Student groups

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 14, 2022
By Carlos C. Goller
Academic Development, Accessibility and UDL, Constructivism, Discussions, Diversity, Information Literacy, Instructor Behaviors, Lilly Conference, Pedagogy, Reflections, Student groups, Wellbeing, Why

Practicing Reflective Thinking Skills

Today we swam, played outside, and somewhat organized the garage. The Lilly Conference session I watched tonight is entitled “Stepping Into Their Shoes: Perspective-Taking Activities to Spark Critical Conversations and Combat Implicit Biases.” Drs. Sarah Marie Berry (Winthrop University), Tammy Burnham (Winthrop University), and Mary Slade (Towson University) presented a 40-minute recorded session. Slade was […]

May 12, 2022
By Carlos C. Goller
Academic Development, Discussions, Diversity, Instructor Behaviors, Lilly Conference, Pedagogy, Reflections, Student groups, Wellbeing, Why

Countering Microaggressions through Microaffirmations and Understanding

Anuja Gupta presented at Lilly Conference Online on “Micro-Affirmations in Higher Education.” Gupta is the Chair of the Business Department and MBA Program Director. The objectives of the session were to understand microaggressions and micro affirmations. Gupta talked about race in higher education and the disparities that exist because of a lack of college readiness. […]

May 8, 2022
By Carlos C. Goller
Academic Development, Accessibility and UDL, Books, Constructivism, Discussions, Diversity, Integrative Thinking, Lilly Conference, Reflections, Student groups, Why

Culture Codes

Christie Kleinmann is a Professor of Public Relations at Belmont University and presented at ITLC Lilly Conference Online last month. The session was entitled ” Capitalizing on What Matters: Understanding the Culture Code of the College Classroom.” Kleinmann did a “which is better” slide annotation activity on Zoom with two images of a sunrise and […]

April 30, 2022
By Carlos C. Goller
Accessibility and UDL, Books, Constructivism, Open Pedagogy, OpenEd, Publishing, Reflections, Student groups, Why, Writing

‘A History of Economic Thought’ Open Book

Diane Zydlewski, Florencia Gabriele, and Meaghan Price presented at Open Ed 2021 on “History of Economic Thought Made Alive Through Artifacts – A Collaborative Book.” They are all at Emmanuel College. Florencia Gabriele is a lecturer and has used this assignment in which students analyze passages in books and contribute to a book. The course […]

April 27, 2022
By Carlos C. Goller
Accessibility and UDL, Discussions, Diversity, Instructor Behaviors, Open Pedagogy, OpenEd, Reflections, Student groups, Teaching techniques, Why

A Question Bank Assignment with Peer Review

Judy Orton Grissett is the Director of Experiential Learning at Georgia Southwestern State University and spoke about research with Feng-Ru Sheu, an Instructional Designer Librarian at Kent State University. The title of their session at Open Ed 2021 was “Open Pedagogical Practices and Instructional Changes in a Psychology Course.” They met at Open Ed in […]

March 26, 2022
By Carlos C. Goller
Accessibility and UDL, Articles, Discussions, Information Literacy, Instructor Behaviors, Open Pedagogy, OpenEd, Pedagogy, Presentations & Talks, Publishing, Reflections, Student groups, Wellbeing, Why

A Guide to Copyright that Empowers Students to Make Decisions

“Help us Conceptualize our Student-Facing Copyright Guide from an Emancipatory Framework?” was the title of the Open Ed 2021 session I watched today. Jessica O’Reilly is a doctoral candidate at Athabasca University and instructor and along with Marnie Seal, the Manager of the Library & Learning Commons at Cambrian College presented this ten-minute session. I […]

March 25, 2022
By Carlos C. Goller
Academic Development, Accessibility and UDL, Constructivism, Diversity, Information Literacy, Metacognition, Open Pedagogy, OpenEd, Reflections, Student groups, Teaching techniques, Wellbeing, Why

OER and UDL to Support All Learners

Nico Diaz is an Academic Development and Recovery Advisor at Boise State University. In the 2021 Open Ed session entitled “Utilizing OER in Conjunction with Universal Design Principles to Support Students with Disabilities,” Diaz described their role on campus helping students make adjustments and how they use OER and UDL to support students with disabilities. […]

March 4, 2022
By Carlos C. Goller
Academic Development, Discussions, Diversity, Information Literacy, Open Pedagogy, OpenEd, Reflections, Student groups, Why

IFMSA Open Science Efforts

Kevin Alvaro Handoko is the 2021-2022 IFMSA SCORE Director and spoke about “Fostering a Culture of Open Education: A Medical Student-Led Strategy” at Open Ed 2021. The International Federation of Medical Students’ Association (IFMSA) has over 100 members and works on policy documents. One policy document that was adopted in 2020 was the Open Science […]

February 21, 2022
By Carlos C. Goller
Academic Development, Books, Discussions, Information Literacy, Open Pedagogy, OpenEd, Reflections, Student groups, Why

Student Panel on OER Advocacy in Canada

We have had fantastic student panels as part of RLOE Cohort 2! I also had the opportunity to talk to NC State students this evening. Tonight, I watched the Open Ed 2021 recorded student panel entitled “Ask Student OER Champions: Advocacy and Allyship.” Several students from across Canada spoke about their work with OER. After […]