Learning

Exercise and learning

We know that exercise is good for us. It improves our cardiovascular health and strength. It can also help to prevent injuries. But the idea that exercise can improve our brain functions is a newer idea. Research is slowly showing potential links between exercise and cognitive functioning, but of course there are other factors at … Continue reading →

Artificial Intelligence (AI) for student learning

I’m fascinated by the recent explosion in discussion about AI text generation in education. In November 2022, OpenAI launched a tool called ChatGPT. You can enter prompts into the tool and the tech returns a response written in, what is considered by academia, proper English grammar. There are now flurries of debate about banning the … Continue reading →

What does participation look like?

I had one class during my PhD where I remember being graded on participation. I spoke in every class. Jumped through every hoop. Except, I often spoke to disagree (with references to support my position) with the perspective shared by the instructor or the readings they had selected. I missed two classes during the semester, … Continue reading →

Perhaps it’s an equity issue?

What are your beliefs about aptitude? Can someone who isn’t naturally skilled at math learn and improve and reach the same level of expertise or even surpass someone who has a natural aptitude through time and commitment? What about time management, if someone submits an assignment a day late because they had to pick up … Continue reading →

Challenge yourself

Believe it to make it true

Give yourself the gift of learning

Give yourself a break and play a game

Grading requires an ego that I don’t have, at least in sustainability

Okay, so 2+2=4. If that’s the question, I can probably grade it. But most of what I teach is sustainability and “right” answers are a lot less clear. I’ve been doing research into self-reflection and sustainable assessment recently for a project and I think it applies here. Sustainable assessment, described by Boud and Falchikov (2007), … Continue reading →

Context matters in climate change policy support

I tend to set up the courses I teach in ways that students aren’t always used to. I do this based on research about effective strategies and I talk to my students about that research and the reasons why I have chosen a particular approach. I find these conversations are really important because, like most … Continue reading →