On Thursday, November 29th, 2018, CNDLS continued our Digital Learning Webinar Series, beginning with “Engaging Students with Panopto”.
Posts Categorized: TEL
On Thursday, October 25th, 2018, CNDLS continued our Digital Learning Webinar Series, beginning with “Designing Accessible Courses in Canvas”. Read our follow-up blog post to view the complete session recording, as well as see answers to some of the questions we received during the live session.
The Spring 2018 TEL Colloquium cohort of 14 faculty members—representing four schools and 11 disciplines—met for a day-long session at the 2018 Teaching, Learning, and Innovation Summer Institute (TLISI) in May to present on the status of their projects. In this post, we’ve shared a sampling of a few of the faculty’s projects, representing both the disciplinary diversity and the variety of approaches Colloquium participants are taking in their courses.
This summer, CNDLS has been experimenting with the latest innovations in educational technology to better understand how to incorporate them into classrooms across Georgetown. Recently, our staff has had the chance to explore three tools in particular including Zoom, Google’s Jamboard, and Cisco’s Webex Board. Zoom is a synchronous collaboration tool that allows users to… Read more »
CNDLS is pleased to announce the 2018 CNDLS TEL Colloquium cohort. The theme of this year’s Colloquium is Designing for Context: Approaches to Blended Learning. Fourteen faculty from 10 departments and five different schools (College, Graduate School of Arts and Sciences, McDonough School of Business, School of Continuing Studies, and School of Medicine) will join… Read more »
Astrid Weigert had never before taught a Gateway course, a required first-year writing intensive course for undergraduates, until she was asked to teach a class on Witches in History, Literature, and Film. Weigert found it difficult to engage the students in class discussions, and wanted to guide them to improve their academic writing. Astrid Weigert… Read more »
For the course Introduction to the U.S. Political System, which boasts an enrollment of nearly 150 students, Mark Rom turned to a course blog to help stimulate class discussion and personal interaction among students. Because class discussion can be intimidating and unwieldy in such a large class, Rom decided to integrate a blog into his… Read more »
Walking past the classroom where Matt Hamilton teaches Bio-104, the second semester of the introductory biology sequence, you might be surprised to see some 200 students eagerly flipping coins in small groups. Matt has turned learning about genetic drift, a complex and abstract concept, into an engaging activity that lets students experience and model the… Read more »