ÜBER DIESEN PODCAST 🔗
Hosted by acclaimed teaching scholar Jim Lang, Designed for Learning is a podcast from Notre Dame Learning, a collaborative unit at the University of Notre Dame that works with faculty and other instructors as they seek to enhance learning for their students. In that spirit, the show features interviews with teachers, experts in teaching and learning in higher education, authors of new books and resources, and anyone else we can learn from. New episodes are released monthly.
Hosts:
Aktualisierungshäufigkeit:
monthly
Durchschnittliche Audiolänge:
32 minutes
Gastinterviews
Englisch
Vereinigte Staaten
23 Folgen
seit 5. Dezember 2024
episodic
IN DIESEM PODCAST 🔗
NEUESTE FOLGEN 🔗
It used to be that instructors primarily assessed student learning via printed documents that were turned in physically—papers written on actual paper, blue book exams, etc.
Over the last couple of decades, those artifacts largely transitioned into digital products, which students submit through an…
VERGANGENE FOLGEN SUCHEN
Vorhandene Folgen von Designed for Learning durchsuchen.
FRÜHERE EPISODEN 🔗
In higher education’s current landscape, many thinkers in teaching and learning are arguing that we need to emphasize that college is more than just the acquisition of knowledge and skills.
We want students to recognize the value of learning in community, listening and speaking to the people around…
The words and metaphors we choose to describe our interactions with artificial intelligence are telling.
Do we view it as a stochastic parrot? A thought partner? A form of co-intelligence? A sycophantic assistant? Each of these phrases reflects a different set of beliefs and attitudes and likely sh…
For better or worse, much of the talk about AI’s impact on the purposes and processes of an education continues to focus on cheating: Are students outsourcing their work, and their learning, to tools like ChatGPT, Microsoft Copilot, and Google Gemini? Some high-profile stories have gone so far as t…
It’s something that sounds so basic it’s easy to overlook how daunting it can be:
Learning and remembering student names.
This month, we’re going back to our very first episode (and one of our most popular ones), a conversation with cognitive psychologist and author Michelle D. Miller about why mas…
For better or worse, the educational theory that seems to have permeated American education more than any other has been the notion of learning styles. Although the definition can vary, the most popular version of the idea argues that people can be categorized as visual, auditory, or kinesthetic le…
Faculty who teach online know that it comes with distinct benefits, with the ability to reach learners who might not otherwise have access to your course prominent among them.
But as meaningful as that is, the logistical challenges online teaching can present means we don’t necessarily think of it …
American higher education has always stood out for its strong commitment to general education courses, or gen ed, the premise being that undergraduates should not necessarily jump directly into a major but instead have the room to learn and explore a variety of fields before choosing a particular p…
Imagine you have a student who starts the semester strong but unexpectedly misses a deadline, and then you don’t see them in class for a few sessions. You reach out and are surprised to learn it isn’t because they lost interest in the course; it’s because they were so ashamed of missing that due da…
For decades now, the call to college teachers has been to rely less on lecture and to draw more on active learning techniques such as discussions, small group brainstorming, and think-pair-shares.
Strategies like these fit well within smaller courses. But in an auditorium with a couple of hundred s…
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