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Décoder l’IA et ses enjeux - Formation en ligne proposée par HES-SO:::4/7/2026:::

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Décoder l’IA et ses enjeux - Formation en ligne proposée par HES-SO:::4/7/2026:::

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Ce texte est copié du LinkedIn de Richard-Emmanuel Eastes:

Parce qu’initier les étudiant·es à l’intelligence artificielle dans les cursus n’est pas toujours simple, nous publions une formation de base en ligne, modulaire et flexible, au format SPOC (Small Public Online Course).

Intitulé « Décoder l’IA et ses enjeux », ce cours est accessible publiquement en asynchrone pour permettre à chacun·e d’apprendre à son rythme.

👉 Accéder au SPOC (se connecter comme anonyme) : https://lnkd.in/exHnCY_J

🔎 À qui s’adresse cette ressource ?
- Étudiant·es de Bachelor et Master souhaitant se former en autonomie
- Enseignant·es désireux·ses d’intégrer l’IA dans leurs enseignements
- Cadres des institutions de formation souhaitant intégrer l'IA dans les programmes d'étude
- Plus largement, toute personne intéressée (PER et PAT)

📚 Contenu de la formation
8 modules thématiques :
- Types, fonctionnalités et applications
- Machine learning et réseaux de neurones
- Risques, limites et problèmes de l'IA
- Bonnes pratiques pour choisir son outil d'IA
- Prompt engineering
- Enjeux éthiques et sociétaux
- Enjeux environnementaux
- Déontologie et intégrité académique

👉Durée : env. 5 à 7 heures
👉Vidéos, quiz, démonstrations et ressources complémentaires

🎥 Les ~30 vidéos du cours peuvent également être utilisées indépendamment, comme ressources pédagogiques : https://lnkd.in/efcBtwRu

🗺️ Découvrez également la carte interactive des outils IA créée par le Groupe de pilotage IA de la HES-SO : https://lnkd.in/e7Vp5ByC

🤝 Ce SPOC est un produit HES-SO Haute école spécialisée de Suisse occidentale.

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Inscrivez-vous dès aujourd’hui à HES-SO Numérique

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Inscrivez-vous dès aujourd’hui aux diverses ressources et contenus numériques publiés par la HES-SO sur sa plateforme officielle. En ligne, totalement gratuit et ouvert à tous!

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utiliser des questions à choix multiples (QCM) pour évaluer des apprentissages - Marika Fenley, UniNE

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utiliser des questions à choix multiples (QCM) pour évaluer des apprentissages - Marika Fenley, UniNE

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Ce Genially, interactive, propose une introduction concise et pratique à l'évaluation à l'aide des questions à choix multiples, avec :

des repères sur les types d’apprentissages que les QCM permettent d’évaluer,

des conseils pour rédiger des énoncés et des distracteurs de qualité,

quelques pistes sur l’usage de l’IA pour concevoir des QCM,

ainsi que des références pour aller plus loin.

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Utiliser les qcm pour évaluer des apprentissages | Genially

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L’évaluation ne sert pas uniquement à attribuer une note. Elle a avant tout pour objectif de permettre aux enseignant-e-s de comprendre ce que les étudiant-e-s savent, comprennent ou sont capables de faire. Chaque activité d’évaluation, qu’elle soit formative (tout au long du semestre) ou sommative (en fin de cours), fournit des informations précieuses pour ajuster l’enseignement et soutenir les apprentissages en lien avec les objectifs visés.

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The Best Defense Against AI Cheating...is a class worth taking - Inside Higher Education article by Kim Manturuk:::22/4/2026:::

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The Best Defense Against AI Cheating...is a class worth taking - Inside Higher Education article by Kim Manturuk:::22/4/2026:::

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Here is the link to the online article (I uploaded a pdf copy above in case it is hard to access without a subscription):

https://www.insidehighered.com/opinion/career-advice/teaching/2026/04/13/best-defense-against-ai-cheating-opinion

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IHE article The Best Defense Against AI Cheating April 2026

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Quelques arguments pour et contre l'enregistrement de son enseignement - Page internet du SEP

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Quelques arguments pour et contre l'enregistrement de son enseignement - Page internet du SEP

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Enregistrer son enseignement - Support enseignement et pédagogie

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A collection of comprehensive resources about written assignments in the age of AI. How can we still ask students to write? - University of Virginia Teaching Hub collection:::10/3/2026:::

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A collection of comprehensive resources about written assignments in the age of AI. How can we still ask students to write? - University of Virginia Teaching Hub collection:::10/3/2026:::

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Resurrecting the Essay — UVA Teaching Hub

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Shortly after OpenAI released ChatGPT to the public, Stephen Marche rang the death knell for the college essay. Is the essay as a genre actually dead, and if so, what will we, as instructors, create in its aftermath? This collection explores possible ways to revive and reimagine the essay for the 21st-century classroom. 

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Text-to-voice AI: Can listening to a text make students more attentive readers?:::13/2/2026:::

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Text-to-voice AI: Can listening to a text make students more attentive readers?:::13/2/2026:::

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The Chronicle for Higher education Newsletter, February 12 2026, draw my attention to this teacher's test of AI in his class. Offering students the option to listen to texts, read them, or do both (i.e., immersive reading) helped spark students' interest. The teacher then recorded class discussions and turned this into a book that students could help edit.

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A Report to an Academy: How to Teach Today

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Évaluez votre littératie en intelligence artificielle - Université de Laval:::12/11/2025:::

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Évaluez votre littératie en intelligence artificielle - Université de Laval:::12/11/2025:::

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"Cet outil ludique vous permettra d’évaluer vos connaissances sur l’intelligence artificielle et les différents outils qui l’utilisent tout en améliorant vos connaissances. Des rétroactions éducatives vous seront transmises tout au long du parcours et, à la fin, vous découvrirez même votre profil personnalisé incluant des recommandations de ressources gratuites pour poursuivre vos apprentissages. "

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Académie de la transformation numérique -

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Autodiagnostic de littératie en intelligence artificielle | ATN

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Évaluez votre littératie en IA en quelques minutes avec notre un questionnaire ludique et éducatif.

