Resources
An online tutorial describing a methodology for creating online learning. Upon completion of the course you should be able to: explain why online education is an effective learning format for adult learners; write measurable learning objectives; organize content into an online format; and create assessment tools/exercises that measure achievement of learning objectives. University of Tennessee.
Comprehensive annotated guide to internet resources on religion and theology; helpful for research, class-use, student research, and e-texts.
An index of more than 25,000 peace and conflict resolution related Web pages, books, articles, audio-visual materials, organizational profiles, events, and current news articles – including links for syllabi, simulations and case studies for use in higher education settings.
Lesson plans, classroom tips, and teaching resources, on the website of the popular PBS news show.
Online companion to the PBS weekly news show, with lots of resources for teachers (lesson plans, tips, additional links). Explicitly aimed at K-12, but helpful for college age students as well.
Self-assessment of instructional goals to help faculty become more aware of what they want to accomplish in individual courses, locate Classroom Assessment Techniques they can adapt and use to assess how well they are achieving these goals, and provide a starting point for discussion of teaching and learning goals among colleagues.
Streamlined ID: A Practical Guide to Instructional Design presents a focused and generalizable approach to instructional design and development – one that addresses the needs of ID novices, as well as practitioners in a variety of career environments. Emphasizing the essentials and "big ideas" of ID, Streamlined ID presents a new perspective – one that aims to produce instruction that is sustainable, optimized, appropriately redundant, and targeted at continuous improvement. The book features an enhanced version of the classic ADDIE model (Analysis, Design, Development, Implementation, and Evaluation) that emphasizes the iterative nature of design and the role of evaluation throughout the design/development process. It clearly lays out a systematic approach that emphasizes the use of research-based theories, while acknowledging the need to customize the process to address a variety of pedagogical approaches: Instructivist, Constructivist, and Connectivist. The book opens with an overview of the basics of ID and each subsequent chapter describes major activities in the ID process with step-by-step instructions and tips for streamlining the process. Numerous job aids serve to maximize the efficiency and effectiveness of your design efforts. Each chapter highlights key concepts and provides additional exercises and assignments based on the work of Benjamin Bloom. Streamlined ID is an ideal reference guide for optimizing professional practice. (From the Publisher)
Postcolonial biblical scholars use the hermeneutics of decolonization to reinterpret the biblical text. One goal is to find contemporary applications for an age-old message. This article explores the challenges and implications of postcolonial hermeneutics for biblical pedagogy. First, the author explores fundamental hermeneutical principles of postcolonial biblical criticism. Then she reviews its challenges for a liberative biblical pedagogy. Finally, the author applies these principles to a Bible study using the story of Hagar.
Liz Lerman's Critical Response Process is a multi-step, group system for giving and receiving useful feedback on creative processes and artistic work-in-progress. Originated in the early 1990's by choreographer and MacArthur "Genius Grant" Fellow Liz Lerman, the Process has been widely embraced by artists, educators, and administrators. It has been applied in such diverse contexts as choreography classes, post-performance discussions, actor/playwright collaborations, curatorial decision-making, and university level curriculum assessment. In addition to reflection on the work at hand, the Critical Response Process affords artists a voice and a degree of control within the critique of their work promoting dialogue with audiences, fellow artists, students, mentors, and other colleagues. This book, Liz Lerman's Critical Response Process, offers a detailed introduction to the Process, beginning with its three roles and four core steps. With particular emphasis on the role of the facilitator, this illustrated publication offers guidance on how artists and participants can get the most out of the Process and the opportunities it offers to ask question, give answers, and voice opinions. A final chapter discusses adaptations and variations. Charts and annotated sample dialogues demonstrate the inner workings of the Process. (From the Publisher)
In this comprehensive resource, Raymond J. Wlodkowski and Margery B. Ginsberg describe how to meet the challenge of teaching intensive and accelerated courses to nontraditional learners and working adults. By making motivation and cultural relevance essential to instruction, they clearly show what instructors can do to enhance learning in classes that can last from three to six hours. Teaching Intensive and Accelerated Courses makes full use of the authors' twenty years of experience researching and teaching accelerated courses, along with selected strategies from Wlodkowski's classic Enhancing Adult Motivation to Learn, to offer tried-and-true practices instructors can use to provide continuously engaging learning. (From the Publisher)