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Designing Inclusive Games for The Higher Ed Classroom

with Anastasia Salter

| January 18, 2018 | XFacebookLinkedInEmail

Inclusive Games

Anastasia Salter on episode 188 of the Teaching in Higher Ed podcast discusses designing inclusive games for the Higher Ed classroom.

Quotes from the episode

What comes out of it is what someone imagines.
—Anastasia Salter

The first thing to decide is why you are making the game. How do you want people to encounter this concept you have?
—Anastasia Salter

Start out trying to build the thing that brought you to games.

—Anastasia Salter

Resources Mentioned

  • Thanks to John Stewart for Recommending Anastasia Salter as a Guest
  • Jane Jenson
  • Roberta Williams
  • ReplyAll episode #105 At World’s End
  • Animal Crossing games
  • ProfHacker: Digital Distractions: Animal Crossing: Pocket Camp
  • Shiro
  • Dream Daddy
  • Professor Layton Game Series
  • Emotional Intelligence 2.0* by Travis Bradberry and Jean Greaves
  • Porpentine (Game Designer)
  • Twine (Software)
  • With Those We Love Alive
  • http://www.playthepast.org/
  • Keegan Long-Wheeler
  • Playing the Past: History and Nostalgia in Video Games, by Zach Whalen and Laurie N. Taylor*
  • Toxic Geek Masculinity in Media: Sexism, Trolling, and Identity Policing, by Anastasia Salter and Bridget Blodgett*
  • Shippers/Shipping (Fandom)
  • Steven Moffat
  • Gamergate
  • Rabid and Sad Puppies’ attacks on the Hugo Awards
  • “Fake Geek Girls”
  • Sherlock (BBC TV Series)

Are You Enjoying the Show?

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 (Apple Podcasts, Stitcher, etc.). It is the best way to help others discover the show.

Give feedback. As always, I welcome suggestions for future topics or guests.

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.

Laptops: Friend or Foe

with Todd Zakrajsek

| January 11, 2018 | XFacebookLinkedInEmail

laptops

Todd Zakrajsek discusses laptops – friend or foe? – on episode 187 of the Teaching in Higher Ed podcast.

Quotes from the episode

Laptops weren’t the problem to begin with — attention was the problem.
—Todd Zakrajsek

Banning the problem doesn’t change the attention to you — it changes it to something else.
—Todd Zakrajsek

We live in a better system of thinking than dichotomies.
—Todd Zakrajsek

You can’t ban bacon thoughts.
—Todd Zakrajsek

Resources Mentioned

  • Paul Blowers on Episode 179
  • No laptops in the lecture hall, by Seth Godin
  • Dynamic Lecturing: Research-Based Strategies to Enhance Lecture Effectiveness, by Christine Harrington and‎ Todd Zakrajsek*

Are You Enjoying the Show?

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 (Apple Podcasts, Stitcher, etc.). It is the best way to help others discover the show.

Give feedback. As always, I welcome suggestions for future topics or guests.

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.

Assessing the Impact of Open Educational Resources

with C. Edward Watson

| January 4, 2018 | XFacebookLinkedInEmail

Open education

Eddie Watson shares about assessing the impact of open educational resources on episode 186 of the Teaching in Higher Ed podcast.

Resources Mentioned

  • Episode 137 – Eddie talked about Teaching Naked Techniques
  • Teaching Naked Techniques: A Practical Guide to Designing Better Classes by Antonio Bowen and‎ C. Edward Watson*
  • OpenStax at Rice University
  • National Survey of Student Engagement
  • Chemistry – OpenStax
  • U.S. History – OpenStax
  • Salt Lake Community College’s research: Open Educational Resources and Student Course Outcomes: A Multilevel Analysis by Jessie R Winitzky-Stephens and Jason Pickavance
  • 2018 Annual Meeting: Can Higher Education Recapture the Elusive American Dream? Watson, C. E., Domizi, D., & Clouser, S. A. (2017).
  • Student and faculty perceptions of OpenStax in high enrollment courses International Review of Research in Open and Distributed Learning, 18(5), 287-304.

Are You Enjoying the Show?

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 (Apple Podcasts, Stitcher, etc.). It is the best way to help others discover the show.

Give feedback. As always, I welcome suggestions for future topics or guests.

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.

Privacy and Safety in Online Learning

with Christian Friedrich

| December 28, 2017 | XFacebookLinkedInEmail

online learning

Christian Friedrich shares about privacy and safety in online learning on episode 185 of the Teaching in Higher Ed podcast.

Quotes from the episode

Privacy and safety are not the same thing.
—Christian Friedrich

Safety and privacy usually are contextual.
—Christian Friedrich

Notes

Nishant Shah:

  1. Making Safe (you look different, gender is different, so let’s invent something that prevents people like you from being harassed)
  2. Keeping Safe
  3. Being Safe
  4. Safeguarding
  5. Feeling Safe: agency, negotiation, making learners (and teachers) stakeholders in the creation of their own safety

Resources Mentioned

  • OER17: Safety in Open Online Learning
  • OEB16: Can we be safe in online learning?
  • 16 Days of Activism against Gender Based Violence: protecting your online privacy in 16 steps
  • Sean Michael Morris – Not Enough Voices keynote
  • I Know Who You Are and I Saw What You Did: Social Networks and the Death of Privacy by Lori Andrews *
  • Guardian article – I asked Tinder for my data. It sent me 800 pages of my deepest, darkest secrets by Judith Duportail
  • So You've Been Publicly Shamed Paperback by Jon Ronson *
  • Episode 18 of the ReplyAll podcast: Silence and Respect

Are You Enjoying the Show?

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 (Apple Podcasts, Stitcher, etc.). It is the best way to help others discover the show.

Give feedback. As always, I welcome suggestions for future topics or guests.

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.

The Science of Retrieval Practice

with Pooja Agarwal

| December 21, 2017 | XFacebookLinkedInEmail

retrieval practice

Pooja Agarwal discusses the science of retrieval practice on episode 184 of the Teaching in Higher Ed podcast.

Resources Mentioned

  • Lyle, K. B., & Crawford, N. A. (2011). Retrieving essential material at the end of lectures improves performance on statistics exams. Teaching of Psychology, 38(2), 94-97.
  • Roediger III, H. L., & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological science, 17(3), 249-255.
  • Kromann, C. B., Bohnstedt, C., Jensen, M. L., & Ringsted, C. (2010). The testing effect on skills learning might last 6 months. Advances in health sciences education, 15(3), 395-401.

  • Roediger III, H. L., Agarwal, P. K., McDaniel, M. A., & McDermott, K. B. (2011). Test-enhanced learning in the classroom: long-term improvements from quizzing. Journal of Experimental Psychology: Applied, 17(4), 382.
  • Agarwal, P. K., Karpicke, J. D., Kang, S. H., Roediger, H. L., & McDermott, K. B. (2008). Examining the testing effect with open‐and closed‐book tests. Applied cognitive psychology, 22(7), 861-876.
  • Retrieval Practice website

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