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Academic integrity isn’t about policing—it’s about creating assessments that genuinely show what students can do. - Podcast episode with Phill Dawson:::10/11/2025:::

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Academic integrity isn’t about policing—it’s about creating assessments that genuinely show what students can do. - Podcast episode with Phill Dawson:::10/11/2025:::

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Dead Ideas in Teaching and Learning Season 10, Episode 3: Redefining Academic Integrity in the Age of AI with Phill Dawson

In less than 18 minutes, Phill Dawson explains the importance of looking for signs of learning and not signs of cheating.

Some key points from this episode:

Key Insight: We don’t all agree on what counts as cheating — definitions vary, and most traditional responses don’t actually work.

Phill Dawson’s Shift: Focus less on catching cheaters and more on assessment validity — does the task really measure learning?

AI & Assessment: If an assessment depends on students not using AI but can’t prevent it, the problem lies with the assessment design, not the student.

Practical Takeaway: Move from rule-based (“don’t use AI”) to structural changes — e.g., oral follow-ups, reflections, or process-based tasks.

Bottom Line: Academic integrity isn’t about policing—it’s about creating assessments that genuinely show what students can do.

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Redefining Academic Integrity in the Age of AI with Phill Dawson

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Dead Ideas in Teaching and Learning · Episode

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Faculty perspectives on AI - Tea for teaching podcast, episode 413:::3/10/2025:::

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Faculty perspectives on AI - Tea for teaching podcast, episode 413:::3/10/2025:::

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I thought this episode was really interesting, three great guests, experts in higher education pedagogy: Josh Eyler, Emily Pitts Donahoe, and Marc Watkins, provide their perspectives on AI use in higher education.

:::I highly recommend this episode:::

Three main points from this episode:

Teach intentional AI use = protect agency (i.e., students’ ability to stay in control of their learning—making informed, purposeful choices about if/how to use, or refuse, AI rather than letting it decide for them).

Build critical AI literacy and metacognition so students can choose when to use/refuse AI—and explain why.

Fix pedagogy, not just “AI it.” Prioritise proven practices (alternative/collaborative grading, flexible deadlines, trust/relationship-building) and address equity systemically; AI is a band-aid, not a cure.

Set humane guardrails. Keep academic freedom but co-create class policies with students; resist full automation and unreliable AI-detectors—use dialogue and restorative approaches when misuse occurs.

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413. Faculty Perspectives on AI – tea for teaching

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Faculty adoption and use of AI in higher education varies widely. In this episode, three colleagues from the University of Mississippi: Josh Eyler, Emily Pitts Donahoe, and Marc Watkins, provide their perspectives on AI use in higher education. Josh is the Senior Director of Center for Excellence in Teaching and Learning and Assistant Professor of Teacher Education, Emily is the Associate Director of Instructional Support in the Center for Excellence in Teaching and Learning and Lecturer of Writing and Rhetoric, and Marc is a Lecturer in Composition and Rhetoric and Assistant Director of Academic Innovation.

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SpeakUp - Exemple d'usage dans l'enseignement (vidéo), Adrian Holzer, FSE:::7/10/2025:::

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SpeakUp - Exemple d'usage dans l'enseignement (vidéo), Adrian Holzer, FSE:::7/10/2025:::

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Adrian Holzer explique dans cette courte vidéo comment il utilise SpeakUp pour: Enrichir un cours à travers l’évaluation formative en favorisant les échanges entre apprenant-e-s et en permettant de faire le point sur leur (in)compréhension au fil du cours.

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L’UNIL propose une approche articulée autour de l’excellence de sa recherche, l’interdisciplinarité de son enseignement et l’engagement de sa communauté.

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Our Obsession with Cheating is Ruining Our Relationship with Students - Marc Watkins:::31/10/2024:::

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Our Obsession with Cheating is Ruining Our Relationship with Students - Marc Watkins:::31/10/2024:::

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In this article, Marc Watkins cautions us to remember what is important: student learning. We need to trust that students want to learn and focus on how we can create conditions to help them learn. The 3 following points resume the ideas in this article:

Overfocus on cheating undermines the goal of fostering genuine learning.

Restrictive measures stifle creativity and critical thinking.

Shift needed toward trust, integrity, and valuing learning.

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Our Obsession with Cheating is Ruining Our Relationship with Students

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AI detection isn’t going to work—but that’s not going to change our desire to have a tool to detect what work was written by a human vs. generated by an AI transformer.

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My current top 5 (or 6 or 7, who's counting :-) )

- Designed for learning podcast, episode 7: AI, cheating, and trusting students to be human with Tricia Bertram Gallant, 10/7/2025: A lot of discussions around AI revolve around cheating! In this episode James Lang interviews Tricia Bertram Gallant about her new book "The opposite of cheating". They discuss academic integrity and give insights into the deeper questions that we should be asking about academic dishonesty and pedagogy. Really interesting episode!

- Tea for teaching podcast, episode 370, December 4, 2024: Why don't students read? with Betsy Barre :::7/12/2024:::.

This episode brings up so many important points about reading, reading skills and why reading is important. There is an interesting discussion about AI and reading. I love how Betsy Barre explains and makes her points in a very clear and easy-to-understand way. I highly recommend this episode!

Here are some of the strategies recommended in the episode:

Strategies to encourage reading:

Explicit Teaching: Teach students how to read critically and annotate effectively, as their prior habits may not align with academic expectations (i.e., they might not know how to do it!).

In-Class Exercises: Incorporate guided in-class reading and annotation sessions to model reflective reading practices.

Social Engagement: Use collaborative tools (Hypothesis or Perusall) and activities to make reading a shared, interactive experience. Pair students to discuss and question readings as part of class routines. The social aspect helps develop collaboration and a feeling of responsibility.

Motivating students through context:

Link reading tasks to students’ interests and future aspirations. Demonstrate the relevance of reading to real-world applications and interdisciplinary understanding.

Encourage students to view reading as a skill that enhances their ability to engage critically with AI and other technologies, thus positioning it as an asset for future careers.

- Teaching in higher ed, episode 553 September 26, 2024: Teaching effectively with ChatGPT with Dan Levy and Angela Pérez. Interesting podcast about their book, which provides practical, concrete strategies to integrate AI into teaching, rooted in solid pedagogical principles. I bought the book (of course I did!)

