online

July 20, 2021
By Carlos C. Goller
Academic Development, Constructivism, Course Design, DBER and SoTL, Instructor Behaviors, Lilly Conference, Pedagogy, Presentations & Talks, Reflections, Why

Scaffolding the Online Student Learning Experience

Madhu Mahalingam and Elisabetta Fasella from the University of the Sciences presented at the 2021 Lilly Conference online in May a recorded session entitled “‘Scaffolding’ Student Learning in General Chemistry for Online Synchronous Classes.” I have been learning about what others are doing with their labs to offer an online experience. At the University of […]

Connecting Classes and Developing Intercultural Competency Skills

It is always great to see what good friends are doing and presenting at Lilly! Erin A. McKenney from North Carolina State University and Diana J. R. Lafferty from Northern Michigan University (NMU) presented a session entitled “Leveraging Remote Learning for Cross-Institutional Collaborative Scholarship” that highlights how they joined forces to teach together! Students were […]

July 9, 2021
By Carlos C. Goller
Academic Development, Course Design, DBER and SoTL, Instructor Behaviors, Lilly Conference, Mobile Learning, Online Learning, Pedagogy, Presentations & Talks, Reflections, Student groups, Teaching techniques, Why, Writing

Two Different Flips

Jessica Peacock from Merrimack College and Kathryn Lewis from American International College presented on “Active Learning through the Flipped Classroom: Success, Failure, or Both” as part of the Lilly 2021 Conference online. The presenters defined flipped learning as students doing work prior to class in an individual space, focusing on understanding and remembering of the […]

July 1, 2021
By Carlos C. Goller
Academic Development, Instructor Behaviors, Lilly Conference, Metacognition, Mobile Learning, Online Learning, Pedagogy, Presentations & Talks, Reflections, Teaching techniques, Wellbeing, Why

The Impact of Remote Teaching on MPH and DrPH Students from One Institution

ASMCUE has been a lot of fun this year! While I haven’t had a chance to watch live sessions, I participated in a podcast, a workshop, a roundtable, virtual office hours, and mini workshop! We’ve been talking a lot about the lessons learned from remote teaching. Therefore, the session I watched tonight seemed appropriate. Kesha […]

June 24, 2021
By Carlos C. Goller
Academic Development, Constructivism, Course Design, Diversity, Lilly Conference, Metacognition, Online Learning, Pedagogy, Presentations & Talks, Reflections, Student groups, Teaching techniques, Team-based learning, Wellbeing, Why

A Consistent Structure for Supporting All Learners

Diane F. Morean from Elmhurst University and Katherine H. Cassidy from Cleveland Metropolitan School District presented at the Lilly Conference online 2021 in May a recorded presentation entitled: “Enhancing Equitable Online Condensed Course Learning Through Backward Design, including Meta-Learning.” Morean teaches a neurology class and sought Cassidy’s expertise in education. They wanted to condense the […]

June 23, 2021
By Carlos C. Goller
Academic Development, Case Studies, Constructivism, Course Design, Discussions, Guest Speakers, Instructor Behaviors, Lilly Conference, Metacognition, Mobile Learning, Online Learning, Open Pedagogy, Pedagogy, Presentations & Talks, Reflections, Softwares, Student groups, Teaching techniques, Undergraduate Research, Website, Wellbeing

Remote Learning Engagement Techniques

Tonight I watched a 2021 Lilly Conference online asynchronous session entitled “Engaging STEM Students in the Remote Learning Classroom” by our own Miriam Ferzli from NC State. Ferzli is a Professor of Teaching in my home department, Biological Sciences, and teaches a number of large introductory biology and research methods courses. Ferzli has a lot […]

June 15, 2021
By Carlos C. Goller
Academic Development, Course Design, DBER and SoTL, Instructor Behaviors, Lilly Conference, Mobile Learning, Pedagogy, Presentations & Talks, Reflections, Softwares, Team-based learning, Website, Why

ARS?! Time to poll the class!

A 2021 Lilly Conference online presentation entitled “The Benefits of Using an Audience Response System in Class” caught my attention tonight. Frank Spors from the Western University of Health Sciences spoke about the optometry program there. At Western U, they have a four-year doctoral optometry program with class size between 75-90 and lectures for all […]

June 10, 2021
By Carlos C. Goller
Academic Development, annotation, Constructivism, Delftia, Guest Speakers, Information Literacy, Lilly Conference, Pedagogy, Presentations & Talks, Publishing, Reflections, Softwares, Teaching techniques, Undergraduate Research, Website, Why

Educational Technology for Digital Organization and Scholarship

I have been intrigued by note-taking in the classroom for almost a decade now. My first proposal for an educational study when I came to NC State was using Livescribe pens to capture student concept maps and share them to evaluate and compare to other digital tools such as Lucidchart. We have been using electronic […]

June 5, 2021
By Carlos C. Goller
Academic Development, Course Design, Discussions, Diversity, Instructor Behaviors, Lilly Conference, Online Learning, Open Pedagogy, Pedagogy, Presentations & Talks, Reflections, Softwares, Student groups, Wellbeing, Why

Rethinking Education

Day 4 of the Lilly Conference was Wednesday, May 26th. I am watching the recordings a couple of weeks after the live session. I do like the format with four Wednesday sessions. Todd Zakrajsek from the University of North Carolina, Chapel Hill and ITLC started each week with “Game Changing Teaching Tips” and this last […]

June 3, 2021
By Carlos C. Goller
Academic Development, Discussions, Instructor Behaviors, Lilly Conference, Metacognition, Online Learning, Pedagogy, Presentations & Talks, Reflections, Student groups, Teaching techniques, Why

Technology to Amplify Voices and Create Community

We just finished a fun 3-day HITS workshop! It is tough doing it virtually yet breakout rooms and engaged participants helped! Our challenge was having interdisciplinary groups of educators and researchers form and plan the design and implementation of a case study. Building community is critical, and helping participants form groups and define topics and […]

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