Teaching and Pedagogical Resources (old)

Active Learning is the teaching approach by which students engage in higher order thinking skills by active participation in class activities. These classroom activities include creating learning artifacts, and evaluating and analyzing course materials.

Active learning emphasizes student engagement and participation in the learning process. It is based on the premise that students learn best when they are actively involved in the process of constructing their own understanding by applying knowledge.

Active learning can take place both inside and outside of the traditional classroom, and it can be used in both face-to-face and online settings. Active learning activities can help students to develop critical thinking, problem-solving, and collaboration skills, and can promote deeper understanding and retention of course content. Some examples of active learning include collaborative learning, game-based learning, problem-based learning, inquiry-based learning, and self-directed learning.

Traditional assessment typically measures the students’ level of knowledge. Authentic assessment will measure the students’ level of proficiency or their ability to apply the knowledge.

By challenging students to execute a task, instructors can determine if a student has grasped the course material. Authentic assessments may also be tailored to the individual needs of the student because it can be flexible and allow students to tap into their unique abilities to complete a task.

Examples of alternate forms of assessment:

1. Portfolios: Students will organize a collection of their work that contains artifacts such as papers, projects, presentations to provide evidence of the knowledge gained over time.
2. Performance tasks: Students demonstrate their knowledge by performing a task such as creating a learning object, programming/coding, or designing a website.
3. Case Studies: Students can analyze a real-life scenario or problem. They will be evaluated on their ability to synthesize course concepts to the case and explain their reasoning.
4. Oral Presentations: Students may present (in-person or virtually) on a course related topic. They are assessed on their content knowledge and ability to support their stance.
5. Research Projects: Students engage in an original (instructor approved) research topic related to the course objectives. They are evaluated on their methodology, data analysis, and conclusions.
6. Simulation: Students may engage in a mock interview, or role play for a business meeting.

*Links to third party resources can be found here.

Download the chart - HERE

Collaborative learning is a practice that involves creating thoughtful and meaningful lessons that require students to work in tandem with one another to reach the goals and objectives of the lesson. Moreover, a collaborative learning lesson should be constructed with advanced rigor in mind in order to produce results that stimulate the learning process.

Collaborative learning in higher education promotes higher order thinking and encourages stimulating and didactic conversations. In addition, collaborative learning lessons foster greater communication among students as they find themselves working together in small groups to solve problems, complete projects, or to reach a common goal. This involves students working together in small groups to solve problems, complete projects, or engage in other hands-on activities.

In collaborative learning situations, students also gain the potential to feel more social and engaged with the other students and the course as a whole. For example, discussions and debates encourage students to engage in class discussions and debates on course-related topics can help to promote active learning and critical thinking.

The flipped classroom is a teaching strategy that reverses the traditional classroom model by which instructors may share or deliver preparatory work or class content before class. Faculty may share recorded lectures, video presentations, guided readings before class (using the Blackboard LMS or other technology).

This allows instructors to engage and interact with students more intently during the live class session. These active or hands-on interactions may include debates, in-class projects/simulations, problem solving, and collaborative assignments.

Using the flipped classroom model allows students to apply what they have learned, ask questions, and receive immediate feedback from their instructor and peers.

1. Create a video or pre-recorded lecture and advise students to view at their own pace, but before the scheduled class time.
2. Assign readings, quizzes, and other preparatory materials students can complete before class.
3. Plan active learning activities to complete in class: group discussions, student presentations, and Q&A sessions
4. Provide time for students to reflect on the course concepts by incorporating written journals, reflective papers, or other formative assessments.
5. Students should be able to access all materials (recorded lectures and other materials) in the Blackboard LMS for later review

Active Learning techniques are the cornerstone of student engagement and student learning since students learn best when they have goals that must be reached. The more students are engaged in the material, teacher, and class, the higher the levels of critical thinking that occur. Although this strategy may sound like it is part of a game show, game-based learning actually focuses more on teaching than on games.