- Teaching in higher ed podcast, episode 514 18/4/2024: In this very interesting and honest interview with Joe Hoyle, associate professor of accounting in the Robins School of Business at the University of Richmond, we get to learn from his incredible and long (53 years of teaching) career as a university teacher. I really enjoyed this interview! Transcript here Joe Hoyle's book Transformative Education: How Can You Become a Better College Teacher? is also available for free as a pdf

FREE BOOK

- Unessays, Episode 315 of the podcast Tea for teaching (November 15, 2023) is talking about alternative ways to evaluate students learning. In times of ChatGPT et AI and also to give students alternative ways to prove their learning, and not always rely on essays, you might want to try something else. This episode is full of great ideas and advice about teaching in general. I really like the ideas of Jessamyn Neuhaus (I even bought her book "Geeky pedagogy" that I recommend. Come by my office and check it out! "Use your big brain for effective college teaching"

- Teaching in higher ed link to episode 448: How artificial intelligence is impacting higher education. Interesting and current episode about ChatGPT in teaching and learning with Cynthia Alby. Lots of food for thought about how we should think about ChatGPT in higher education.

- Dead ideas in teaching and learning, episode February 10 2022: The damaging myth of the natural teacher! Such an important discussion about how teaching is something we can all learn! I really like how the systemic aspect is taken into account. Excellent interview with Beth McMurtrie, senior editor for The Chronicle of higher education. Listen to this episode and call me to discuss :-)

- Dead ideas in teaching and learning: episode April 8 2021: Episode about "Community in teaching" how teaching does not have to be a solitary experience. How enriching, nice and important to share about teaching with colleagues! To feel less lonely and to be empowered. A very good point about how to detach teaching from ones personality (minute 11:25)

- Teaching in higher ed podcast episode 413: How mattering matters. This is an important and very interesting episode about relationship-rich education and the importance of the sens of belonging in class and at the university (le sentiment d'appartenance).

Happy podcasting!

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Creating a room

To create a room press the create room button and give it any name with less than 20 characters.

Temporary. You can create permanent or temporary rooms. Temporary rooms close automatically after 24h. Permanent rooms will be active until they are deleted by a room admin.

Anonymous. If disabled, users have to provide a nickname.

Moderated. If enabled, messages must be approved to be visible to all.

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How To - SpeakUp, Have you ever attended a talk in which there is a Q and A session but either no one dares to participate or several participants ask irrelevant questions? SpeakUp addresses this issue by providing a fun way for the audience to share and rate each other's questions. With SpeakUp, speakers can easily see the ratings of the audience's questions and address the most relevant ones.

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How To - SpeakUp, Have you ever attended a talk in which there is a Q and A session but either no one dares to participate or several participants ask irrelevant questions? SpeakUp addresses this issue by providing a fun way for the audience to share and rate each other's questions.

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A large collection of short videos with examples from faculty at Harvard on how they have used AI in their teaching:::22/8/2025:::

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A large collection of short videos with examples from faculty at Harvard on how they have used AI in their teaching:::22/8/2025:::

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The first part of this page has videos with teachers at Harvard on how they have used AI in their classrooms.

The lower part has videos with Faculty related to Frequently asked questions about using AI in teaching

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Overview

Bharat Anand, Vice Provost for Advances in Learning, and colleagues at VPAL, the Future of Media Lab, and the Harvard Teaching and Learning Consortium
When it comes to the future of education, virtually no recent technology has sparked as much debate as generative AI (GenAI) and large language models (LLMs). Some have seen this technology as destructive, with school districts from Los Angeles to New York initially banning its use, and others have touted its transformative impact and possibility of changing the game for educators and students alike.

Harvard has consistently tried to embrace new technology across our classrooms, residential and virtual. This past year was no different. In fall 2023, we introduced the Harvard AI Sandbox, enabling faculty to use LLMs in their classrooms while respecting copyright and data security policies.

Several faculty colleagues experimented with these tools in their classrooms during the semester. Here, we have surfaced the learnings from interviews with 30-odd faculty across Harvard, with short 3-7 minute videos, all answering three questions:

What is the challenge you were trying to address?

How did you use generative AI tools to tackle it?

What did you learn?

Our small team of faculty, students, and staff extracted from these a non-comprehensive answer through debate, discussion, and our own learning. I encourage you to do the same, perhaps with your peers or teaching teams, to learn about how these might be relevant for your own courses. Here are some of our initial thoughts:

1. GenAI tools have raised concerns about how they may compromise student assessments, promote academic dishonesty, and facilitate "lazy learning." Our faculty colleagues who experimented with these tools were not oblivious to these concerns; indeed, many share them. At the same time, what you'll see is how they were also looking to understand how GenAI tools can enhance the educational experience and build more vibrant classrooms.

2. Several colleagues are leveraging LLM features that everyone should keep in mind:

1. For Beyond text: visual aids and images, coding, analysis, games, simulations, and more.

2. Prompt design: There's an old saying: "garbage in, garbage out." The output of LLMs is only as good as the input, and it's essential to learn (and perhaps teach) how to write a prompt that works. This is highlighted through discussions on the critical role of deliberate prompt formulation, from having students iterate on their prompts through the course, to engaging students in debate on the ethics of AI use, to making advanced statistical concepts accessible to diverse learners. Our new System Prompt Library offers a range of effective prompts that can be used by educators.

3. Interrogate hallucinations: Errors arise not just because of algorithmic or data limitations but, importantly, because LLMs are fundamentally probabilistic. Faculty have found that errors can be reduced through detailed prompt engineering and balanced AI-human partnership.

3. Some consistent patterns and learnings emerge from how GenAI has been implemented for use by our colleagues:

1. Going beyond the simple question-and-answer interface: Sal Khan popularized the idea of using LLMs to ask questions of a student, not just answer them. Several faculty colleagues take this further, illustrating how LLMs can be used to simulate any persona you want, and to ask anything of them. Examples include simulating experts, peers, graders, course designers, and personal chatbots.

2. More than the "first draft": GenAI needn't compromise student creativity; in fact, it can augment it. Some colleagues are using it to help students refine project prototypes and polish final drafts.

3. Work alongside what you already have: Many faculty used LLMs to improve different (and sometimes mundane) aspects of existing teaching and learning "workflows," such as producing course materials, personalizing feedback, generating assignments, summarizing real-time student responses, and tutoring students.

4. Identify, and overcome, hidden or invisible barriers: Students and educators sometimes confront hidden prerequisites that present barriers for teaching and learning. GenAI can assist with overcoming these skill gaps: coding for a business class, foreign languages for research, art skills for building visual aids, and even building games for class engagement.

