Brain Hacking 302 – Active Learning: How To Take Awesome Notes & Learn. By Oskar Cymerman | @focus2achieve | BAm! Radio Network EdWords Blogger

Notes… You can take them by hand on paper or you can use a device and take them digitally. There’s recent research that finds taking notes by hand leads to improved memory while learning and better test performance. This is because the pen/pencil users tend to paraphrase more, while the laptop users copy notes verbatim being able to type fast enough to keep up with the lecture. Read More →

Katherine Haxton, 31st March 2016 in the Educationinchemistryblog.
Campus-wide lecture capture technology – a way to record lectures – is a major investment for universities, but is hugely popular among students.

I started recording my lectures seven years ago with a digital voice recorder with lapel microphone and distributed the MP3 file. Students found this format challenging as it was not clear how the audio linked to my lecture slides. I then started to use Camtasia on a tablet PC to record the slides and annotations I made. I continued to capture the audio using the digital voice recorder. At Keele University we are now piloting a lecture capture system that automatically creates recordings of projected content and audio and publishes them directly on our VLE.

While I and many others have been recording our lectures for years, many academics are reluctant to join in. Read More →

Large Classroom Teaching: a new online resource from CTSI. Centre for Teaching Support & Innovation, University of Toronto

We’re excited to announce that our new online learning module on Large Classroom Teaching is now available. This has been a collaborative project between CTSI staff, Teaching Academy members (winners of the President’s Teaching Award) and Tyler Blacquiere, our work-study student. One of our goals in producing this module was to bring colleagues together via video clips to share their experience and expertise. Walking into a large classroom – whether that’s 60 or 1600 students – can be a daunting experience for students and instructors alike. Rather than reinventing the wheel (and assuming that there is something called the ‘teaching wheel’), we’ve compiled interviews and resources from instructors, staff and graduate students who offer their knowledge and real life experiences working in the large class setting. The module highlights work already happening on UofT campuses. Instructors describe their  methods to engage with students, and how students can engage with each other, even when there are hundreds gathered in a single room.

Our module, divided into four broad categories (planning, strategies, assessment and technology), is designed to help instructors and teaching assistants as they build and deliver their courses. There is so much more to teaching than simply providing content. There is more to assessment than mid-term tests. Visit our module and explore the almost 100 short clips (yes, 100! I was pretty impressed when I added them all up) and resources available online.   They can be used by individual instructors as they refine their teaching approaches, or can  be used by groups in workshop and seminar settings through CTSI or as department-based discussions.

Please keep in mind that we want to continue building this module, highlighting and exploring initiatives across all three campuses. If you have an experience that you would like to share – or have specific questions regarding this module or large classroom teaching – please feel free to contact CTSI at any time.

Carol Rolheiser in U of T News discussing Large Classroom Teaching

Colleges worden steeds vaker opgenomen op video. Video biedt mogelijkheden voor tijd- en plaats onafhankelijk leren en studeren. Kennis is tegenwoordig via vele kanalen te vinden en het ‘live’ volgen van colleges op vaste momenten wordt een minder prominente onderwijsmethode. Met het tijd- en plaats onafhankelijk aanbieden van onderwijs, wordt de zelfverantwoordelijkheid van de student voor het eigen leerproces gestimuleerd en het komt tegemoet aan verschil in leerstijlen en werkwijze. Read More →