Through this technique teachers incorporate educational activities into their lessons which work to achieve their learning objectives. These activities can be done independently or with a group, and the game is the assessment. It’s important to keep in mind that game-based learning should be adjustable to fit a variety of learning objectives and/or content areas. **Technology is not required for this learning technique.
**Technology is not required for this learning technique.

Game-based learning activities often include (but are not limited to):

• Achievable Goals or Learning Objectives
• Rules That Players Must Follow
• Competition & Conflict
• Cooperation
• Feedback from Instructor & Peers

• Using all or part of a class period, develop games for students to work collaboratively as teammates. Teams are an essential part of game-based learning since it will allow students to give each other real-time feedback. While students are working together, instructors can also survey the room and roam around to see what students are doing and where improvements (another layer of feedback) can be given.
• Classic games, like Jeopardy or Kahoot, allow students to review key course concepts. Consider making a game that uses the concepts in the course while also gaining points. Points will provide students with extrinsic motivation while teams (and being part of the team) will help motivate students intrinsically.

HyFlex (Hybrid Flexible) is a model of instruction that combines in-person, online and blended instruction, providing students with the flexibility to choose how they want to engage with the course content and instruction. It's a way to allow students to have more control over their learning experience while maintaining a level of interaction and collaboration.

This allows instructors to engage and interact with students more intently during the live class session. These active or hands-on interactions may include debates, in-class projects/simulations, problem solving, and collaborative assignments.

The following steps are general guidelines for implementing HyFlex instruction:

• Clearly communicate the options and expectations: Clearly communicate the different options available to students and the expectations for participation and engagement in each option.
• Provide synchronous and asynchronous elements: Provide synchronous and asynchronous elements that allow students to engage with course content and instruction in a way that works best for them.
• Provide flexibility in assessment and evaluation: Provide flexibility in assessment and evaluation that allows students to demonstrate their understanding of the material in a way that works best for them.
• Provide flexibility in attendance: Provide flexibility in attendance, allowing students to attend class in person, remotely or a combination of both.
• Provide opportunities for interaction and collaboration: Provide opportunities for interaction and collaboration, whether it is in person or online, to foster a sense of community and engagement.
• Use technology to facilitate flexibility: Use technology to facilitate flexibility by providing online resources and tools that allow students to access course content and instruction at any time.
• Continuously evaluate and adjust: Regularly evaluate the effectiveness of the HyFlex approach by gathering feedback from students and making adjustments as needed.

Inclusive teaching aims to provide each learner with equal access to learning, to feel respected and valued for their diverse abilities. An inclusive classroom is where every student is treated equitably. This can be done using methods, strategies and materials that are diverse (related to race ethnicity, gender, sexual orientation, culture, religion, mental and physical ability, and socio-economic status), and also accessible (limiting barriers of access to all students).

Below are a few tips and resources for creating a more inclusive classroom environment.

• Providing multiple means of representation: This can include providing materials in multiple formats (e.g., text, audio, video, and images), captioning videos, and providing transcripts for audio content.
• Providing multiple means of engagement: This can include providing opportunities for students to work in small groups, collaborate on projects, participate in discussions, and complete interactive activities.
• Providing multiple means of action and expression: This can include providing opportunities for students to demonstrate their understanding in a variety of ways, such as through written assignments, oral presentations, and online quizzes.
• Providing a welcoming and inclusive online environment: This can include creating a safe space for all students to participate, encouraging diverse perspectives, and actively working to create an environment where all students feel included and valued.
• Accessibility: Providing accessibility features such as keyboard navigation, high contrast, and text-to-speech to make sure that the content is accessible to all students, including those with disabilities.
• Flexibility: Offering flexible options for when, where and how students complete assignments and assessments, such as online assignments, can accommodate different student preferences and time zones.
• Cultural sensitivity: Being aware of cultural differences and providing information and resources for international students to help them navigate the cultural differences and expectations of the online course.

Supplemental lecture capture in higher education refers to the practice of recording lectures and making them available to students as a supplement to the classroom instruction. This can be done through various technologies such as video cameras, screen recording software, and online platforms.

