This page features a number of news feeds with up to date articles and news about contemporary issues in educational technology.
If you know of a source that you think should be added to this page, please email: Shel Sax (email@example.com).
Increasingly, students are asked to undertake assignments and projects in small groups. Research tends to indicate that students working in small groups have better learning outcomes both in quantity of information learned and retention.
There are two aspects of group work to keep in mind when deciding upon learning outcomes. Some group work focus on output—the creation of a report, presentation, model, etc. Others focus on the process of group dynamics and the development of interpersonal and problem solving skills. It is important to decide how you weight these two components and to convey this information to your students.
Some useful resources include:
"Cooperative Learning: Students Working in Small Groups", Barbara Gross Davis in Speaking of Teaching, Stanford's newsletter on teaching, Winter, 1999
Teaching Strategies: Group Work and Team Work, CRLT, University of Michigan
Technologies Supporting and Enhancing Student Group Work:
With the growth of social software tools, there are many possible small group activities that can utilize technology. Some of the most common are:
Collaborative writing environments—depending upon your desired purpose, wikis (a web-based collaborative space) and blogs are tools that encourage participation and both collaborative writing and peer-writing feedback.
Technologies Supporting and Enhancing the Holistic Strategy:
Examples from the faculty:
Technologies Supporting and Enhancing Models:
Examples from the faculty:
Complementing lecturing is class discussion. One of the most attractive aspects of a residential liberal arts education is the opportunity to engage with classmates and faculty in small groups for challenging, stimulating and rewarding discussion.
This video from the Bok Center at Harvard introduces some of the recommended practices for conducting an effective conversation.
Columbia University's Graduate School of Arts & Sciences also has useful information on leading discussions.
You may want to compare the techniques that you use to lead discussions to these resources.
Technologies Supporting and Enhancing Leading Discussion:
With the proliferation of social networking tools and the increasing familiarity with them by our students, faculty are using a number of tools to augment in class discussion with online electronic conversations.
Some faculty use the electronic discussion to set the stage for an in class session, posting a reading or discussion topic and asking the students to respond before the discussion session. Others use online conversations to extend the thread of an in class discussion beyond class time. Faculty have observed that students who are reticent in class will often participate more actively electronically. Further, online discussions seem to be a more comfortable medium for students for whom English is not the first language.
At Middlebury, the two most popular technologies for online discussion are to use the comment features of either Moodle or WordPress. Both are capable of supporting online discussion. A few faculty have used Mediawiki (the wiki software currently supported by LIS) for online conversation.
Here are some resources to help you formulate your online discussion strategies:
Lecturing is the most common and ubiquitous teaching strategy. While most instructors do not spend an entire class lecturing, it is an important component of many classes and is important to be done effectively.
Here's a video link to 'Lecture Tips' by Prof. Patrick Winston of MIT on how to give an effective talk. Topics include how to start a lecture, introducing and cycling new material, asking questions, using the blackboard, etc. It is very well done.
Technologies Supporting and Enhancing Lecturing:
(Please note that while we make the transition to our new website, some of the links below may not provide adequate information. If this is the case, please contact Shel Sax.)
Presentation tools like PowerPoint or Keynote can be effect vehicles for delivering rich, multimedia content. When misused, these tools can detract from rather than enhance a lecture. Here are some pointers on how not to ruin a perfectly good lecture with PowerPoint by Prof. David Daniels of the University of Maine.
Clickers provide an opportunity to interact with your students. We currently have a supply of clickers. If you're interested, please contact Dave Guertin. Here's some additional information on teaching with clickers and 'Best Practices for Writing Clicker Questions".
Every instructor has her/his own way of teaching. Often there is no single strategy rather a blend of different ones. Depending on the strategies that you use when teaching, certain technologies are worth considering. The sub-pages of this section describe a variety of teaching strategies and provide information on each.
The Library's Curricular Technology Team has been hard at work developing expanded information about many technological options. Each teaching strategy page links to relevant information about specific technologies.
Given the nature of rapid change and quickly evolving tools, these pages will, by necessity of the subject matter, be under constant revision.