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Generating Learning Outcomes with Generative AI
However essential we know learning outcomes to be for orienting students, articulating them can be an arduous process. Where does one even begin? Thankfully, this is one area where Generative AI’s capabilities really deliver. Using a text-producing AI tool such as SMARTIE’s Course Structure Assistant, insert as many details about your course and the desired output as possible. Here is a sample prompt that you might submit to AI to produce course-level learning outcomes: Please create 6 learning outcomes that consider the following parameters. This is a university course at the [ordinal] year level of a [discipline] program. The course title is: “[Course title]”. The description is: “[Custom course description]”.…
- Assessment and Evaluation, Curriculum Development, Inclusivity, Instructional / Course Design, Uncategorized, Wellness
Maximizing Learning Potential with Student Wellness
Your Brain on Teaching and Learning: Series 2 Are your students showing signs of anxiety? Are your students experiencing a sense of purpose and engagement in the classroom? ______________________________________________________________________________________________ The impact of teaching and learning practices on student wellness cannot be overstated ______________________________________________________________________________________________ By integrating insights from brain science, we can create powerful learning environments that prioritize student wellness. Let’s explore three ways to associate your teaching practices with student wellbeing: Alignment for Clarity: Alignment refers to the process of strategically planning your learning outcomes to clearly define what your students will be able to do, know, or value. Then, intentionally plan how you will assess and teach based on…
- Curriculum Development, Educational Theory, Experiential Learning, Instructional / Course Design, Instructional Strategies, Uncategorized, Wellness
From Stuck to Supercharged: The What and Why of Brain Plasticity
Your Brain on Teaching and Learning: Series One What is Brain Plasticity? Brain plasticity is the brain’s ability to reorganize and restructure itself throughout a person’s lifetime. It is a result of the brain’s ability to form new neural connections and strengthen existing ones based on the activities we engage in and the information we process. Factors such as learning, exercise, diet, and environmental stimuli can all influence brain plasticity. Recent research has shown that educators who understand the basics of brain plasticity can design courses that promote and accelerate learning and retention. Why is Brain Plasticity Important? Brain plasticity offers several benefits in the field of education, including: Improving…
- Curriculum Development, Educational Theory, Experiential Learning, General, Instructional / Course Design, Instructional Strategies, Wellness
Your Brain on Experiential Learning
“Is disengaged.” “Is easily distracted.” “Shows no interest.” “Never shows up.” No professor wants to use these phrases to describe their students, but disengagement is a persistent problem — making descriptions such as these all too common today. Experiential Learning can help. Experiential learning is a powerful educational approach that helps students remain focused as it promotes active learning, fosters creativity and innovation, and prepares students for the real world. Let me explain: Experiential learning engages multiple parts of the brain simultaneously When learners participate and apply their learning in authentic contexts, it activates different areas of the brain responsible for sensory processing, motor skills, and cognitive functions, such as…
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GMCTL to Launch New Open Course on Open in Early February
The University of Saskatchewan is a leader in Canada around open educational resources (e.g. textbooks) and is moving toward wider integration of open pedagogy (students as contributors, not just consumers of knowledge). As part of this, and in the spirit of open educational practices (OEP), on February 1, 2022 we are launching a new open course to assist instructors in learning about all aspects of OEP. Open educational practices are a range of practices based on the idea that collaborating on the creation of and freely sharing knowledge, research, and learning materials benefits all of us. Key aspects of OEP include: Materials are accessible Anyone can create, collaborate on, and…
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Introduction to Teaching Online
If someone asked you “How is online teaching different from face-to-face teaching?”, the first thing you might say is that face-to-face teaching involves real time interaction between students and instructors (synchronous) whereas online teaching happens through a computer, with students typically working through course content like lectures and other materials in their own time (asynchronous). In an online environment students and instructors access the course at different times and from different places; therefore, it is necessary to deliberately build in opportunities to develop a rapport with students and guide them through the course so that they are successful. There are a number of strategies that are effective in online courses that…
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From Modelling to Designing Intercultural Curricula
You now know that you have pretty decent intercultural teaching capacities. You have continued to develop an awareness of your own identity and are modelling perspective-taking. Students in your course have the opportunity to interact with different worldviews because you know that makes them smarter. You actively create opportunities to build relationships between ‘others’ and can recognize barriers to student participation – you’ve essentially mastered using your intercultural capacity to inform teaching practices. So now you must be wondering, “What’s next? How can I further internationalize in my course?” No fear, you are not alone. Dimitrov & Haque (2016) have some suggestions for “curriculum design competencies”. “Effective instructors are able…
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How Might Intercultural Capacity inform our Teaching?
Once we develop the capacity for intercultural competence, we can start to infuse the associated skills into our teaching practice. This can take many forms but all the elements connect to the group of knowledge and skills we associate with facilitation. Pedogogy is the study of leading learners and facilitators make a process easier. So, facilitation is the process we use to make the learning possible. In adult education, we know that our learners come with valuable prior knowledge, skill, and experience. We can draw on these to enhance the learning experience for both instructor-facilitator and student. How do we start facilitating? As an instructor, or facilitator, you may wish…
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What is Intercultural Teaching Capacity?
Intercultural teaching capacity is the ability to engage and support learners through difference in learning activities. Instructors who have intercultural capacity are able to bridge difference in the classroom and foster meaningful relationships with and among students. This is also called intercultural competency, but we like to think of it as a continual process instead of a checkbox. Instead of being just ‘competent’, we need the capacity to work with intercultural relations effectively, and those skills change and grow with each experience as we nurture them. Hence we can be capable or have the capacity to be interculturally competent. Reasons why instructors may wish to develop their intercultural capacity is…