The purpose of capturing lecture materials is for the benefit of students to be able to review them when necessary. Recorded class materials refer to video, audio or multimedia recordings of class proceedings within a classroom, class proceedings within a virtual meeting, student recordings created for an assignment, recorded presentations, and any other recorded materials to enhance the course experience. GSU supports multiple applications for recording course materials:

Supplemental Lecture Capture Tools

Download the chart - HERE

Here are a few examples of how supplemental lecture capture can be used to support learning:

• As-needed review: Students can watch recorded lectures at their own pace and on their own schedule as a way to review the material covered in class or catch up on missed lectures.
• Flipped classroom: Lectures can be recorded and made available to students before class, allowing them to prepare for class activities and discussions.
• Differentiation: Recording lectures can provide students with different learning styles and abilities with alternative ways to access the material.
• Remote and online learning: Recording lectures can be a valuable resource for students who are taking classes remotely or online, allowing them to access the material at any time.
• Accommodation: Recording lectures can be a useful accommodation for students with disabilities who may have difficulty taking notes or who may need to review the material multiple times.
• Language support: Recording lectures can be a useful resource for students who are not fluent in the language of instruction.

Andragogy & Neuroplasticity
Andragogy is an adult learning theory. Adults learn differently than children do. Adult learners include higher education students as well as their instructors who might be seeking additional training or professional development. Adult learners might choose subjects and courses based on personal background and experience, but also may be required to take courses based on degree program or professional requirements such as gaining or improving job skills. Younger learners are motivated by grades and praise, but adult learners are more motivated based on internal reflection and personal interests. In K-12 learning is subject-centered, tending to address more introductory levels of Bloom’s Taxonomy, but higher education needs to be problem-centered to better address the higher-level thinking skills of Bloom.

Neuroplasticity affects how adults learn. At younger ages, neurons are still forming in a growing brain, which is why certain memories and skills seem stronger when experienced at younger ages compared to when learned as an adult. Adult learners, whose brains have stopped growing at around age 16, need to experience their learning, because “if you don’t use it, you lose it”. More experiences are required for adult learners for learning to “stick”, but at the same time adult learners can be expected to be more self-directed and can also bring their own previous experiences to build upon.

Andragogy Definition and Principles: https://learning-theories.com/andragogy-adult-learning-theory-knowles.html
Bloom’s Taxonomy: https://www.bloomstaxonomy.net/
Neuroplasticity Definition: https://www.psychologytoday.com/us/basics/neuroplasticity
Neuroplasticity and Learning: https://elearning.adobe.com/2019/05/neuroplasticity-role-learning-memory/

Generational learning differences refer to the ways in which different groups of students, based on their age and birth year, may have different learning preferences or process information differently.

These differences can be attributed to a variety of factors, such as changes in technology, social norms, and cultural influences. Some examples of generational learning differences include the way that younger generations are more accustomed to digital and visual forms of learning, while older generations may prefer more traditional, lecture-based methods. Additionally, younger generations may have different learning styles and preferences than older generations, due to differences in their experiences and exposure to different forms of education.

• Baby Boomers (born 1946-1964) tend to prefer a traditional classroom setting, with a clear hierarchy and a focus on lectures and textbooks. They are often self-directed learners and value face-to-face interactions with their instructors.
• Generation X (born 1965-1980) students tend to be more independent and self-reliant. They value a mix of traditional and non-traditional teaching methods, and may prefer a more flexible classroom environment. They also value technology and its use in education.
• Millennials (born 1981-1996) often referred to as "digital natives" are comfortable with technology and expect it to be integrated into their learning experience. They value collaboration, hands-on learning, and immediate feedback. They also tend to have a global perspective and be more diverse.
• Generation Z (born 1997-2012) also known as "digital natives" have grown up in an even more technology-saturated environment than millennials and as such are very comfortable with technology, they value personalization and flexibility in their learning, and they appreciate a mix of online and in-person instruction.

