Pedagogy

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 6, 2022
By Carlos C. Goller
Accessibility and UDL, Articles, Discussions, Diversity, Instructor Behaviors, Lilly Conference, Pedagogy, Reflections, Why

Privileges that Hinder

Tonight we watched another ITLC Lilly ONline Conference plenary. Chavella Pittman has presented at other conferences and did a workshop with us last year. The title of the session at Lilly 2022 was “3 Surprising Ways Privilege Ruins Inclusive Teaching (& How they Provide Hope).” Pittman is a faculty member and faculty developer. At this […]

May 5, 2022
By Carlos C. Goller
Academic Development, Accessibility and UDL, Constructivism, Discussions, Diversity, Lilly Conference, Online Learning, Pedagogy, Reflections, Why

Faculty Development for Online Courses in 2022 and Beyond

Gabrielle Likavec is an Instructional Designer at Saginaw Valley State University and Anne K. Huebel is an Online/Hybrid Support Specialist also at Saginaw Valley State University. They presented at the Lilly Online Conference on “Pivoting Online Teaching Training: Applying Lessons Learned in the Pandemic to Faculty Development. They used Nearpod to engage the audience using […]

May 3, 2022
By Carlos C. Goller
Community of Practice, Discussions, Diversity, Learning Communities, Lilly Conference, Metacognition, Pedagogy, Reflections, Why

Evaluating Faculty Learning Communities

Milt Cox has been involved with Faculty Learning Communities for over forty years! Cox is also the Director Emeritus and Founder of the Original Lilly Conference. Cox spoke at the Lilly Conference online about Faculty Learning Community (FLC) learning efforts. The learning objectives for the twenty-minute session were to describe FLCs, the positive impact that […]

April 29, 2022
By Carlos C. Goller
Accessibility and UDL, Books, Constructivism, Instructor Behaviors, Open Pedagogy, OpenEd, Pedagogy, Presentations & Talks, Reflections

Ontario Tech’s Open Lab

Sara Stokes is the OER Lab Manager at Ontario Tech and along with Rebecca Maynard presented at Open Ed 2021 about “Co-Creating Opportunities for Openness.” Ontario Tech is one of the newest universities in Canada. Stokes spoke about the needs of students at Ontario Tech and their focus on STEM. The Open Education Lab was […]

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 24, 2022
By Carlos C. Goller
Accessibility and UDL, Books, Constructivism, Course Design, Discussions, Information Literacy, Instructor Behaviors, Metacognition, Online Learning, Open Pedagogy, OpenEd, Pedagogy, Presentations & Talks, Publishing, Reflections, Website, Writing

Becoming Open Access Learners

Geoff Keston, an Adjunct Assistant Professor of Technical Communication at Temple University, presented at Open Ed 2021 on “Helping Undergraduates Become Open Access Learners.” Keston started by explaining that open learning is a challenge because learners are often used to finding all the resources in one site. Keston emphasized that “open access learning” is challenging […]

April 23, 2022
By Carlos C. Goller
Accessibility and UDL, Books, Constructivism, Course Design, Diversity, Information Literacy, Open Pedagogy, OpenEd, Pedagogy, Presentations & Talks, Reflections, Why

An Affordable, Accessible, and Open BIO 132

Dorothy Salinas is an Assistant Professor at County College of Morris in New Jersey. They presented “Biology Course Development: Increasing Affordability and Accessibility for Non-Science Majors” at Open Ed 2021. Salinas spoke about common barriers students may face including academic/institutional (financial aid, advising, guidance, preparedness, learning obstacles) and non-academic (school/work/life balance, time management, childcare, location, […]

April 8, 2022
By Carlos C. Goller
Academic Development, Course Design, Diversity, Information Literacy, Instructor Behaviors, Open Pedagogy, OpenEd, Pedagogy, Reflections, Softwares, Teaching techniques, Website, Why

The OER Buffet

“A Plate for Every Student: A Buffet Style Approach to Course Development Using OER” is the title of the Open Ed 2021 session I watched tonight. The presenter was Jennifer Schneider, an Assistant Professor at Community College of Philadelphia. The goals stated by Schneider were to identify OER collections for use in course design, assess […]

April 5, 2022
By Carlos C. Goller
Books, Constructivism, Information Literacy, Online Learning, Open Pedagogy, OpenEd, Pedagogy, Presentations & Talks, Publishing, Reflections, Why

Momentum in OER Service

“Maintaining Momentum: Targeted OER Advocacy Turned Sustainable OER Service” is the title of the Open Ed 2021 session I watched tonight. It was presented by Crystal Mills, Emily Carlisle-Johnston, and Courtney Waugh from the University of Western Ontario. They spoke about Library Course Readings that provide zero-cost course materials to students. They restrict content to […]