We brainstormed:
- a timeline
- Summer 08: meet with the Provost to share our plans and firm up details of course release(s)
- Term I (Fall 08): announce to faculty; recruit participation
- Term II (Winter 09): hold workshop; help faculty prep course(s) to be redesigned
- Term III (Spring 09): faculty member(s) pilot redesigned course(s) for the first time
- Summer 09: Assessment of pilot redesign project
- possible departments/individuals with large-ish Term III courses who would be likely to participate:
- ANTH 110: Cultural Anthropology (Speier)
- ARHI 100/102?
- BIOL 140: Integrative Biology: Heterotrophs (Humphries)
- CHEM 116: Principles of Chemistry: Energy & Dynamics (Staff)
- CHEM 250: Organic Chemistry II (Debbert)
- ECON 100: Introductory Microeconomics (Galambos)
- ENST 150: Environmental Science (Clark & Lane)
- GEOL 110: Introductory Geology (Knudsen)
- GOVT 110: Intro to Political Science (Shober)
- GOVT 150: Introduction to Global Studies (Skran)
- HIST 101: Clionautics (Frederick)
- HIST 115: The Modern World (Cohen)
- MATH 107: Elementary Statistics (2 sections: Clemons & Shaw)
- MUHI 202: Music History Survey II (2 sections: McQuinn & Ceballos)
- PHIL 150: Symbolic Logic (Ryckman)
- PHYS 110: Topics in Astronomy (Pickett)
- PHYS 160: Principles of Modern Physics (Stoneking & Pickett)
- PSYC 100: Principles of Psychology (Burrows)
- RLST 100: Intro to Religious Studies (Smith)
- some potential pitfalls/opposition
- will this mode of teaching create more work for teachers and/or students?
- making sure faculty and students understand the motivation for and benefits of "time shifting" lectures
- teaching faculty to use the technology
- make students accountable for the material delivered in the podcasts
- how to prep students and faculty to make the best use of this new way of learning
- showing faculty the benefits of this new methodology for both themselves and their students
- encouraging student learning teams?
- could help students to be accountable to each other and to the class as well as to share knowledge
- multiple occasions to test/verify knowledge learned in podcasts (e.g., using clickers or Moodle Quiz to test the material covered in the podcast)--having multiple opportunities to learn, review, and recall the material in both non-graded (and, ultimately, graded) settings helps students to learn the material and to be able to access it long-term
- thinking about how to address different student learning styles (and different teaching styles)
- teaching students about active listening strategies
