Intentional Teaching

Questions or comments about this episode? Send us a text message.This episode is all about games as learning experiences, with not one but two interviews about the 2023 cooperative board game Daybreak, a game about climate action. Daybreak puts players in the roles of world powers building the technologies and societies needed for a warming planet. The goal of the game is to cut carbon emissions before it gets too hot or too many communities are put into crisis. You’ll hear from Kerry Whittaker, assistant professor of coastal and marine environmental science at Maine Maritime Academy, who has the students in her global environmental change course play Daybreak as a final learning experience in the course. You’ll also hear from Matteo Menapace, co-designer of Daybreak, about the design of the game as a learning experience.Whether you teach about climate change and might use Daybreak in your courses or you’re looking for a deeper understanding of how learning experiences can be designed, I think you’ll find both of these conversations interesting. Episode ResourcesDaybreak’s websiteKerry Whittaker’s faculty pageMatteo Menapace’s websiteTwo Leading Lines interviews about RePlay Health: Kimberly Rogers and Max SeidmanOne Leading Lines interview about games as counterfactuals: Patrick Rael“Final Exams or Epic Finales” by Anthony Crider"Collaborative Strategic Board Games as a Site for Distributed Computational Thinking" by Matthew Berland and Victor Lee Support the showPodcast Links: Intentional Teaching is sponsored by UPCEA, the online and professional education association.Subscribe to the Intentional Teaching newsletter: https://derekbruff.ck.page/subscribe Subscribe to Intentional Teaching bonus episodes:https://www.buzzsprout.com/2069949/supporters/new Support Intentional Teaching on Patreon: https://www.patreon.com/intentionalteachingFind me on LinkedIn and Bluesky.See my website for my "Agile Learning" blog and information about having me speak at your campus or conference.

Questions or comments about this episode? Send us a text message.This spring Holly Tilbrook presented as part of a panel titled “Neurodivergent Learners (and Earners!) in Postsecondary Education” at the UPCEA annual conference. Holly is a deputy director of the Academic Centres at the University of Cambridge’s Institute of Continuing Education. That institute offers a variety of postsecondary learning opportunities for students of all ages, from onsite weekend courses to online certificate programs to degree programs offered across various modalities. Many of Holly’s students aren’t just learners, they’re earners, in the sense that they are active participants in the workforce. I wanted to know what Holly has been learning about supporting students with ADHD and other types of neurodivergence, particularly adult students and online students. I reached out to Holly via LinkedIn, where she posts thoughtful reflections on her work on a regular basis, and she was glad to talk with me. In our conversation, we discuss ways to build trust with neurodivergent students, accommodations that can more authentically meet these students’ needs, and helping neurodivergent students enter or re-enter the workforce. Episode Resources·       Holly Tilbrook on LinkedIn, https://www.linkedin.com/in/hebtilbook/ ·       Institute of Continuing Education, University of Cambridge, https://www.ice.cam.ac.uk/ ·       Still Distracted After All These Years: Help and Support for Older Adults with ADHD by Kathleen Nadeau, https://amzn.to/3ze0pt8 Support the showPodcast Links: Intentional Teaching is sponsored by UPCEA, the online and professional education association.Subscribe to the Intentional Teaching newsletter: https://derekbruff.ck.page/subscribe Subscribe to Intentional Teaching bonus episodes:https://www.buzzsprout.com/2069949/supporters/new Support Intentional Teaching on Patreon: https://www.patreon.com/intentionalteachingFind me on LinkedIn and Bluesky.See my website for my "Agile Learning" blog and information about having me speak at your campus or conference.

