Documentation talk:Course Design Intensive/Facilitators Guidebook/Day 3 Learning Plan
|Thread title||Replies||Last modified|
|Burning Questions||0||23:53, 20 June 2017|
|Assessment for first year transition||0||03:07, 16 June 2017|
|Post CDI: Reflections - June 2017||1||21:13, 15 June 2017|
Here were some of the burning questions people had coming into the CDI on Day 1:
-How to maximize feedback in large classes? -Engagement strategies for busy students? -Buy-in for non-majors? -Appropriate assessments for subject/discipline? -Innovative approaches in the traditional environment? -Accessibility in design and delivery? -Negotiating pedagogy in split upper level/grad class? -Multi-level classes: honouring different perspectives?
I am wondering if now, post-CDI, people have some insights to share that would assist with some of these issues or burning questions?
I admit I haven't had time to read the full article, but I came across an article that might address some of the larger ideas we had about assessment in Day 2, especially for those of us teaching first year and/or intro to the discipline courses: https://eric.ed.gov/?id=EJ1105400
Back to my homework :-)
See you tomorrow, Jennifer
Hello CDI Participants,
If you'd like to share a post CDI reflection - perhaps after you work more on your course design or teach your new/revised course for the first time, please feel free to share your thoughts. Your insights will be valuable to future CDI participants!
Reflection on student engagement -
I mentioned this on Wednesday and thought I would follow up with a link so that you can review this (if you're interested ) at your leisure:
Dr. Gardner Campbell's keynote address at the University of North Florida last November: https://www.youtube.com/watch?v=FaYie0guFmg He proposes his taxonomy of student engagement (as a thinking piece) - a novel perspective on a common theme!