5. Reimagining the classroom: While we're still in the early days of GenAI, some of these examples already start to surface more profound questions: What does a class with GenAI at its core look like? Ultimately, what is the role of a teacher?

4. Questions around genAI's efficacy on learning arise: can we use GenAI tools-specifically tutor bots-to improve the way students learn? One faculty member created a tutor bot that answered questions like course staff. Beyond such research on students' interactions with genAI tools, it might be helpful to imagine how it can help you and your students now, in other ways as well: by increasing task efficiency, improving student engagement, increasing their confidence, or even improving learning outcomes.

5. The risks of LLMs present valid concerns. While popular debates often focus on "big picture" concerns like algorithmic biases, digital divides, and fake content, some faculty explore the risks at a micro scale, within our classrooms, such as hallucinations, failed reasoning, or superficial thinking, pushing students to understand these issues more deeply.

We hope this starts to give you a taste of the richness embedded in these videos. To start experimenting, request access to the Harvard AI Sandbox. As you think about what's relevant for your course, support exists across Harvard to help you and your team experiment as well.

Looking ahead, it is clear we will continue to learn. We will experiment. We will refine. And we will advance our understanding. In the next months, we'll continue to expand our catalog to include more innovations from Harvard faculty-please reach out to the Office of the Vice Provost for Advances in Learning (VPAL) via email if you would like to share your own experiences with colleagues across Harvard. We're deeply grateful to our colleagues for sharing their experiments and experiences, featured here in the first Harvard GenAI Library for Teaching and Learning.

Frequently asked questions

The following information offers advice for educators interested in using generative AI tools in their teaching and course preparation. As this technology is constantly evolving, this page will be updated frequently with new resources and advice.

Creating materials for courses-syllabi, lesson plans, assignments-takes time. Generative AI tools aren't just useful at broad, general prompts, but, as our colleagues have shown, they are useful in tackling the preparations before a student even arrives in the classroom:

Assignments: Reusing the same assignments across multiple years can be time efficient, but it creates challenges for assessments. Some faculty have explored how AI tools can help write, modify, or create question sets. The more information you put in about the structure and concepts you want it to use, the better it will be. And it can even make a rubric for it.

Course content: Classes often include large amounts of content for reading, from case studies to readings to slideshow text. Just a few sentences of a prompt using GenAI can generate summaries of relevant readings or videos you might want to include for students, brand new cases to discuss, and even what your slideshow for a lecture should include. Some faculty have gone a step further, inputting all the course materials in the materials that trained a teaching assistant chatbot. Hear what this faculty member learned from students' interactions with this "faculty copilot."

How to engage your students in the classroom is an age-old question. Some faculty have used GenAI's real-time thinking and range of outputs to help offer contemporary solutions, such as a content-generator, a data analyst, or a personal tutorbot.

Since LLMs can write essays, respond to readings, and finish problem sets, how can one not be concerned about misuse? For you and your students, addressing this concern means first making sure we know what GenAI can and can't do-then creating assessments that emphasize skills where AI tools fall short.

Here are some strategies faculty have found useful:

Human-based learning: Design tasks and assessments that require creativity, practical application of concepts, and critical thinking. For example, instead of asking your students to summarize perspectives on a given issue, you may ask them to critically analyze which perspective is most convincing to them and explain why; to relate their answers to class discussions; or to assess their peers' performance during a live problem-solving session.

Process-based assessments: Another approach is to test intermediate steps in the learning process, instead of just the final product. (It's easy to fudge your report card to your parents; it's harder to fudge not having gone to school for the past two months.) Testing evidence of original thinking, planning, peer-to-peer conversations, etc. can make relying on genAI less attractive.

Establishing norms: Emphasize original work and academic honesty, and at a minimum provide clear guidelines about the use of AI-generated content in assignments and assessments.

Here are the most important ones to keep in mind:

AI models can make mistakes: We've all had an incident (or two!) where a GenAI tool seems to have lost its mind, yielding garbled or entirely made-up answers. These are called AI hallucinations. It's tempting to think these will get eliminated over time as technology improves. But since LLMs are fundamentally probabilistic rather than deterministic, this may not be the case.

AI models can be biased: AI adopts the biases of the material and data it was trained on. Good AI use involves being aware of, checking for, and making efforts to correct such biases.

AI models can be misused: Of course, AI could be used to plagiarize assignments. Unless you are interested in grading robots, you should shift the kind of assignments you are providing students (see above) as well as enforce academic dhonesty policies.

GenAI's ability to meet learners where they are, both in terms of prior knowledge and learning progress, can increase students' understanding, and AI-powered educational games can increase student motivation and engagement, particularly in STEM courses. One fascinating study showed that when students tutored by AI are pitted against students taught in the traditional classroom setting, the AI-tutored students performed as well or better.

It is natural for instructors, particularly successful ones, to wonder: GenAI may be useful for the average educator. But my classes are great; why would I need it?

One way to think about this is in terms of the efficiency benefits of GenAI tools-they can save time, facilitate meaningful non-classroom learning experiences, and make classroom discussions more interactive. For example:

When using large language models (LLMs) in your classroom, it's essential to be aware of the University's guidelines designed to ensure responsible and effective use of these technologies and to refer to School-specific policies and resources. It is also important to remember that other existing policies, such as Harvard's Information Security Policy, Digital Accessibility Policy, and Intellectual Property Policy, also apply to GenAI and the use of LLMs.

Across Harvard, there's a strong emphasis on using LLMs ethically and in ways that uphold academic integrity. The use of generative AI must align with the principles of honesty, respect, and responsibility, ensuring that students' work remains original and reflective of their understanding and skills. In crafting a response to the use of LLMs in the classroom, it's crucial to strike a balance between leveraging these tools for educational enhancement and ensuring that they do not compromise educational objectives.

At the course level, Schools within Harvard allow for the customization of AI usage policies by individual instructors, provided these are clearly communicated. Each encourages innovative and thoughtful integration of AI in teaching and learning practices, including learning to use generative AI productively. Above all, students and faculty are encouraged to be transparent about the use of generative AI in academic work. This includes proper attribution when AI-generated content or assistance is utilized in the creation of academic materials. Consider co-creating course-specific norms around the use of generative AI with your students.

