April 1, 2013

References

1. Evrim Baran, Ana-Paula Correia, and Ann Thompson, “Transforming Online Teaching Practice: Critical Analysis of the Literature on the Roles and Competencies of Online Teachers,” Distance Education 32, no. 3 (2011): 421–439, http://www.tandfonline.com/doi/pdf/10.1080/01587919.2011.610293.

2. Susan A. Ambrose, Michael W. Bridges, Michele DiPietro, Marsha C. Lovett, and Marie K. Norman, How Learning Works: Seven Research-Based Principles for Smart Teaching (San Francisco, CA: Jossey-Bass, 2010); John D. Bransford, Ann L. Brown, and Rodney R. Cocking, eds., How People Learn: Brain, Mind, Experience, and School: Expanded Edition (Washington, DC: The National Academies Press, 2000), http://www.nap.edu/openbook.php?isbn=0309070368. For a concise overview of these principles, see Colleen Carmean and Jeremy Haefner,“Mind over Matter: Transforming Course Management Systems into Effective Learning Environments,” EDUCAUSE Review 37, no. 6 (2002): 27–34, http://net.educause.edu/ir/library/pdf/erm0261.pdf.

3. Catharine Hoffman Beyer, Edward Taylor, and Gerald M. Gillmore, Inside the Undergraduate Teaching Experience: The University of Washington’s Growth in Faculty Teaching Study (Albany, NY: SUNY Press, 2013).

4. Ambrose et al., How Learning Works, 14–15.

5. Concept mapping and mind mapping are ways to illustrate connections between ideas. Much of the value comes during the process of trying to identify and create meaningful relationships between vocabulary, concepts, and ideas, rather than from the finished product. Nonetheless, instructors and students alike can find value in explaining and reflecting on the final result. Concept maps can be used for brainstorming or for synthesizing (e.g., at the end of a unit). Try it: Some free online tools include CmapTools, Coggle, MindMup and bubbl.us. Read more: Chris Clark, “Best tools and practices for concept mapping,” NSpired², May 10, 2011, http://ltlatnd.wordpress.com/2011/05/10/best-tools-and-practices-for-concept-mapping/; Gladys O. Esiobu and Kola Soyibo, “Effects of Concept and Vee Mappings under Three Learning Modes on Students’ Cognitive Achievement in Ecology and Genetics,” Journal of Research in Science Teaching 32, no. 9 (1995): 971–995, doi:10.1002/tea.3660320908.

6. Digital storytelling revolves “around the idea of combining the art of telling stories with a variety of multimedia, including graphics, audio, video, and Web publishing… As with traditional storytelling, most digital stories focus on a specific topic and contain a particular point of view.” They “can vary in length, but most of the stories used in education typically last between 2 and 10 minutes,” according to Educational Uses of Digital Storytelling, the University of Houston’s comprehensive guide and collection of examples and resources.

7. Low-stakes writing assignments, such as “exit tickets” and free writes are typically ungraded and sometimes anonymous, and are often used as formative assessment. Effective, short writing assignments can occur either inside or outside of class. “Exit tickets” are typically given at the end of class, with a single, short-answer question (e.g., What concept from today’s class is still unclear? What success did you have today? Describe one relationship between idea X and idea Y.). Upon departure, students submit their answer on an index card or online. In-class free writes (sometimes called “minute papers”) give students time to organize their thoughts and develop an argument or hypothesis regarding a novel phenomenon or problem. Assignments written outside of class include the paragraphs assigned by Senior Lecturer Mary Pat Wenderoth and described in a video produced by the Office of the Provost’s 2y2d Initiative. These in-class and out-of-class exercises can provide useful data that prompts extension and application of course content or helps instructors prepare for discussion. Minute papers are described in Thomas A. Angelo and K. Patricia Cross, Classroom Assessment Techniques: A Handbook for College Teachers, 2nd ed. (San Francisco, CA: Jossey-Bass, 1993), 148–53, http://www.ncicdp.org/documents/Assessment%20Strategies.pdf (excerpt).

8. Learning Management Systems (LMSs) are online integrated software packages—such as Canvas, Moodle, or Blackboard—that enable instructors to manage a course, deliver materials and resources, and promote student interaction. An LMS supports online discussion, quizzing, submission of assignments, sharing of files, and assessment and grading. Canvas is the preferred full-function LMS at the UW. Catalyst continues to be available; however, it will not be developed further by UW-IT and lacks many of the integrated features of Canvas.

