Faced with the disruptive presence of AI in higher ed, there are quite a few things we need to re-think: how do we engage students with this new technology, and help them develop future-ready, AI-related skills?
We have known for over a 100 years that practice quizzes are one of the most effective ways for students to review course content. So why are so few instructors using them? Perhaps now, with a little help from AI, this may change?
Seriously: I thought it would be easy to get Chat-GPT4 Plus to write me a quiz for a YouTube video… and here comes the dreaded bias against people who dare think differently (or is it “think different”?).
This post reflects on a practice that is increasingly becoming popular among faculty: (the dreaded) multimedia assignments… so before you ask your students to “record a short video,” without giving it much thought, you should read this…
Exploring rarely-noticed default settings that mediate instructor-student interactions, and their impact on student experience. It’s time to pivot from acceptance of (silent) defaults, to intentional, deliberate choices that matter…
Faced with the disruptive presence of AI in higher ed, there are quite a few things we need to re-think: how do we engage students with this new technology, and help them develop future-ready, AI-related skills?
We have known for over a 100 years that practice quizzes are one of the most effective ways for students to review course content. So why are so few instructors using them? Perhaps now, with a little help from AI, this may change?
Seriously: I thought it would be easy to get Chat-GPT4 Plus to write me a quiz for a YouTube video… and here comes the dreaded bias against people who dare think differently (or is it “think different”?).
This post reflects on a practice that is increasingly becoming popular among faculty: (the dreaded) multimedia assignments… so before you ask your students to “record a short video,” without giving it much thought, you should read this…
The advent of AI LLMs has brought about a significant disruption in education landscape, particularly in higher ed paper writing. Despite the irrevocable change, most instructors have yet to fully comprehend the magnitude of this seismic shift.
It was fantastic to see 150+ participants attend my (virtual) ACSL session at the 2023 OLC Innovate Conference. It was great to get feedback and questions from an engaged and interested audience. Thank you! 🙂
Yes, some people think this is the end of humanity. Evil computers united in their dislike for all things soft, wet, organic and shlumpy will wipe us out tomorrow! Not so fast. So let’s think: should we laugh or cry?
This post is about one persistent element of instructional design of courses in all LMSs I know that has kept me baffled for years, and that – simply refuses to get traction… So let’s flip our courses… no, not that kind of flip…
My presentation on nudging in instructional design was presented at the 2022 OLC Innovate Conference in Dallas, TX.
My presentation that introduces an innovative, fully individualized “MINIMAL” approach to faculty training was accepted for the May ’22 TEACHx Conference at Northwestern U. (click the title to read more…)
That listening to music while studying (specifically, reading assigned content for comprehension) is good for you, is one of those myths that persist, despite irrefutable evidence to the contrary…
Every year hundreds of new T&L books are published, and 90% of them are not very useful (I call these edu-junk). Some are quite useful, but could have worked much better as an article or a blog post instead. Here is a very minimalist, curated super-short list of long-time favorites, and a few new acquaintances with a lot of promise (click the covers for amazon.com link, or click “more info” for… more info!).
MusingsOnTandL.com 
Invisible Checkboxes Everywhere! “Channel Factors” in the Age of LMSs
Exploring rarely-noticed default settings that mediate instructor-student interactions, and their impact on student experience. It’s time to pivot from acceptance of (silent) defaults, to intentional, deliberate choices that matter…