For any faculty who wish to simply explore the use of these tools, we encourage you to engage with peers and organizations at Harvard that are interested in these topics.

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Searching for the Optimal Class Design to Maximize Learning - Faculty Focus, March 17 2025:::19/8/2025:::

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Searching for the Optimal Class Design to Maximize Learning - Faculty Focus, March 17 2025:::19/8/2025:::

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A short article presenting some key aspects to help you design a class that helps learning.

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List of Generative AI tools - Stockholm University:::13/8/2025:::

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List of Generative AI tools - Stockholm University:::13/8/2025:::

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I have hesitated for a long time to share a list of tools.

This is a very short list, but including the most common tools. It was compiled at the University of Stockholm.

Open the accordion and it offers a short description of each tool organized in 5 categories:

AI chatbots,

Text improvers,

To generate code

text-to-image

AI search tools

Disclaimer: the tools listed have not been approved by SITEL. At UniNE teachers and students have access to Microsoft Copilot through an institutional license.

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ChatGPT-3.5 (free version)
Date of text: 2024-04-24 ChatGPT-3.5 What is it? text generation, code generation
ChatGPT is an AI-powered conversational chatbot developed by OpenAI, designed to process and generate human-like text. ChatGPT is also capable of writing and debugging code. The paid version (GPT-4) includes additional features.
Key Features
ChatGPT-4 (paid version)
Date of text: 2024-04-24 What is it? text generation, code generation, image generation, data analysis
This version of ChatGPT-4 is larger and more powerful than GPT-3.5 and is trained on a broader dataset, which includes more diverse data up until its training cut-off in 2023. Unlike GPT-3.5, which operates solely on text, GPT-4 has multimodal capabilities and can process and generate both text and images, enabling more diverse applications.
Key Features

If the user asks for an image, ChatGPT-4 can generate images using the text-to-image tool DALL-E 3.

The user can upload data and get help analyzing it. Specifically, ChatGPT-4 can generate Python code, execute it, and output the results, allowing the user to access the code.

The user can create their own personal "GPTs" that are tailored to interact with the user in a specific way. It is also possible to use other users' GPTs through the "GPT Store." Since the GPTs can be connected to external tools through APIs, there are many user-created GPTs in the store. For example, Andreas Jemstedt has created a GPT that aids in creating multiple-choice questions with detailed feedback for each response alternative. The GPT can be accessed for anyone with a paid ChatGPT account.

If you use the ChatGPT mobile app, you can also have a verbal chat with It. In this mode, you speak, and ChatGPT replies using text-to-speech technology.

EditGPT (browser plugin)
Date of text: 2024-04-24 What is it? editing text; grammar check; proofread
The EditGPT plug-in is an additional feature designed for the ChatGPT models, which allows users to request specific edits to previously generated responses or texts.
Key Features

EditGPT allows users to specify how they want the text to be changed, mentioning specific edits or giving general directions like "make it more formal" or "shorten it."

The plugin activates when you are on the ChatGPT webpage. Once you submit a message, a button appears beside the text saying ChatGPT. Once you click it it shows you all the differences between the message you submitted and what ChatGPT responds to. For example, if you submit a text you want to proofread, it will mark all changes from the submitted text and ChatGPT's version of the text. See the image for example:

Our own comments
Andreas Jemstedt: If you want to use a chatbot to generate something that needs to follow complex instructions, ChatGPT-3.5 will probably fail, while ChatGPT-4 and Google Gemini do quite well. Both the free and paid versions of ChatGPT require that the user either use it for purposes where errors are not a big problem, or where they are able to validate the answers themselves.
Linda Barman: Remember to never post student-written texts or material into ChatGPT.

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List of AI tools - Centre for the Advancement of University Teaching

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List of AI tools - Centre for the Advancement of University Teaching

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Formation en IAG ouverte à toutes et tous - Louvain Learning Lab:::10/6/2025:::

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Formation en IAG ouverte à toutes et tous - Louvain Learning Lab:::10/6/2025:::

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𝗦𝗲 𝗳𝗼𝗿𝗺𝗲𝗿 𝗮̀ 𝗹’𝗜𝗔 𝗴𝗲́𝗻𝗲́𝗿𝗮𝘁𝗶𝘃𝗲, 𝗮̀ 𝘀𝗼𝗻 𝗿𝘆𝘁𝗵𝗺𝗲 𝗲𝘁 𝗴𝗿𝗮𝘁𝘂𝗶𝘁𝗲𝗺𝗲𝗻𝘁

Un parcours libre d’𝗮𝘂𝘁𝗼𝗳𝗼𝗿𝗺𝗮𝘁𝗶𝗼𝗻 est disponible sur Moodle et OpenMoodle pour mieux comprendre l’𝗶𝗻𝘁𝗲𝗹𝗹𝗶𝗴𝗲𝗻𝗰𝗲 𝗮𝗿𝘁𝗶𝗳𝗶𝗰𝗶𝗲𝗹𝗹𝗲 𝗴𝗲́𝗻𝗲́𝗿𝗮𝘁𝗶𝘃𝗲.

Vous y trouverez :
- des définitions essentielles
- une mise en perspective des risques
- des balises pour un usage responsable

Les contenus s’appuient sur des ressources de qualité, créées ou sélectionnées dans l’enseignement supérieur, et 𝗲́𝘃𝗼𝗹𝘂𝗲𝗻𝘁 en fonction de l’actualité et des décisions de l’université. Tous les enjeux ne sont pas encore intégralement couverts, mais le parcours permet déjà de se faire une bonne idée du sujet.

Ouvert à toutes et tous !
-> Accéder au parcours : https://bit.ly/3Tixx9C

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Bienvenue dans le cours de découverte de l’intelligence artificielle générative.

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IA et l'enseignement - Université de Québec à Montréal:::17/5/2025:::

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IA et l'enseignement - Université de Québec à Montréal:::17/5/2025:::

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Ces pages de UQAM sont très bien organisées et donnent une introduction à l'IA dans l'enseignement court et synthétique avec beaucoup de ressources très bien fait pour les personnes souhaitant plus d'information sur un aspect.

