In this episode, I had the pleasure to speak with Dr. Michael Luchs, Associate Professor in the Mason School of Business at the College of William & Mary. Michael has won numerous teaching awards for his engaging and innovative approach to student learning. He is also the Director of the Jim and Bobbie Ukrop Innovation and Design Studio at the Mason School. We explore how he uses an approach to design thinking to engage his students in creative problem solving and innovation. 

Show notes:

• d.School at Stanford University
• Carol Dweck's TED Talk on mindsets
• IDEO's approach to design thinking
• The Delft Design Guide

In this episode I had the please of speaking with Dr. Barbi Honeycutt, Director of Graduate Teaching Programs at North Carolina State University. In this capacity, she leads a team who provides support, training, and resources for graduate students representing all colleges within the university. She is also the founder of Flip It Consulting, leading a team of colleagues facilitating workshops around the country to support educators in creating engaging learning environments. We discuss Barbi's approached to flipped learning - one in which the students are at the center of the design process.

Resources:

• What's the flip? (Barbi's FLIP connected with Bloom's Taxonomy)
  

• Fuller's Stages of Concern: Fuller, F. F. (1969). Concerns of teachers: A developmental conceptualization. American Educational Research Journal, 6, 207-226.
• Using Fuller's model with graduate teaching assistants: Ferzli, M., Morant, T., Honeycutt, B., Egan Warren, S., Fenn, M., & Burns-Williams, B. (May 2012). “Conceptualizing Graduate Teaching Assistant Development Through Stages of Concern.”Working Theories for TA and ITA Development. New Forums Press.
• Engineering study on covering course content with a flipped model: Mason, G., Shuman, T., & Cook, K. Comparing the effectiveness of an inverted classroom to a traditional classroom in an upper-division Engineering course. IEEE Transactions on Education. Vol. 56. No. 4, pp. 430- 435. 
• Flippable moments article

• Actively passive blog post
  

In this episode I had the opportunity to discuss the process and importance of intentionality in online course design and development with April Lawrence, Senior Academic Technologist at the College of William & Mary. We discuss some of the key differences, opportunities and challenges in shifting from face-to-face to online or hybrid teaching. April offers a practical, but substantive three-step process to design online learning experiences. 

Links and Resources:

• ADDIE Model of Instructional Design
  
• Open Stacks
• "From Teaching to Learning" - Barr & Tagg (1995)
• Online Course Map (Word document)
• Quality Matters peer review process for online course design
• Online Learning Consortium
• Educause Learning Initiative
• Conquering the Content - Smith (2014)

What opportunities and challenges have you encountered in shifting to online or hybrid learning?
Please post your comments below.

Note: This post contains affiliate links, which means that if you click on one of the product links, I’ll receive an “affiliate commission.” I am disclosing this in accordance with the Federal Trade Commission’s 16 CFR, Part 255 : “Guides Concerning the Use of Endorsements and Testimonials in Advertising.”

Links and Resources:

• Community-Project-Based-Learning from Betina Malhotra
  
• Cognitive Wrappers from Jose Bowen via Kathryn Cunningham
  
• Center for Teaching and Learning Excellence at Embry-Riddle Aeronautical University

In this episode, I'm thrilled to be joined by Dr. Todd Zakrajsek (@ToddZakrajsek on Twitter), Associate Professor in the University of North Carolina - Chapel Hill School of Medicine and Executive Director of the Academy of Educators at UNC. Todd is the co-author of two books - The New Science of Learning:  How to Learn in Harmony with Your Brain and the soon-to-be released Teaching for Learning: 101 Intentionally-Designed Educational Activities to Put Students on the Path to Success. Todd is a dynamic speaker and experienced faculty developer focused on high-yield, practical ways to enhance teaching practice. In this episode we discuss strategies to engage students in large classes. 

Note: This post contains affiliate links, which means that if you click on one of the product links, I’ll receive an “affiliate commission.” I am disclosing this in accordance with the Federal Trade Commission’s 16 CFR, Part 255: “Guides Concerning the Use of Endorsements and Testimonials in Advertising.”