Resources

Suggestions for using role-play with adult learners in online learning environments, both synchronous and asynchronous. Includes three models, student reactions, integration with Bloom's taxonomy, and assessment considerations.

A frequently-cited, critical review of an edited work, Constructivism in Education (Stephe and Gale, 1995). Jaworski offers summary and analysis of the book's chapters, each of which advocates for or critiques some form of constructivism in education.

PDF of report from School Library Research, Research Journal of the American Association of School Librarians (April 2013). Reports on case studies regarding library-teacher collaboration. Results indicate that collaboration is desirable but difficult to put into practice.

Link from University of Michigan, Center for Research on Learning and Teaching. Provides suggestions on how to begin drafting document. Includes characteristics of effective statements. Has a rubric with elements that search committee may consider. Addresses questions that job candidates may face relating to the teaching philosophy.

Purpose – The purpose of this paper is to describe a theoretically based coding framework for an integrated analysis and assessment of critical thinking in online discussion. Design/methodology/approach – The critical thinking assessment framework (TAF) is developed through review of theory and previous research, verified by comparing results to previous research, and checked for reliability by comparing results for multiple coders. Findings – Although process, structure, and quality of online discussions are assessed independently, a standard framework integrating these aspects for comprehensive assessment of critical thinking in online discussions is not found in literature review. The critical TAF described here offers a reliable and valid tool for integrating process, structure, and quality to assess critical thinking in online discussions. Research/limitations/implications – The critical TAF serves as a methodological tool for assessing critical thinking in online discussion. Further research should further assess the validity and reliability of this tool and should integrate the framework with assessments for other aspects of discussion such as social or instructor presence. Practical implications – The implementation of the critical TAF in future studies will ultimately help identify online educational activities and tools which best support development and application of critical thinking skills. Furthermore, it might be used to assess critical thinking of individual participants or small groups in a discussion. Originality/value – The critical TAF described in this paper provides a valid and reliable tool for integrated assessment of the process, structure, and quality of critical thinking in online discussions.

Offers a view on teaching Islam. Reason instructors do not look to Muslim scholarship; Role of the instructor in the modern university; Impact of the September 11, 2001 terrorist attack on teaching the religion.

The ARCS model of motivational design consists of a set of categories of motivational concepts and strategies that are derived from a synthesis of the research on human motivation combined with a review of successful motivational practices. This article provides an overview of the model and cites further research.ARCS stands for attention, relevance, confidence, and satisfaction.

A 40 page article covering basics of course construction and syllabus preparation, by The Harriet W. Sheridan Center for Teaching and Learning at Brown University.

A two-page article by Ken Bains, briefly reviewing elements of a syllabus that can stimulate deeper and more enthusiastic student learning.

A book excerpt discussing the development and use of electronic learning portfolios, including pros and cons, best practices, and lots of resources for further reading.