undergraduate science education.

The CWSEI helps departments take a four-step, scientific approach to teaching:

  • Establish what students should learn
  • Scientifically measure what students are actually learning
  • Adapt instructional methods and curriculum and incorporate effective use of technology and pedagogical research to achieve desired learning outcomes
  • Disseminate and adopt what works

The Carl Wieman Science Education Initiative resources on general teaching, clickers, and peer instruction

Today's use of clickers and other audience response systems

  • iClicker 2 radio clickers
  • Colleagues use cards: A, B, C, D… Plickers…
  • Bonni has a set of Turning Technologies RF clickers

Whether we are using physical devices, such as clickers, or we are using more of a bring your own device / smart phone /tablet option, it's really just a tool.

“I certainly don’t want to say that in order to use peer instruction, you have to have this piece of technology. It’s not about the clicker.” #peerinstruction

“Peer instruction is not a shiny thing that comes with clickers. Clickers are one tool you can use to facilitate peer learning.”

Peer Instruction foundations

Peer Instruction Fundamentals

How People Learn (free ebook) states that experts must:

  • Have a deep foundation of factual knowledge
  • Understand those facts and concepts in a conceptual framework
  • Organize the knowledge in ways that facilitate retrieval and application

peter-newbury-quote2

More on peer instruction basics:

  • “If I’m not making your brains work, then I’m not teaching hard enough.”
  • “We need to schedule time into the class where students can stop and think, and start to learn.”
  • “Just stop talking for a while and let the students start to think.”

peter-newbury-quote4

 

Effective Peer Instruction Questions

  • Peter's post on what makes for good peer instruction questions? And what makes bad ones?
  • “If I can just ask Siri the answer to the question, that’s [not a good one for peer instruction].”
  • Removing barriers to learning, such as high stakes questions/exercises
  • “…not about getting the right answer, but about practicing how to think.” Homework question will have the opportunity to assess for correctness.

Experts vs novices

“The expert has the same content as the novice, but it’s organized [and more easily retrieved]…”

Recommendations

Bonni recommends:

  • Visual note taking tools site

Peter recommends:

  • Get yourself into a learning community. Get on Twitter.
  • Bonni mentioned Peter's Twitter list of Teaching / Learning Centers

peter-newbury-quote7

 

Tagged With: audience_response_systems, clickers, peer_instruction, podcast

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