• Differentiated instruction: This approach involves tailoring instruction to meet the individual needs of different students, including those from different generations. It can involve using a variety of teaching methods, such as lectures, discussions, hands-on activities, and online resources, to accommodate different learning styles.
• Incorporating technology: Using technology in the classroom can help engage students from all generations, but particularly those from the millennial and Gen Z groups, who are comfortable with technology and expect it to be integrated into their learning experience.
• Encouraging collaboration and teamwork: Creating opportunities for students to work together in small groups or teams can help to foster a sense of community and engagement among all students, particularly those from the millennial and Gen Z groups, who value collaboration and hands-on learning.
• Using formative assessment: Giving students frequent opportunities to self-assess and receive feedback on their progress can help to ensure that all students are on track and understanding the material.
• Providing flexibility: Offering flexible options for when, where and how students complete assignments and assessments, such as online assignments, can accommodate different student preferences, such as those of Gen Z who appreciate personalization and flexibility in their learning.
• Encourage a global perspective: Encourage students to think beyond the classroom and their immediate environment, and to consider the perspectives of people from different cultures, backgrounds, and generations.
• Be open to student feedback: Encourage students to provide feedback on the instruction, this can be done through surveys, focus groups or one-on-one meetings, this can help instructors to understand the student's perspective and adapt instruction accordingly.
• Supporting 4 Generations of Learners Using Panopto: https://www.panopto.com/blog/are-you-ready-to-support-4-generations-of-learners/
• Preferred Learning Methods of Gen Z: https://digitalcommons.salve.edu/cgi/viewcontent.cgi?article=1075&context=fac_staff_pub
• Mobile Technology and Generation Z in the English Language Classroom: https://www.mdpi.com/2227-7102/9/3/203

First-generation college students are individuals whose parents did not attend college or obtain a degree. They often have unique needs and challenges when compared to students whose parents have attended college.

Some of the unique needs of first-generation college students include:

• Navigating the college system: First-generation students may be unfamiliar with the college application process, financial aid options, and other aspects of college life. They may need extra support and guidance in order to navigate the system.
• Academic support: First-generation students may not have had the same level of academic support and preparation that their peers had, and may need extra help with studying and time management skills.
• Financial support: Many first-generation students come from low-income families, and may need extra financial support to pay for college. They may also be unfamiliar with the financial aid process and may need assistance in understanding their options.
• Social support: First-generation students may feel out of place in a college environment, and may need extra support to adjust to college life and make connections with peers and faculty. Understanding the culture of higher education: first-generation students may not have the same understanding of the culture of higher education as their peers who have had a parent or family member attend college, they may need extra support in understanding the expectations and norms of the college environment.
• Mentorship: First-generation students may benefit from mentorship programs, where they are paired with a more experienced student or faculty member who can provide guidance and support as they navigate college life.
• Support for families: Many first-generation students are the first in their families to attend college and may not have a family member who can help them navigate the college system. Support for families can be provided through informational sessions or workshops.

Teaching international college students can present unique challenges for instructors, as these students may have different cultural backgrounds, language abilities, and prior educational experiences.

Some of the unique needs of teaching international students include:

• Cultural sensitivity: International students may come from a variety of cultural backgrounds, and instructors should be aware of and sensitive to any cultural differences that may affect their learning.
• Language support: Many international students may not be fluent in the language of instruction, and may need extra support in understanding the course content and participating in class discussions. This can be provided through language support services, teaching assistants or peer tutors.
• Curricular adjustments: International students may have different educational backgrounds and experiences, and instructors may need to make adjustments to the curriculum to ensure that all students are able to understand and engage with the material.
• Support for adjustment to a new environment: International students may need extra support to adjust to a new culture and environment, and may benefit from resources such as counseling services, mentorship programs, or cultural adjustment workshops.
• Familiarization with American educational system: International students may not be familiar with the American educational system, and may need extra support in understanding the expectations and norms of the college environment.
• Flexibility: International students may have different schedules or responsibilities due to visa restrictions, cultural practices, or other factors. Instructors should be flexible and accommodating with international students and work with them to find solutions that work for everyone.
• Encourage interaction and collaboration: Encourage interaction and collaboration between international and domestic students. This can be done by creating opportunities for them to work together on projects, assignments, or other activities. This can help to foster mutual understanding and respect and can also benefit both groups of students.