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IA et enseignement à l’UQAM | Enseigner à l’UQAM | UQAM

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Bienvenue sur nos pages traitant des enjeux et des possibilités pédagogiques offertes par les systèmes d’intelligence artificielle (SIA). Ces pages s’appuient sur divers ressources, notamment, mais pas que, les Balises pour l’utilisation des outils d’IA générative dans les activités d’enseignement à l’UdeM, les pages sur l’IA de l’Université Bretagne Sud, les pages sur l’IA de […]

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AI in Education: Leveraging ChatGPT for Teaching - Free Coursera course by Ethan Mollick :::18/3/2025:::

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AI in Education: Leveraging ChatGPT for Teaching - Free Coursera course by Ethan Mollick :::18/3/2025:::

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An excellent introduction to ChatGPT (and AI in general) for teachers. In this course you will learn how to prompt, what AI can help you with as a teacher (e.g., creating exercises for your students) and how to create GPTs for your students.

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AI in Education: Leveraging ChatGPT for Teaching

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Offered by University of Pennsylvania. Working alongside Ethan and Lilach Mollick, teachers at all levels will be empowered with the ... Enroll for free.

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AI Guide starter from Harvard University:::25/7/2024:::

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AI Guide starter from Harvard University:::25/7/2024:::

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A series of instructional web pages for instructors and teaching teams about using AI tools for teaching and learning.

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Cut and paste AI prompts for teachers in higher education - Teaching that matters:::20/3/2025:::

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Cut and paste AI prompts for teachers in higher education - Teaching that matters:::20/3/2025:::

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The resources page related to the excellent book Learning that matters, has some very interesting resources for teachers. The top of the page is dedicated to Gen AI resources that are extremely helpful: https://learningthatmatters.weebly.com/resources.html

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How Breaking Up Lectures Can Improve Student Learning - Edutopia:::19/3/2025:::

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How Breaking Up Lectures Can Improve Student Learning - Edutopia:::19/3/2025:::

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"Les recherches montrent que l’intégration d’activités brèves et engageantes pendant l’enseignement permet non seulement de maintenir l’attention, mais aussi d’améliorer la compréhension et la rétention du contenu. "

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How Breaking Up Lectures Can Improve Student Learning

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Quick tip - comment faire bouger les étudiant-e-s d'une manière facile à mettre en place:::17/2/2025:::

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Quick tip - comment faire bouger les étudiant-e-s d'une manière facile à mettre en place:::17/2/2025:::

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J'ai essayé le suivant et c'est très ludique:

Les étudiant-e-s s'endorment ? Essayez l'activité de classe « histogramme humain ». Créez un continuum le long d'un mur. Par exemple, un côté du mur peut représenter « tout à fait d'accord » et le côté opposé « pas du tout d'accord ». Posez une question et demandez aux étudiant-e-s de se placer sur le continuum en fonction de leurs opinions. Une fois installé-e-s, faites un compte rendu en classe, en demandant aux étudiant-e-s d'expliquer leur placement et leur processus de réflexion. Cette activité rapide fait participer tout le monde et les fait bouger.

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 S’appuyer sur l’intelligence artificielle générative (IA) pour construire un scénario pédagogique, UniFr article blog du Didanum::::3/12/2024:::

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 S’appuyer sur l’intelligence artificielle générative (IA) pour construire un scénario pédagogique, UniFr article blog du Didanum::::3/12/2024:::

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A very nice framework from the team of Philip Dawson.

"This framework helps university teachers make good decisions about assessment design. The six categories draw from existing evidence on good assessment, and 2013 data from a study of Australian university assessment practices. The framework identifies the key considerations in assessment design, including the effects of assessment on learning".

The wheel is very easy to use, it provides questions to help you think about your assessments (exams etc) and a full page with more information and help to think about how to make a good assessment.

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Guide to the assessment design decisions framework

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This framework helps university teachers make good decisions about assessment design. The six categories draw from existing evidence on good assessment, and 2013 data from a study of Australian uni…

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UniNE - page d'information concernant les EEE 

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UniNE - page d'information concernant les EEE 

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Evaluation des enseignements - Support enseignement et pédagogie

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La responsabilité d'améliorer la qualité perçue d'un enseignement incombe à l'enseignante ou l'enseignant. La ou le responsable de cursus ou de pilier a la charge du suivi des résultats des évaluations des enseignements faisant partie de son cursus ou pilier.

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Des outils numériques pour apprendre et enseigner - Louvain Learning Lab:::3/10/2024

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Des outils numériques pour apprendre et enseigner - Louvain Learning Lab:::3/10/2024

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Des outils numériques pour apprendre et enseigner à l'UCLouvain - LLL - Confluence

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Les informations contenues dans cette base de documentation Confluence - LLL sont disponibles sous licences CC BY-SA 4.0. Pour toute question ou accompagnement : num-lll@uclouvain.be

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4 Tips for Designing AI-Resistant Assessments:::27/9/2024:::

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4 Tips for Designing AI-Resistant Assessments:::27/9/2024:::

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The four principles presented in this article:

Incorporate personal experiences and local content into assignments

Ask students for multi-modal deliverables

Assess the developmental benchmarks for assignments and transition assignments further up Bloom’s Taxonomy

Consider real-time and oral assignments

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4 Tips for Designing AI-Resistant Assessments

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As AI continues to evolve, instructors must modify their approach by designing meaningful, rigorous assessments.

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ChatGPT dans son enseignement - Page UniNE avec des questions fréquentes (updated 13 September 2024)

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ChatGPT dans son enseignement - Page UniNE avec des questions fréquentes (updated 13 September 2024)

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L’IA générative: questions fréquentes/FAQ - Support enseignement et pédagogie

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Disponible depuis novembre 2022, ChatGPT a donné au grand public – y compris aux enseignant-e-s et aux étudiant-e-s – un accès facile à la génération de texte par l’intelligence artificielle. Depuis lors, de nombreux outils similaires ont fait leur apparition sur le marché. On a pu entendre de nombreux avis alarmistes qui avertissent que les étudiant-e-s vont abuser de cette technologie et présenter des textes créés par l’IA comme étant leur propre production. Toutefois, cette technologie peut aussi s’avérer être une aide pour l’enseignement et l’apprentissage lorsqu’elle est appliquée de manière réfléchie. Vous trouverez ci-dessous quelques questions fréquemment posées sur cette technologie.