Questions or comments about this episode? Send us a text message.Inspired by a recent episode of the American Birding Podcast, this episode of Intentional Teaching features a "Take It or Leave It" Panel. I spent some quality time with recent essays published online looking for arguments about teaching and learning in higher education that would be open to debate. For each of these hot takes, I asked our three panelists to take it (that is, agree with the hot take) or leave it (disagree), forcing them into an artificial binary that, I think, led to some robust discussion.We have three fantastic panelists for our first “Take It or Leave It” panel. Stacey M. Johnson is director of learning and engagement at the Coalition of Urban and Metropolitan University. Emily Pitts Donahoe is an associate director of instructional support at the University of Mississippi Center for Excellence in Teaching and Learning.  Lance Eaton is director of faculty development and innovation at College Unbound.Episode Resources:"How Accommodating Can (Should) I Be?" by David Galef, Inside Higher Ed, May 2024"It's Time to Start Teaching Your Students How to Be a Student" by Emily Isaacs, Chronicle of Higher Education, March 2024"Is AI Finally a Way to Reduce Higher Ed Costs?" by José Antonio Bowen and C. Edward Watson, Inside Higher Ed, April 2024"No One Is Talking about AI's Impact on Reading" by Marc Watkins, Rhetorica, May 2024Stacey M. Johnson's website, https://staceymargarita.wordpress.com/Emily Pitts Donahoe's Substack, https://emilypittsdonahoe.substack.com/Lance Eaton's Substack, https://aiedusimplified.substack.com/"Take It or Leave It - Seawatching, Records Committees, and Owls" on the American Birding PodcastSupport the showPodcast Links: Intentional Teaching is sponsored by UPCEA, the online and professional education association.Subscribe to the Intentional Teaching newsletter: https://derekbruff.ck.page/subscribe Subscribe to Intentional Teaching bonus episodes:https://www.buzzsprout.com/2069949/supporters/new Support Intentional Teaching on Patreon: https://www.patreon.com/intentionalteachingFind me on LinkedIn and Bluesky.See my website for my "Agile Learning" blog and information about having me speak at your campus or conference.

Questions or comments about this episode? Send us a text message.Worried about your students asking ChatGPT to write their essays for them? That's so 2023. Generative AI technology is changing fast, and now these tools have the potential to disrupt many different aspects of learning, from reading to notetaking to feedback. To help us explore those changes, this episode features a conversation with Marc Watkins, lecturer in writing and rhetoric and academic innovation fellow at the University of Mississippi. Marc's blog, Rhetorica, is a must read, and his workshops on teaching and AI for UM faculty have been incredibly helpful.Marc has a new series on his blog called “Beyond ChatGPT” that explores the many ways that generative AI is affecting learning—far beyond the now-typical use of having ChatGPT write an essay on behalf of a student—and we talked about those changes to the learning landscape. Episode ResourcesRhetorica, Marc Watkins’ blog, https://marcwatkins.substack.com/Marc Watkins’ website, https://marcwatkins.org/ ChatGPT 4o demo reels, https://openai.com/index/hello-gpt-4o/Scarlett Johansson and OpenAI, https://www.npr.org/2024/05/20/1252495087/openai-pulls-ai-voice-that-was-compared-to-scarlett-johansson-in-the-movie-her Explainpaper, https://www.explainpaper.com/Student Notetaking for Recall and Understanding, https://derekbruff.org/?p=2848 Why Use Sketchnotes in the Classroom?, https://derekbruff.org/?p=2902 Mike Sharples’ May 2022 essay on AI in teaching and learning, https://blogs.lse.ac.uk/impactofsocialsciences/2022/05/17/new-ai-tools-that-can-write-student-essays-require-educators-to-rethink-teaching-and-assessment/ AnswersAi, “School on Easy Mode,” https://answersai.com/ DevinAI, “The First AI Software Engineer,” https://www.cognition.ai/blog/introducing-devin Support the showPodcast Links: Intentional Teaching is sponsored by UPCEA, the online and professional education association.Subscribe to the Intentional Teaching newsletter: https://derekbruff.ck.page/subscribe Subscribe to Intentional Teaching bonus episodes:https://www.buzzsprout.com/2069949/supporters/new Support Intentional Teaching on Patreon: https://www.patreon.com/intentionalteachingFind me on LinkedIn and Bluesky.See my website for my "Agile Learning" blog and information about having me speak at your campus or conference.

