CTLE Spring 2022 Webinars
The Center for Teaching & Learning Excellence (CTLE) Spring 2022 Webinar Series kicks off this week! These webinars are designed to provide resources for graduate students, postdocs, faculty, and others involved in teaching or interested in pedagogy.
Canvas 101
Thursday, Feb 10 @ 11am; Register
As we continue to consider the role of Canvas in our online, in-person, and hybrid courses, it can be valuable to establish a strong foundation in the basic skills for leveraging the tool for our classrooms. This workshop will be an interactive demonstration of the start-to-published course design process for all individuals looking to learn how to use Canvas to align with their teaching goals. If you are new to Canvas or want to reinforce those basic skills, please join! Come ready to learn, ask questions, and take some steps in course creation together.
Confirm or Revise… and Reflect
Friday, Mar 11 @ 11am; Register
Utilizing insights from the literature, a design for online courses that makes use of the interactive potential of Canvas to actively engage students. When new content is delivered, students confirm or revise their own work, and reflect on their grasp, and implications of the material. Once modules are created, the instructor can respond to student questions and encourage deeper engagement
Active Teaching Part I: Tips for Presenting Information Based on the Science of Learning
Tuesday, Mar 15 @ 11am; Register
We know how important active learning methods are for deeper, more meaningful learning. However, lecturing is still often a necessary means for presenting information to students. What many instructors may not realize is that there are ways to present information to students that will help them learn it better according to research from the field of cognitive psychology about how the brain learns best. This 2-part webinar will include tips for presenting information and the science behind them so that students better remember, learn more deeply, and reach higher levels of learning. Don’t worry if you miss one part; each part is designed to be helpful in its own right.
Active Teaching Part II: Tips for Presenting Information Based on the Science of Learning
Tuesday, Mar 22 @ 11am; Register
We know how important active learning methods are for deeper, more meaningful learning. However, lecturing is still often a necessary means for presenting information to students. What many instructors may not realize is that there are ways to present information to students that will help them learn it better according to research from the field of cognitive psychology about how the brain learns best. This 2-part webinar will include tips for presenting information and the science behind them so that students better remember, learn more deeply, and reach higher levels of learning. Don’t worry if you miss one part; each part is designed to be helpful in its own right.
Designing Effective Student Peer Reviews
Monday, Mar 28 @ 11am; Register
The use of student peer reviews has been encouraged as a pedagogical tool to help students learn how to provide feedback to their peers. In this session, based on the literature, strategies for student peer reviews will be discussed.
Principles of Simulation Pedagogy
Tuesday, Apr 5 @ 11am; Register
The basics of simulation, including pre-briefing, facilitation, and debriefing simulation events will be covered in this session. We will also discuss difficult debriefing and using best debriefing techniques from the literature.
Specifications Grading
Tuesday, Apr 12 @ 11am; Register
In education, everything can feel subservient to grades. Specifications Grading (specs grading) challenges the traditional point-based approach to grading in a multitude of ways. For example, transparent expectations, student autonomy, and reduced subjectivity when grading. This workshop will focus on the following key facets of specs grading: (1) clearly defined learning outcomes, (2) a pass-fail grading system, and (3) multiple opportunities for students to exhibit mastery of learning outcomes. First, we will cover the foundations of the specs grading system, followed by examples of specs grading work, and finish up with a framework that instructors can implement in their classes.
“The Final Project”?
Wednesday, Apr 20 @ 10am; Register
To answer A, B, C, or D. That is the question – or is it? This workshop will guide you through several examples of final course projects that disrupt the multiple-choice exam, starting with really simple changes all the way to a total assignment overhaul. We will discuss mechanisms for aligning final course projects to course outcomes and navigating strategies for effective assignment creation (at the instructor and student level), feedback, and grading.
If you have questions or problems registering, contact:
Cindy Hanson
Cindy.hanson@utah.edu
801-581-6744