In our recent blog entry Make It Stick!, we discussed strategies for helping students move newly learned information into long-term memory. Of the strategies discussed, Practice Getting It Out vs. Getting It In stands out as an opportunity not only for students to generate knowledge by teaching concepts to peers that demonstrate their understanding of learned content, but also as a vehicle for creating variety in the types of assignments we design. In a typical course design, faculty will have their students participate in traditional assignments, which can include quizzes, paper writing, and discussions, to demonstrate their knowledge of concepts,
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Before starting at NU in Aug 2013, I spent time in several behind-the-scenes industries including web project management, social media/search engine marketing, live audio visual production, and talent management. As an Instructional Technologist, I have the honor of supporting and collaborating with NU faculty across multiple disciplines to create learning-conducive online environments for their students.
If I could be anywhere other than here, I would be drinking coffee at the Cafe Imperial in Prague trying to figure out who would be next to receive a stale donut to the face, or I would be hiking a trail in the Andes mountains looking for the world’s best Yerba Mate. There’s so much of the planet I have yet to discover, and so little time.
My five favorite foods are Udon Noodles, just about any type of curry, Irish Mint Chocolate Cake, a warm corned beef reuben with dill pickle, and just about any variety of steamed or fried rice. Hold the mushrooms, raisins, and the shrimp, please.
Posts by: William Guth
How do you know that what you’re teaching is truly sticking with students? Do their test scores reveal it? Or does that only show that they remembered and recalled it for the exam? Do students leave you confident that they can apply skills and knowledge when they’ll really need it? One man with the answer to that question is Mark McDaniel, psychologist, researcher, professor, and co-author of the book Make It Stick: The Science of Successful Learning. An expert in human learning and memory, McDaniel recently delivered his “Toolkit for Teachers to Improve Student Learning and Retention” at Northwestern’s
I know what you’re thinking. You’re thinking “I’m not a radio host! I don’t have an on air personality. I don’t have it in me to plan and record a weekly series.” All those things may be true. But those are not necessarily requirements for creating course content in podcast form. If you’re in the process of a course design or revision, then you are involved in a planning process, and planning is ninety percent of the project. And if you are already thinking to record a lecture or explanation of concepts on camera, it’s possible that a podcast will