Questions or comments about this episode? Send us a text message.Jennifer M. Harrison and Vickey Rey Williams are the authors of the book A Guide to Curriculum Mapping: Creating a Collaborative, Transformative, and Learner-Centered Curriculum, published by Routledge in late 2023. Jennifer is the associate director for assessment at the Faculty Development Center at the University of Maryland Baltimore County (or UMBC), and Vickie is a senior lecturer in education at UMBC.In their book and in our conversation, they share the ways that a curriculum map can take the learning design principles we often use at the course level and apply them to the design of an entire program. The goal is to make the program more learner-centered by mapping learning outcomes against both curricular and co-curricular learning opportunities. That, in turn, can help convince all kinds of stakeholders, from students to parents to politicians, of the value colleges and universities place on teaching and learning.Episode ResourcesA Guide to Curriculum Mapping: Creating a Collaborative, Transformative, and Learner-Centered Curriculumby Jennifer M. Harrison and Vickie Rey Williams, https://amzn.to/44SdZhC Faculty Development Center, University of Maryland Baltimore County, https://calt.umbc.edu/ Transparent Teaching with Mary-Ann Winkelmes, Intentional Teaching Ep. 5, https://intentionalteaching.buzzsprout.com/2069949/11997464-transparent-teaching-with-mary-ann-winkelmes “American Value Good Teaching. Do Colleges?” by Beth McMurtrie, https://www.chronicle.com/article/americans-value-good-teaching-do-colleges?sra=true Support the showPodcast Links: Intentional Teaching is sponsored by UPCEA, the online and professional education association.Subscribe to the Intentional Teaching newsletter: https://derekbruff.ck.page/subscribe Subscribe to Intentional Teaching bonus episodes:https://www.buzzsprout.com/2069949/supporters/new Support Intentional Teaching on Patreon: https://www.patreon.com/intentionalteachingFind me on LinkedIn and Bluesky.See my website for my "Agile Learning" blog and information about having me speak at your campus or conference.

Questions or comments about this episode? Send us a text message.With the advent of easy-to-use generative AI like ChatGPT and Microsoft Copilot, many instructors have been looking into alternatives to traditional written essays, which are often easy to write with AI assistance. Last fall, I led a webinar on authentic assignments for GoReact, an educational technology company that provides video feedback tool that can be really useful for certain authentic assignments, particularly ones that are performance-based. I asked GoReact if they could connect me with faculty who they knew to be using their platform intentionally, and they were happy to oblige.On today’s episode, I talk with Jeff Przybylo, chair of communications arts and head coach of the speech and debate team at Harper College in Illinois, and Thomas Fisher, clinical associate professor of education and university supervisor for student teachers at the University of North Carolina at Charlotte. Both of these faculty have incorporated GoReact into their teaching in really thoughtful ways, and I think you’ll get some ideas for using more video in your teaching, whether or not you teach in a performance field like Jeff and Tom.Episode ResourcesJeff Przybylo on LinkedIn, https://www.linkedin.com/in/jeff-przybylo-1a500a90/Thomas Fisher’s faculty page, https://oscp.charlotte.edu/directory/thomas-fisher/ GoReact, https://get.goreact.com/ Swivl, https://www.swivl.com/Support the showPodcast Links: Intentional Teaching is sponsored by UPCEA, the online and professional education association.Subscribe to the Intentional Teaching newsletter: https://derekbruff.ck.page/subscribe Subscribe to Intentional Teaching bonus episodes:https://www.buzzsprout.com/2069949/supporters/new Support Intentional Teaching on Patreon: https://www.patreon.com/intentionalteachingFind me on LinkedIn and Bluesky.See my website for my "Agile Learning" blog and information about having me speak at your campus or conference.

Questions or comments about this episode? Send us a text message.In a Learning Assistants program, students who did well in a course in the past are invited to come back to attend class and help current students learn the course material. I knew these programs could be effective from my time at Vanderbilt University. Last fall when I was at the POD Network conference, I just happened to sit at a table during a session next to Katie Johnson, associate professor of mathematics at Florida Gulf Coast University. I learned that not only did Katie lead a Learning Assistants program at her institution, but also that she was actively involved in the Learning Assistant Alliance, an international group of educators involved with LA programs.I reached out to Katie after the conference to see if she and one of her experienced LAs would come on the podcast to talk about their experiences with their LA program, and they were happy to do so. I talked with Katie and with Katarya Johnson-Williams, a senior in software engineering with a minor in marketing at Florida Gulf Coast University. We talked about the Learning Assistants model, the impact this kind of program can have on faculty and students, and advice for instructors who are interested in starting up an LA program in their department or on their campus.Episode ResourcesKatie Johnson’s website, https://mathdrkj.wixsite.com/homeKatarya Johnson-Williams on LinkedIn, https://www.linkedin.com/in/katarya-johnson-williams/Learning Assistant Program at Florida Gulf Coast University, https://www.fgcu.edu/about/leadership/officeoftheprovost/la-program/Learning Assistant Alliance, https://www.learningassistantalliance.org/ Support the showPodcast Links: Intentional Teaching is sponsored by UPCEA, the online and professional education association.Subscribe to the Intentional Teaching newsletter: https://derekbruff.ck.page/subscribe Subscribe to Intentional Teaching bonus episodes:https://www.buzzsprout.com/2069949/supporters/new Support Intentional Teaching on Patreon: https://www.patreon.com/intentionalteachingFind me on LinkedIn and Bluesky.See my website for my "Agile Learning" blog and information about having me speak at your campus or conference.

