The Goodwill Community Foundation offers free tutorials on Microsoft Office, Mobile Apps, Math and Technology at GCFLearnFree.org.
In the article Enabling narrative pedagogy: inviting, waiting, and letting be (2014), Pamela Ironside encourages Nursing instructors to increase engagement of students by being more aware of “Concernful Practices”. She summarizes these practices as “inviting, waiting and letting be” (p. 213). The result is a collaborative teaching and learning experience. Her articles give specific examples.
Ironside PM. (2014.) Enabling narrative pedagogy: inviting, waiting, and letting be. Nurs Educ Perspect. 35(4):212–8. doi: 10.5480/13–1125.1
Reflective Practice: Narrative Pedagogy Can Transform the Educational Paradigm by Gail Sherwood proposes that Narrative Pedagogy promotes changes in behavior and attitudes among students and is a tool for making sense of enormous amount of content.
The UW Center for Teaching and Learning provides Guidelines for Course Syllabi and Course Learning Objectives. Included are resources on course and syllabus design, effective and innovative courses, assessment and hybrid learning.
Read about preliminary findings and research questions for a study underway at the Harvard Initiative for Learning & Teaching titled Lecture attendance research: Methods and preliminary findings.
A guide to help instructors decide whether to use lecture capture and for what purpose is provided by Christensen, K. (n.d.). Lecture Capture: Best Practices [Blog comment]. Rretrieved from http://asthoughtsdo.com/kimberly-projects/2012/9/24/lecture-capture-best-practices.
Other resources include the following.
Al Nashash, H., & Gunn, C. (2013). Lecture Capture in Engineering Classes: Bridging Gaps and Enhancing Learning. Educational Technology & Society, 16(1), 69–78.
Bacro, T. R. H., Gebregziabher, M., & Ariail, J. (2013). Lecture Recording System in Anatomy: Possible Benefit to Auditory Learners. Anatomical Sciences Education, 6(6), 376–384. doi:10.1002/Ase.1351.
Le, A., Joordens, S., Chrysostomou, S., & Grinnell, R. (2010). Online lecture accessibility and its influence on performance in skills-based courses. Computers & Education, 55(1), 313–319. doi:10.1016/j.compedu.2010.01.017.
Leadbeater, W., Shuttleworth, T., Couperthwaite, J., & Nightingale, K. P. (2013). Evaluating the use and impact of lecture recording in undergraduates: Evidence for distinct approaches by different groups of students. Computers & Education, 61, 185–192. doi:10.1016/j.compedu.2012.09.011
Mahal, K. (2012). Lecture Capture in Higher Education. Vancouver: Office of the VP Academic and University Affairs, Alma Mater Society of the University of British Columbia. Retrieved from http://www.ams.ubc.ca/wp-content/uploads/2013/07/Lecture-Capture-in-Higher-Education-AMS-Report.pdf.
Marchand, J. P., Pearson, M. L., & Albon, S. P. (2014). Student and Faculty Member Perspectives on Lecture Capture in Pharmacy Education. American Journal of Pharmaceutical Education, 78(4). doi:10.5688/ajpe78474.
Maynor, L. M., Barrickman, A. L., Stamatakis, M. K., & Elliott, D. P. (2013). Student and Faculty Perceptions of Lecture Recording in a Doctor of Pharmacy Curriculum. American Journal of Pharmaceutical Education, 77(8). doi:10.5688/ajpe778165.
Owston, R., Lupshenyuk, D., & Wideman, H. (2011). Lecture capture in large undergraduate classes: Student perceptions and academic performance. Internet and Higher Education, 14(4), 262–268. doi:10.1016/j.iheduc.2011.05.006.
Shaw, G. P., & Molnar, D. (2011). Non-native english language speakers benefit most from the use of lecture capture in medical school. Biochemistry and Molecular Biology Education, 39(6), 416–420. doi:10.1002/Bmb.20552.
Wiese, C., & Newton, G. (2013). Use of Lecture Capture in Undergraduate Biological Science Education. The Canadian Journal for the Scholarship of Teaching and Learning, 4(2). doi: 10.5206/cjsotl-rcacea.2013.2.4.
Richard Mayer of the University of California, Santa Barbara offers an overview of the research on how people learn from the spoken word, text and graphics. His report Research-Based Principles for Designing Multimedia Instruction provides ideas that are useful for instructors designing slides and using multimedia.
Leading Change in Public Higher Education: A Provost Series on Trends and Issues from the University of Washington is a series of publications that include a focus on technolology in teaching and learning. The reports which describe best practice and tips include the following topics.
- Innovators Among Us: Using Technology to Engage Students, October 31, 2014
- Learning with Technology and Learning for Life, October 1, 2013
- Putting Learning First: How Students Learn and How Technology Can Help, April 2013
- Innovators Among Us: How UW Faculty are Enhancing Teaching with Technology, March 2013
- Exploring the Pros and Cons of Online, Hybrid, and Face-to-face Class Formats, January 2013
- Online Learning: Broadening the Conversation, December 3, 2012
Maryellen Weimer in her excellent Teaching Professor Blog writes about the Relationship Between Participation and Discussion. She explores the importance of coaching students in effective discussions when involved in group participation. She proposes how this contributes to engagement and learning in higher education.
On pages 5 through 8 of Undergraduate Teaching Faculty: The 2013–2014 HERI Faculty Survey, changes in teaching practices since 1989 are illustrated. Student-centered approaches have consistently increased. These include peer review, cooperative learning, group projects, course topics selected by students, and discussions.
Dan Berrett in Professors’ Place in the Classroom Is Shifting to the Side explores concepts and research related to the changing role of instructors as they create learning interactive learning environments. He also contrasts “learner centered” with “student centered”.
The Center for Teaching and Learning, University of North Carolina, Charlotte provides a list of journals on teaching and learning. Journals related to higher education are listed and discipline-specific journals related to teaching and learnring are grouped separately.