Three teaching things: week of October 11
In this issue: grading differently; six characteristics of effective learning experiences; and a new tool to facilitate online brainstorming.
Issue #21
Three Teaching Things is a weekly newsletter compiled by Gavan Watson, which shares three different teaching and learning resources (papers, resources or tools) worth your attention.
1. The paper
Teaching More by Grading Less (or Differently)
This one goes in my “really interesting paper” bucket (so don’t let the journal trick you into thinking this paper is too disciplinary): opening with a brief history of grading in higher ed, the authors of the paper identify the origins (a product of the late 19th-century) as well as the the on-going issues with grading systems (those are the 100-point, or A-F systems that seem naturalized as part of our practice).
The authors then turn to review the purposes of grading (motivating students, comparing students, evaluating knowledge) and close with “strategies for change” (p. 163). One significant suggestion that could be implemented immediately: blind (anonymous) grading.
Schinske, J., & Tanner, K. (2014). Teaching More by Grading Less (or Differently). Cell Biology Education, 13(2), 159–166. https://doi.org/10.1187/cbe.cbe-14-03-0054
2. The resource
Rethinking effective student learning experiences
A short piece published in Inside Higher Ed, author Dr. Patrick Terenzini outlines six characteristics of highly effective learning experiences (based on Dr. Terenzini’s career of studying how college affects students). They are: 1) Involve encounters with challenging ideas or people; 2) Require students’ active engagement with the challenge; 3) Occur in supportive environments; 4) Encourage active, real-world learning; 5) Involve other people; and 6) Invite or promote reflection. I’m reminded of Chickering and Gamson’s Seven Principles work here, and it would be interesting to align the two.
3. The tool
Lucidspark
A collaborative whiteboard with built-in tools to help facilitate collaboration, Lucidspark is a brand new addition to Lucidchart (which started as an online diagramming tool). Those built-in tools include templates, a timer and participant voting. This could be a straight-forward way to add interactivity to synchronous sessions, or could be used by students to facilitate small group work. There is an educational category of licenses.
+1 for its use as an e-Learning tool: as I’ve written, any tool that can be used by students without needing to first create an account is ideal (from a privacy and ease-of-facilitation perspective). Looks like Lucidspark allows you to share a whiteboard URL and collaborators can join without needing to set up an account.
Thanks for reading! This weekend is Canadian Thanksgiving, so as I’m someone who is celebrating that holiday, I’m taking the opportunity to focus on gratitude and reflect on what I’m thankful for. Holiday or not, I hope you all find some time for that kind of reflection as well.
Thoroughly enjoyed seeing #1. Something I've reflected on repeatedly over my experiences teaching. Thanks for sharing!