9. Social media—such as blogs, Twitter, Tumblr, and Facebook—allow instructors and students to share and comment on relevant articles, resources, and events outside the classroom. Each tool has different strengths and each type of forum different norms. However, all can be useful for sharing written work, commentary, links, and media. When successfully incorporated into a course, social networking tools can help students become better consumers and curators of media, refine their writing skills, connect with public figures and events, and engage networks of people who are working to learn more about the very questions that a course is addressing. Social media offer students the opportunity to shift from being consumers of information to active participants in broader, public conversations about course topics. Read more: Rey Junco, Greg Heiberger, and Eric Loken, “The Effect of Twitter on College Student Engagement and Grades,” Journal of Computer Assisted Learning 27, no. 2 (2011): 119–132, doi: 10.1111/j.1365-2729.2010.00387.x.

10. Google Docs allow people to easily share and collaborate on documents online, saving the trouble of emailing attachments back and forth. Furthermore, individuals can create documents, including presentations and spreadsheets, directly within Google Docs, without having to upload and download files across computers. These documents can be edited by multiple contributors in real time. All UW faculty and students have access to Google Docs using their UW NetID.

11. Ambrose et al., How Learning Works, 45; Bransford, Brown, and Cocking, How People Learn, 31; Mark Windschitl, “Rigor and Equity by Design,” in AERA Handbook on Research in Teaching, Drew Gitomer and Courtney Bell, eds. (in press).

12. Harold I. Modell, “How to Help Students Understand Physiology? Emphasize General Models,” Advances in Physiology Education 23, no. 1 (2000): 101–107, http://advan.physiology.org/content/23/1/101.reprint.

13. Joyce W. Gikandi, Donna Morrow, and Niki E. Davis, “Online Formative Assessment in Higher Education: A Review of the Literature,” Computers & Education 57, no. 4 (2011): 2333–2351, doi:10.1016/j.compedu.2011.06.004.

14. “Clickers,” or audience response devices, are small keypads that allow students to instantly “vote” for an answer to a posted question (UW clicker information and specifications). The instructor’s computer receives and collates the submissions, and the instructor can then post the responses publicly (e.g., on a bar chart). Some instructors have students purchase clickers along with textbooks at the start of a course, while others use inexpensive or free computer and smartphone apps such as Poll Everywhere and Socrative. Read more: David C. Haak, Janneke Hille Ris Lambers, Emile Pitre, and Scott Freeman, “Increased Structure and Active Learning Reduce the Achievement Gap in Introductory Biology,” Science 332, no. 6034 (2011): 1213–1216, doi: 10.1126/science.1204820.

15. Gikandi, Morrow, and Davis, “Online Formative Assessment,” 2338.

16. Priya Sharma and Michael Hannafin, “Scaffolding Critical Thinking in an Online Course: An Exploratory Study,” Journal of Educational Computing Research 31, no. 2 (2004): 181–208, doi: 10.2190/TMC3-RXPE-75MY-31YG.

17. Zehra Akyol and D. Randy Garrison, “Assessing Metacognition in an Online Community of Inquiry,” Internet and Higher Education 14, no. 3 (July 2011): 183–190,http://campestre.phipages.com/storage/.instance_12129/assessment_metacognition_in_an_online_community.pdf.

18. William B. Wood, “Innovations in Teaching Undergraduate Biology and Why We Need Them,” Annual Review of Cell and Developmental Biology 25 (2009): 93–112, doi: 10.1146/annurev.cellbio.24.110707.175306. LEADING CHANGE IN PUBLIC HIGHER EDUCATION: A PROVOST REPORT SERIES 17 ©2013 University of Washington. All rights reserved.

19. Portfolios (including ePortfolios) are cumulative end-of-course or end-of-degree collections that demonstrate mastery. They consist of a variety of student work, typically called “artifacts,” organized with justifications and reflective commentary. Portfolios vary in format; some are paper, some are electronic documents, and some are multimedia. Read more: Darren Cambridge, E-Portfolios for Lifelong Learning and Assessment (San Francisco, CA: Jossey-Bass, 2010). Learn more: Why Use ePortfolio, Boston University’s comprehensive guide and collection of examples and resources.

20. Ambrose et al., How Learning Works, 127; Alexander Romiszowski, “The Development of Physical Skills: Instruction in the Psychomotor Domain,” Instructional-Design Theories and Models: a New Paradigm of Instructional Theory, Volume II, ed. Charles M. Reigeluth (Mahwah, NJ: Lawrence Erlbaum Associates, 1999): 457–481.

