Resources

Discusses the fact that despite a decade of changing ideas about student learning and instruction based on learner-centered education, most faculty still rely on lectures. Identifies individual and group dynamics that impede collaborative learning, considers the moral base of collaborative learning, and offers some guiding principles of growth-oriented learning.

Ask yourself key questions about the proposed group activity, be certain that the activity furthers course objects, allow for team building, encourage students to monitor group processing, promote individual accountability, etc.

There has been little systematic thought about the pedagogical issues that technology creates in theological schools. Addressed both theological institutions and individual professors, this paper addresses basic pedagogical questions. What are the most effective ways to employ technology in the classroom? Are there guidelines for distinguishing productive activities from merely flashy ones? And, what "rules of thumb" exist for enabling novices to make the best use of computer technology for theological learning?