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AI in economic research: A guide for students and instructors - UniNE Faculté des sciences économiques, équipe de Daniel Kaufmann:::4/9/2024:::

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AI in economic research: A guide for students and instructors - UniNE Faculté des sciences économiques, équipe de Daniel Kaufmann:::4/9/2024:::

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Le guide peut être téléchargé sur la plateforme Libra: https://libra.unine.ch/entities/publication/ca2c198c-f96e-4487-a6af-5c224ee3bdc3/details

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Use generative AI as a thought partner (Jade Kemp on LinkedIn):::7/9/2024:::

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Use generative AI as a thought partner (Jade Kemp on LinkedIn):::7/9/2024:::

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I find this little short guide very useful, on how generative AI can be helpful as a thought partner. Perhaps you like it as well?

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I'm a little tired of seeing neurodiversity, the diversity of human minds, described as a list of medical diagnoses, so here is a friendly reminder that neurodiversity isn't about shoving our infinite variations into medical boxes but about acknowledging all the different ways we exist and function as human beings. And if you're equally tired of not having language to understand neurodiversity outside of the pathology paradigm and the DSM, stay tuned as I'll be introducing the Neurodiversity Smorgasbord on all my social media channels over the next month. #Neurodiversity #Neurodiverse #Neurodivergent

My absolute passion has always been supporting students who are neurodivergent to have success in VCE or the top end of Senior Secondary. Because every version of success must be individual. My son's paediatrician asked us once what the purpose of education was for our son. As a teacher I gave a fairly stock standard answer about knowledge (yadda yadda) ... he shook his head and said the purpose for our son was to develop social relationships and have friends, to feel safe and joyful. That forever shifted. my thinking. VCE is hard for students with executive function deficits I ask myself as a plan my units what I can do as a teacher to offer support for those learners.

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I've always been passionate about making the end of secondary school successful for all students. here's some of the supports I put in place for my ND students. https://lnkd.in/gYqPf-7j

Jade | supporting HS teachers to support ND Students on Instagram: "Supporting students with additional needs in senior high school involves 3 things: SCAFFOLD, ADJUST, MODIFY. Here's a few practical suggestions of ways to do that. #neurodivergentteachers #neurodivergentVCE #equityinhighschool"

instagram.com

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Prof. Amanda Kirby MBBS MRCGP PhD FCGI Prof. Amanda Kirby MBBS MRCGP PhD FCGI is an Influencer

Honorary/Emeritus Professor; Doctor | PhD, Multi award winning;Neurodivergent; CEO of tech/good company

Understanding Neurodivergent biases in the workplace When it comes to neurodivergent individuals, unconscious biases by others can affect how they are perceived. Let's explore some common biases and how you can address them to create a more inclusive workplace. 🌍 👁️ Eye contact bias Some neurodivergent individuals may avoid direct eye contact, which can be misinterpreted as disinterest. What can you do? Focus on communication content, not eye contact. Recognize that eye contact varies across cultures and individuals. 💬 Small talk bias Some neurodivergent people may not like to make small talk.This can lead to unfair judgments about social skills. What can you do? Be aware that does not mean a lack of interest in topics they are interested in! ( That's me!!) 🤷 Non-verbal communication bias Nonverbal cues like facial expressions may be misinterpreted. What can you do? Focus on verbal communication and check understanding. 🤔 Neurotypical assumption bias Assuming everyone should exhibit the same social behaviours can overlook valuable perspectives. What can you do? Appreciate diverse communication styles and emphasise skills, not social conformity. 🕒 Time pressure bias Some neurodivergent people may need more time to process information, which can be mistaken for slower thinking. What can you do? Allow extra time for someone to respond to you and be ready to repeat information if necessary. 📊 Pattern recognition bias Relying on typical behaviour patterns might cause you to overlook candidates who present differently. What can you do? Focus on the actual job requirements, not preconceived views. By addressing these biases, you can help create a more equitable and inclusive workplace where neurodivergent individuals thrive. 💼✨

Content on demand? This is 10 minutes of work (6 of which was generating the videos). Music, video, voice, and even text generation are not without their ethical concerns: the misappropriation of data means it's hard to use these technologies with a clean conscience. But that doesn't mean they're going to go away. Here's the tech stack for this short video: Video by Runway (Gen-3): underpinned by Stable Diffusion, one of the "big scrapers" of open source image gen, with all the copyright issues that implies. Voiceover text by ChatGPT: the former non-profit turned tech unicorn darling, under siege from dozens of lawsuits worldwide. Voiceover audio by ElevenLabs: commercially available and inexpensive deepfake technology, currently releasing an "audiobook" product set to disrupt hundreds of thousands of voice actor jobs. Music by Suno: just picked up over a hundred million USD in venture capital funding, most of which it will use to fight off lawsuits from the Big 3 music companies. You see the potential, and the dilemma. Can we have powerful GenAI that gives people the ability to create content on demand, without the ethical and moral hangups of the technology? #AI #aieducation [and no, this isn't supposed to be an accurate journey through the cellular structure of a leaf...]

I'm not "neurodiverse". I don't "have neurodiversity". "Neurodiverse' is a collective term for a group of people who are all neurologically different. As an autistic/ADHD and dyspraxic person I am "neurodivergent". There's a thing happening at the moment where people will refuse to use "neurodivergent" and cling to "neurodiverse" because they think it's nicer/friendlier/more inclusive. Often these are people from the neuro majority, but not always. It's started to become a euphemism. What many of us hear when someone says that is "I don't want to see you and I don't want to acknowledge your differences. I am going to prioritise my own comfort/preference over your needs" This is a tough pill to swallow, but if you continue to refuse to use the correct term to refer to someone or a group of people when you've been asked to, because you personally don't like the term, that's both ableist and a microaggression. A note to those who are not in the neuromajority and don't claim the term "neurodivergent". If you personally don't want to be referred to as "neurodivergent" then that's ok! You have a right to choose -for yourself - how you'd like others to refer to you. But to many of us, the correct identifiers will matter, and telling others it's not allowed to matter to them because your need to feel comfortable with language is more important - well, see above.

I shared some suggested adjustments as starting points for Senior Secondary subjects on Instagram this week.

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Jade Kemp on LinkedIn: I'm exploring using AI as a thought partner in creative subjects like my...

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I'm exploring using AI as a thought partner in creative subjects like my Advanced Digital Photography and design. to help the students I'm making a carousel...