21. Roumen Vesselinov and John Grego, Duolingo Effectiveness Study: Final Report (Duolingo.com, December 2012).

22. Sarah Michaels, Catherine O’Connor, and Lauren B. Resnick, “Deliberative Discourse Idealized and Realized: Accountable Talk in the Classroom and in Civic Life,” Studies in Philosophy and Education 27, no. 4 (2008), 283–297, doi: 10.1007/s11217-007-9071-1.

23. Windschitl, “Rigor and Equity by Design.” See also Gikandi, Morrow, and Davis, “Online Formative Assessment.”

24. Ambrose et al., How Learning Works, 137; Bransford, Brown, and Cocking, How People Learn, 139.

25. John Hattie and Helen Timperley, “The Power of Feedback,” Review of Educational Research 77 no. 1 (2007): 81–112, doi: 10.3102/003465430298487.

26. Gikandi, Morrow, and Davis, “Online formative assessment,” 2338.

27. Rubrics are scoring tools that clearly communicate to students how their work will be evaluated and what constitutes different levels of quality. Using a rubric makes grading easier for the instructor, as well as more consistent. Learn more: “Using Rubrics,” a review and guide by the Center for Teaching Excellence at Cornell University; and “Grading and Performance Rubrics,” a review and guide by the Eberly Center for Teaching Excellence & Educational Innovation at Carnegie Mellon University.

28. Margaret Heritage, “Formative Assessment: What do Teachers Need to Know and Do?” Phi Delta Kappan 89, no. 2 (2007): 140–145,http://easlinstitute.org/wp-content/uploads/Heritage_formative_assessment.pdf; Ambrose et al., How Learning Works, 139; Windschitl, “Rigor and Equity.”

29. Paul Black and Dylan Wiliam, “Developing the Theory of Formative Assessment,” Educational Assessment, Evaluation and Accountability 21, no. 1 (2009), 5–31, doi: 10.1007/s11092-008-9068-5.

30. Joel Michael, “Where’s the Evidence that Active Learning Works?” Advances in Physiology Education 30, no. 4 (2006): 159–167, http://
advan.physiology.org/content/30/4/159.full.

31. Team-based learning focuses on the careful design of collaborative work among student groups. It is characterized by long-term affiliations, structured processes, and well-defined roles. Learn more: The Team-based Learning Collaborative provides extensive resources,
videos, and workshops.

32. Problem-based learning and case-based teaching hinge on the nature of the task presented to students. In these constructs, instructors choose or design particular scenarios that are complex, authentic, and do not have a single, discrete solution. Originally popularized in professional schools (e.g., medicine and business), but now applied across disciplines and levels, these approaches require students to apply disciplinary knowledge, higher-order reasoning skills, and evidence in the service of argument, and usually encourage collaboration among peers. Learn more: “Problem-Based Learning,” a review by the Center for Research on Learning and Teaching at the University of Michigan. Read more: Deborah E. Allen, Richard S. Donham, and Stephen A. Bernhardt, “Problem-based learning,” New Directions for Teaching and Learning 2011, no. 128 (2011): 21–29, doi: 10.1002/tl.465; John Doran, Margaret Healy, Maeve McCutcheon, and Steve O’Callaghan, “Adapting
Case-Based Teaching to Large Class Settings: An Action Research Approach,” Accounting Education: An International Journal 20, no. 3 (2011): 245–263, doi: 10.1080/09638180.2011.583742.

33. P. K. Rangachari, “Steps to Pluripotent Learning: Provocative Teaching,” Advances in Physiology Education 35, no. 4 (2011): 323–329, http://0-advan.physiology.org.library.pcc.edu/content/35/4/323.full.pdf+html.

34. Wikis are spaces on the web where multiple contributors, such as students in a class or team, can share work, ideas, pictures, links, videos, and media. Wikis can be hosted in any number of ways (such as through social media tools such as blogs and Google Docs) other than the original platform. offers free wiki services for teachers and students. Read more: Pekka Makkonen, Kerstin Siakas and Shakespeare Vaidya, “Teaching Knowledge Management by Combining Wikis and Screen-capture Videos,” Campus-Wide Information Systems 28, no. 5 (2011): 360–366.

35. Ambrose et al., How Learning Works, 217.