March 7, 2014, 9:00 am
Here’s a picture of some tacos, for no real reason other than it might make you happy.
It’s been a busy week of blogging around here with the posts about the flipped calculus class. I’m taking a break from that series until next week, but in the meantime here are more items to read and discuss.
- If you read one thing from this list, read this article in which Evan Selinger and Andrew Phelps argue that colleges need to start acting like startup or face obsolescence. It’s a perplexing read. On the one hand, their thought that innovation is the correct lens through which to consider higher ed is compelling. On the other hand, I think their three pillars of startup-hood – density, shared resources, and nurturing communities – don’t always apply to successful colleges, and the focus on these has the…
March 5, 2014, 2:37 pm
In my last post about the inverted/flipped calculus class, I stressed the importance of Guided Practice as a way of structuring students’ pre-class activities and as a means of teaching self-regulated learning behaviors. I mentioned there was one important difference between the way I described Guided Practice and the way I’ve described it before, and it focuses on the learning objectives.
A clear set of learning objectives is at the heart of any successful learning experience, and it’s an essential ingredient for self-regulated learning since self-regulating learners have a clear set of criteria against which to judge their learning progress. And yet, many instructors – myself included in the early years of my career – never map out learning objectives either for themselves or for their students. Or, they do, and they’re so mushy that they can’t be measured – like any…
March 4, 2014, 2:59 pm
This post continues the series of posts about the inverted/flipped calculus class that I taught in the Fall. In the previous post, I described the theoretical framework for the design of this course: self-regulated learning, as formulated by Paul Pintrich. In this post, I want to get into some of the design detail of how we (myself, and my colleague Marcia Frobish who also taught a flipped section of calculus) tried to build self-regulated learning into the course structure itself.
We said last time that self-regulated learning is marked by four distinct kinds of behavior:
- Self-regulating learners are an active participants in the learning process.
- Self-regulating learners can, and do, monitor and control aspects of their cognition, motivation, and learning behaviors.
- Self-regulating learners have criteria against which they can judge whether their current learning status is…
March 3, 2014, 9:00 am
A few weeks ago I began a series to review the Calculus course that Marcia Frobish and I taught using the inverted/flipped class design, back in the Fall. I want to pick up the thread here about the unifying principle behind the course, which is the concept of self-regulated learning.
Self-regulated learning is what it sounds like: Learning that is initiated, managed, and assessed by the learners themselves. An instructor can play a role in this process, so it’s not the same thing as teaching yourself a subject (although all successful autodidacts are self-regulating learners), but it refers to how the individual learner approaches learning tasks.
For example, take someone learning about optimization problems in calculus. Four things describe how a self-regulating learner approaches this topic.
- The learner works actively on optimization problems as the primary form of…
February 28, 2014, 11:15 am
February 14, 2014, 2:00 pm
Look! A small shiny object.
From the week that was, here is your random list of shiny objects from around the web.
February 11, 2014, 2:46 pm
I am very excited to present this next installment in the 4+1 Interview series, this time featuring Prof. Eric Mazur of Harvard University. Prof. Mazur has been an innovator and driving force for positive change in STEM education for over 25 years, most notably as the inventor of peer instruction, which I’ve written about extensively here on the blog. His talk “Confessions of a Converted Lecturer” singlehandedly and radically changed my ideas about teaching when I first saw it six years ago. So it was great to sit down with Eric on Skype last week and talk about some questions I had for him about teaching and technology.
You can stream the audio from the interview below. Don’t miss:
- A quick side trip to see if peer instruction is used in K-6 classrooms.
- Thoughts about how Eric’s background as a kid in Montessori schools affected his thoughts about teaching later.
- What’s going…
February 7, 2014, 2:00 pm
Sorry that this week has been a little off on the posting frequency side. It’ll pick back up soon. In the meanwhile, here are some shiny items from around the web:
- Neat article from John Baez on the use of category theory in control theory. I like how he describes category theory as a way of formally studying anything that can be diagrammatically expressed.
- Mathematicians have found that the Rubik’s cube has a Hamiltonian circuit – a sequence of quarter-turn moves that will generate all the 43,252,003,274,489,856,000 positions that a Rubik’s cube can attain, and then on the next move restore it to its original state.
January 31, 2014, 2:00 pm
Some shiny things from around the web for your weekend reading:
- I’m enrolled in Cathy Davidson’s higher education MOOC right now and she mentioned lynda.com in one of the lectures. It’s a massive repository of instructional videos on all kinds of technical subjects from programming languages to how to arrange the lighting for your video shoot. Costs money to subscribe but you can get some videos free.
- Evernote (one of my can’t-live-without apps) has made some nice updates to the iOS version. Android next please?