The Richness of Podcasting in Higher Education, with Dom Conroy and Warren Kidd.
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
Emily Pitts Donahoe shares what we can learn about grades from an “emerging failure” on episode 588 of the Teaching in Higher Ed podcast.
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
M. C. Flux uncovers lessons for video creation from what he calls layered learning on episode 587 of the Teaching in Higher Ed podcast.
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
Seth Offenbach shares about his article, Kindness and Community in an Online Asynchronous Classroom, on episode 586 of the Teaching in Higher Ed podcast.
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
Bryan Dewsbury helps us explore what socially just teaching might look like across disciplines on episode 585 of the Teaching in Higher Ed podcast.
I am not interested in being in a war with AI. I'm not trying to be a faculty detective to see who's using ChatGPT or not, I didn't sign up for that work.
-Bryan Dewsbury
I'm not your enemy. I'm not against you. I'm rooting for you every single day. I really mean that.
-Bryan Dewsbury
The things I say on day one are not going to mean anything over the course of the semester if I don't give them feedback in a reasonable time or if I'm rude when they answer a question wrong in class.
-Bryan Dewsbury
The way in which we can interact around this material doesn't have to be one that's dictatorial.
-Bryan Dewsbury
You don't have to be able to save the world, but you're obligated to try, right? And so the whole key behind that is in trying, you almost by definition achieve more.
-Bryan Dewsbury