Teaching non-traditional students can require a different approach than teaching traditional students. Some strategies that may be effective when teaching non-traditional students include:

Using the flipped classroom model allows students to apply what they have learned, ask questions, and receive immediate feedback from their instructor and peers.

1. Be aware of and sensitive to the diverse backgrounds and experiences of your students.
2. Use a variety of teaching methods, such as online resources, group work, and hands-on activities, in order to appeal to different learning styles.
3. Encourage active learning and critical thinking by providing opportunities for students to engage in discussions, debates, and problem-solving activities.
4. Use real-world examples and case studies to help students see the relevance of the material.
5. Provide flexible scheduling and make use of online resources and technology to accommodate students’ busy schedules and different learning styles.
6. Emphasize the practical application of the material and help students see the connection between the course content and their personal and professional goals.
7. Create a supportive and inclusive classroom environment where all students feel comfortable participating and sharing their perspectives.

Universal Design for Learning (UDL) is an approach to teaching that aims to make instruction accessible and inclusive for all students, regardless of their background, abilities, or learning styles. Here are a few steps you can take to incorporate UDL in your college classroom:

• Identify the learning objectives: Determine what you want your students to learn and what skills you want them to develop through the course.
• Provide multiple means of representation: This can include providing materials in multiple formats (e.g., text, audio, video, and images), captioning videos, and providing transcripts for audio content.
• Provide multiple means of engagement: This can include providing opportunities for students to work in small groups, collaborate on projects, participate in discussions, and complete interactive activities.
• Provide multiple means of action and expression: This can include providing opportunities for students to demonstrate their understanding in a variety of ways, such as through written assignments, oral presentations, and online quizzes.
• Create a welcoming and inclusive environment: This can include creating a safe space for all students to participate, encouraging diverse perspectives, and actively working to create an environment where all students feel included and valued.
• Accessibility: Make sure that the class materials and activities are accessible to all students, including those with disabilities.
• Continuously evaluate and adjust: Regularly evaluate the effectiveness of the UDL approach by gathering feedback from students and making adjustments as needed.

• VoiceThread*
• Panopto*
• Kahoot
• Canva
• Camtasia*
• Adobe Creative Suite*
• Snagit*
• Padlet

• American Association of Colleges and Universities: AAC&U serves as a catalyst and facilitator for innovations that improve educational quality and equity and that support the success of all students.
• American Association of State Colleges and Universities: AASCU is a collective voice of 350 state colleges, universities, and systems united by their shared commitment to make affordable, high-quality education available to students of all backgrounds, races, and ethnicities.

  *View the Eliminating Barries to Postsecondary Education podcast.*
• American Association of University Women: AAUW advocates for women and girls since 1881 and into the future!
• Blackboard + Anthology: This community focuses on sharing teaching & learning best practices, useful techniques, help resources for student engagement, and more.
• Faculty Focus: Faculty Focus provides Higher Ed teaching strategies for the online and college classroom.
• Illinois Online Network: The Illinois Online Network (ION) is a faculty development initiative that provides professional development opportunities in the area of online teaching and learning to faculty and staff from higher education institutions in Illinois and beyond.
• Journal of Online Learning and Teaching: JOLT is an online publication that promotes scholarship with quality online resources to improve learning and teaching in higher education.

• Coursera: An online platform that offers free and low-cost college-level courses from top universities and institutions around the world.
• OER: A digital library of open educational resources, including textbooks, videos, and interactive simulations, for a wide range of subjects and grade levels.
• OpenStax: A non-profit organization that provides free, peer-reviewed textbooks for college and high school courses.
• Khan Academy: A collection of online resources, including video lessons and practice exercises, covering a wide range of subjects
• MIT OpenCourseWare: A collection of online materials, including course syllabi, assignments, and lecture notes, from Massachusetts Institute of Technology.

• Cengage Online Resource Hub
• Elsevier Online Resource Hub
• McGraw-Hill Online Resource Hub
• Pearson Online Resource Hub
• Wiley Online Resource Hub