Questions or comments about this episode? Send us a text message.Universal Design for Learning (UDL) is a framework for improving learning for all learners based on the science of how humans learn. It involves providing learners with multiple means of engagement, representation, action, and expression. We’ve mentioned the framework on the show from time to time, and I thought it was time to dig in a little deeper. Naturally, I thought of inviting Thomas J. Tobin on the podcast. Tom helped found the University of Wisconsin-Madison Center for Teaching, Learning, & Mentoring, and he is an internationally recognized scholar, author, and speaker on technology-mediated education—especially copyright, evaluation of teaching practices, academic integrity, accessibility, and universal design for learning.Tom is the co-author (with Kirsten Behling) of the 2018 book Reach Everyone, Teach Everyone: Universal Design for Learning in Higher Education, one of the best introductions to UDL around. And then I saw a social media post of Tom’s mentioning that he was working on a new book about UDL at scale. I had to talk to him to about that! In our conversation, we talk about the “Plus One Principle” as a way to understand and get started with UDL, the relationship between UDL and the myth of learning styles, the value that UDL can have on student retention and student success, strategics that academic leaders (or would-be leaders!) can use to help their campuses adopt UDL practices, and more!Episode Resources·       Thomas Tobin’s website, https://thomasjtobin.com/ ·       CAST, https://www.cast.org/ ·       UDL on Campus, http://udloncampus.cast.org/home ·       Reach Everyone, Teach Everyone, https://wvupressonline.com/node/757 ·       Derek’s sketchnotes of Tom’s 2015 POD Network keynote, https://www.flickr.com/photos/derekbruff/22911027632 ·       "Understanding and Evaluating Online Course Accessibility," Limed: Teaching with a Twist [podcast], https://open.spotify.com/episode/2EFmNWWG0JetSaV6uiRyH7 Support the showPodcast Links: Intentional Teaching is sponsored by UPCEA, the online and professional education association.Subscribe to the Intentional Teaching newsletter: https://derekbruff.ck.page/subscribe Subscribe to Intentional Teaching bonus episodes:https://www.buzzsprout.com/2069949/supporters/new Support Intentional Teaching on Patreon: https://www.patreon.com/intentionalteachingFind me on LinkedIn and Bluesky.See my website for my "Agile Learning" blog and information about having me speak at your campus or conference.

Pary Fassihi, a senior lecturer at Boston University, discusses using generative AI tools like ChatGPT in her writing and research courses. She talks about AI-generated images, using ChatGPT as a peer reviewer, getting AI to assist students with course readings, and integrating AI in art education. The episode explores the ethical implications of AI in art and emphasizes the importance of transparency in using technology in teaching.

Questions or comments about this episode? Send us a text message.We know that having students go to the free version of ChatGPT and ask it questions about course content can lead to some… inaccurate answers. But what if we could send students to an AI chatbot that was actually trained on our course content? Might that be a useful tool for learning?These are no longer hypothetical questions. Top Hat has rolled out a new AI tool called Ace, an AI chatbot that reads your own course materials and answers student questions using those materials. How well does Top Hat Ace work? I reached out to Top Hat super-user Sravanti Kantheti to find out.Sravanti is the program director for anatomy and physiology at Lanier Technical College in Georgia, as well as an adjunct biology professor at Georgia State University. She recently introduced Ace to her students. In our conversation, Sravanti shares how her students have been using Ace and what they think of it and we talk about how a tool like Ace can help students succeed in a challenging course like anatomy and physiology. Episode ResourcesSravanti Kantheti on LinkedIn, https://www.linkedin.com/in/sravanti-kantheti-9874a261/Top Hat Ace, https://tophat.com/features/ace-ai/"The ChatGPT Effect and Transforming Nursing Education with Generative AI," Gosak, Pruinelli, Topaz, & Stiglic (2024), https://www.sciencedirect.com/science/article/abs/pii/S1471595324000179 Support the showPodcast Links: Intentional Teaching is sponsored by UPCEA, the online and professional education association.Subscribe to the Intentional Teaching newsletter: https://derekbruff.ck.page/subscribe Subscribe to Intentional Teaching bonus episodes:https://www.buzzsprout.com/2069949/supporters/new Support Intentional Teaching on Patreon: https://www.patreon.com/intentionalteachingFind me on LinkedIn and Bluesky.See my website for my "Agile Learning" blog and information about having me speak at your campus or conference.