Course Design

May 23, 2022
By Carlos C. Goller
Case Studies, Constructivism, Course Design, Discussions, Information Literacy, Integrative Thinking, Lilly Conference, Reflections, Teaching techniques, Why

Crime News Analysis Assignment

HITS 2022 day one is over! It was a lot of fun to reconnect with the group and meet new people. Tonight, I watched the Lilly 2022 session “Effectiveness of Crime News Analysis in Teaching Criminology and Criminal Justice Courses” by Ali Ozdogan. Ozdogan wanted to convey the power of crime news analysis as a […]

May 22, 2022
By Carlos C. Goller
Accessibility and UDL, Constructivism, Course Design, Information Literacy, Instructor Behaviors, Lilly Conference, Online Learning, Pedagogy, Presentations & Talks, Reflections, Softwares, Teaching techniques, Website, Why

The Immersive Reality Classroom Learning Experience

“Traveling to Inexperienced Realms: Immersive Reality for Classroom Learning” is the title of the Lilly Conference session I watched tonight. Amy Kuntz, an Instructional Designer at Penn State, along with Eileen Grodziak, another instructional designer at Penn State, worked with Kate Morgan, the Director of Virtual Education at Penn State Lehigh Valley. They defined Immersive […]

May 21, 2022
By Carlos C. Goller
Academic Development, Constructivism, Course Design, DBER and SoTL, Discussions, Diversity, Instructor Behaviors, Lilly Conference, Metacognition, Pedagogy, Reflections, Student groups, Why

Action Research and Soliciting Student Voices

Tonight I watched a twenty-minute Lilly Conference recorded session entitled “Using Action Research To Recapture Student Voices Lost During The COVID 19 Pandemic.” Paul D. Knowles is an Assistant Professor of Education Leadership at the University of Maine at Farmington. The objective of the session was to classroom research can allow student voices to help […]

May 18, 2022
By Carlos C. Goller
Academic Development, Constructivism, Course Design, Instructor Behaviors, Lilly Conference, Mentoring, Online Learning, Pedagogy, Reflections, Student groups, Teaching techniques, Why

Students Teaching Students

Tonight we watched the Lilly Conference session entitled “Students-Teaching-Students: How social sciences students leading classes can create greater engagement and enjoyment in the course.” Ethan Engelhardt and Andrew Reynolds were the presenters. Engelhardt is from Asbury University and Reynolds is from Malone University. They began by describing the “dead” classroom with students not engaged, fatigued… […]

May 17, 2022
By Carlos C. Goller
Academic Development, Accessibility and UDL, Constructivism, Course Design, Discussions, Instructor Behaviors, Lilly Conference, Online Learning, Reflections, Teaching techniques, Website, Wellbeing, Why, Writing

Unclenching and Reenergizing Teaching

Heidi Echols and Mary Estrada from NC State University spoke about “The Courage to Unclench: Thriving in ANY Classroom. Estrada is a Language Professor and Echols is an instructional designer. Estrada spoke about the Pratfall Effect: “the tendency for interpersonal appeal is to increase after someone makes a mistake.” Estrada explained that “we are credible… […]

May 15, 2022
By Carlos C. Goller
Constructivism, Course Design, Information Literacy, Instructor Behaviors, Lilly Conference, Metacognition, Online Learning, Pedagogy, Reflections, Softwares, Student groups, Teaching techniques, Team-based learning, Why

Building Stronger Teams with Technology

Drs. Lisa Bergson and Thomasena Shaw from Bridgewater State University in MA presented “Tools, Tips, and Technology to Foster Teamwork in Masked, In-Person Classes” at Lilly Conference online. Their goals were to share tips and tools they learned while implementing teamwork in masked, in-person classes during the pandemic. The strategies they shared that are promoted […]

May 7, 2022
By Carlos C. Goller
Academic Development, Course Design, Discussions, Diversity, Information Literacy, Lilly Conference, Pedagogy, Reflections, Why

Improving Outcomes in a Chemistry Series

Amanda Holton from UC Irvine Chemistry presented “A Solution to the Pitfalls of Preparatory Courses” at ITLC Lilly 2022. Holton teaches chemistry courses with 250-400 students. The student demographics at UC Irvine include 98% first-year college students, 37% Asian, 15% White, and 25% Hispanic. UC Irvine is considered a Hispanic Serving Institution and has ~60% […]

May 4, 2022
By Carlos C. Goller
Community of Practice, Constructivism, Course Design, Discussions, Diversity, Instructor Behaviors, Learning Communities, Lilly Conference, Online Learning, Publishing, Reflections

A Course to Find and Share Support and Inspiration Online

Dr. Stephanie M. Foote is a frequent presenter at the Lilly Online Conference! As a Senior Associate Vice President for Teaching, Learning, and Evidence-Based Practices at the Gardner Institute, Foote seems to be involved in numerous different projects. The title of the session I watched tonight was “Developing an Online Course Redesign Community for Faculty […]

April 26, 2022
By Carlos C. Goller
Accessibility and UDL, Books, Course Design, Information Literacy, Integrative Thinking, Interprofessional Education, Open Pedagogy, OpenEd, Pedagogy, Reflections, Why, Workshop

Perspectives from Working on a Collaborative Interdisciplinary OER Project

Laura Clark Hunt, faculty at the University of Southern Mississippi, and Janet Koposko, Assistant Professor of Psychology at Braham Baldwin Agricultural College, presented at Open Ed 2021 about “A Case Study in Information Literacy: OER Interdisciplinary Project on Research as Inquiry.” The title of their presentation was “Discipline Specific Information Literacy.” This was a grant […]

April 25, 2022
By Carlos C. Goller
Books, Constructivism, Course Design, Information Literacy, Instructor Behaviors, Open Pedagogy, OpenEd, Publishing, Reflections, Website

Remixing (OER) with H2O

Jeremy Peters, Assistant Professor of Music Business at Wayne State University and co-founder of Quite Scientific Records, and Catherine Brobston from Outreach at Harvard Law School spoke about “Remixing and Expanding Access to Legal Education Resources” at Open Ed 2021. Brobston introduced H2O, “an open education platform focused on legal resources and built for cloning […]

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