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Tag: pedagogy

Using Discord + GitHub to Organize Small Group Active Learning

tips of a fiber optic cable

by Nathan Loewen, Faculty Technology Liaison & Department of Religious Studies Based on an interview and materials shared by Dr. Traci M. Nathans-Kelly, College of Engineering at Cornell University I recently spoke to Dr. Traci Nathans-Kelly, who is a partner teacher for Games Design courses at Cornell University, where they have used Discord for Spring 2020 and 2021. This was a unique challenge for these courses that rely heavily on in-person teams and live playtesting. Dr. Walker White is the instructor […]

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Teaching Café

"open" sign at a cafe

by James Mixson, Department of History Ask most any faculty member, and they will tell you in one way or another that they care deeply about their teaching. Most will also tell you that they are always looking for or thinking of ways to improve and to address many of the common problems we all face. In my experience, most of these kinds of conversations happen incidentally or informally. We might go to the occasional workshop, but most of our […]

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Edgy Teaching: Learning Technologies as Frames for Inquiry

Laptop Compubody Sock

by Nathan Loewen, Department of Religious Studies “Down with bezels!” is one of the current technology fads and obsessions. Bezels are the framing edges of the screens that compose the furniture of our contemporary worlds. High praise is given to technologies whose screens have minimal edge surfaces. For example, Mac laptops are being disparaged because they have prominent bezels, and there is an obsession to remove bezels from the 2016’s mobile phones. My hunch about what design principles may be at work […]

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Students’ Opinions Instruction are In! Now What?

Computer, headphones, and coffee mug on a desk

by Nathan Loewen, Department of Religious Studies Sometimes there is a considerable difference between a professor’s evaluation of a course and those of the students. The divergence can work in either direction. Perhaps a “terrible” experience for the professor was “absolutely brilliant” for the students. Let’s be honest, however: the opposite situation is difficult news. What are the next steps when a professor thinks a course went “just fine” and the students clearly did not? The situation is not rare, based on […]

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