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Using AI to increase student engagement:::25/7/2024 

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Using AI to increase student engagement:::25/7/2024 

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Great video presentation with Betsy Barre at Wakeforest University (~13 minutes).

Betsy Barre is an excellent speaker and easy to understand and I recommend watching this video to better understand student engagement. More resources over at Wake Forest University, Center for Advancement of Teaching: https://cat.wfu.edu/resources/ai/

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Wake Forest Center for the Advancement of Teaching

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5 great videos about the use of AI for teachers and students :::16/8/2023:::

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5 great videos about the use of AI for teachers and students :::16/8/2023:::

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These videos are very informative and interesting. Can work as a nice introduction to AI in teaching. They were made in August of 2023. In the second video you'll find a comparison of ChatGPT, Bing and Bard. The third video talks about how to write really good prompts. Video 4 gives ideas about how to use AI to prepare for teaching and video 5 explains how students can use AI for learning (also a short segment about academic integrity).

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A free introductory series on using generative AI

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Generative Artificial Intelligence (GenAI) Guidelines for Educators from the Irish National Academic Integrity Network (NAIN):::21/5/2024:::

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Generative Artificial Intelligence (GenAI) Guidelines for Educators from the Irish National Academic Integrity Network (NAIN):::21/5/2024:::

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This short comprehensive (and easy to read) guide is structured as follows:

1. What everyone needs to know

2. What lecturers and other educators need to know and do

3. What programme managers and institutional leaders need to do

4. What students need to know and do

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Principes d'utilisation de l'IA dans l'enseignement au sein de la HES-SO

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Principes d'utilisation de l'IA dans l'enseignement au sein de la HES-SO

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Le task-force IA de la HES-SO propose des principes d'utilisation de l'IA dans l'enseignement. Sur ces pages vous trouverez plein d'autres ressources en lien avec l'IA. Merci au task-force du partage.

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Inscrivez-vous dès aujourd’hui à HES-SO Numérique

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Inscrivez-vous dès aujourd’hui aux diverses ressources et contenus numériques publiés par la HES-SO sur sa plateforme officielle. En ligne, totalement gratuit et ouvert à tous!

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How Zapier's RevOps team automates lead management

Using AI & Zapier in Marketing, Sales, & RevOps

Create your first Zap with ease

When AI-powered chatbots and image generators first came on the scene, I was admittedly a little skeptical. It was mostly because the news headlines-at least, the ones my algorithm was feeding me-were fear-inducing (see: People fear being replaced by AI and ChatGPT). But it was also because I didn't know how any of it worked.

Add the power of ChatGPT to your workflows

However, as my brilliant teammate Elena put it, the best way to stop being afraid of AI is to use AI. So I decided to dive in with one of the more interesting tools, especially for writers: ChatGPT.

In a pleasant turn of events, I discovered no fewer than 28,349 ways ChatGPT alone can help me be better at my job. For example, it can help me create rough outlines for blog posts. It can even act as my own personal writing coach.

If you're also eager to take ChatGPT for a spin, but you're not sure where to start, you're in the right place. Here's how to use ChatGPT.

This article focuses on the specific steps of how to use ChatGPT. If you're curious to learn more about what's going on under the hood, check out our article, How does ChatGPT work?

How to use ChatGPT

Here's the short version of how to use ChatGPT:

1. Go to chat.openai.com or the mobile app, and log in or sign up (it's free).

2. Type your prompt in the message box on the ChatGPT home page.

3. Once ChatGPT spits out a response, you have a handful of options:

Now let's take a closer look at the finer details of using ChatGPT.

1. Create your OpenAI account

To get started with ChatGPT, you first need to create an OpenAI account (it's free). To do this, go to chat.openai.com, and click Sign up. You can use an email address, or you can sign in with your Google or Microsoft account. If you use an email address, you'll be required to do a phone verification to confirm that you're really a human and not, ironically, a bot.

Already have an OpenAI account? Click Log in to start chatting.

If you're having trouble signing up or logging in, your best bet is to reload your page. For specific login issues, check out OpenAI's troubleshooting tips.

By default, anyone can access GPT-3.5-turbo-the less powerful GPT model-for free. To use the more advanced GPT-4, you'll need to upgrade to OpenAI's paid subscription, ChatGPT Plus.

2. Ask ChatGPT a question

Type your ChatGPT prompt (i.e., text query) in the message bar of the home page, and hit Enter (or click the send icon, which looks like a paper plane).

If you have ChatGPT Plus, you can enable ChatGPT's internet browsing feature (in beta, as of this writing). This way, you'll get a response based on current information-not just data before September 2021-complete with direct links to sources. Click GPT-4, and then select Browse with Bing.

If this feature isn't visible to you, you may need to first adjust your settings.

1. Click your profile and select Settings & Beta.

2. In the Settings window that appears, click Beta features.

3. Click the toggle next to Browse with Bing.

Now Browse with Bing should appear in your dropdown of GPT-4 capabilities.

3. Interact with ChatGPT's responses

In a matter of seconds, ChatGPT will spit out a reply. Here's the text ChatGPT generated in response to the prompt, " Explain how ChatGPT works to a 10-year-old kid."

Once ChatGPT spits out a response, you have a number of options.

1. Enter a new prompt. One of ChatGPT's key features-and the one that makes it feel like having a real back-and-forth dialogue-is that it can "remember" the conversation you're having with it.This means you can ask ChatGPT to modify its response without repeating yourself or starting from scratch. ChatGPT will simply refer back to whatever you were discussing before, and then use that to inform its response. Let's build on our initial prompt. To get a shorter explanation, I entered, " Try again, but explain it in two to three sentences max."

Notice how I didn't have to specify what "it" was in the second prompt? Or remind ChatGPT that the explanation should be suitable for a 10-year-old child?

The default model, GPT-3.5-turbo, can hold 4,097 tokens in its "memory," which is equal to roughly three pages of text. This means that after a few thousand words or so, GPT-3.5-turbo will forget earlier parts of your conversation. The newest variant of GPT-4, however, can remember nearly 50 pages of content.

2. Get a new response. If the response isn't quite what you're looking for, and you want to use the same prompt, click Regenerate response to get ChatGPT to try again.

3. Copy the response. If you like ChatGPT's answer and want to share it somewhere else, click the clipboard icon beside the response to copy it. Once you do this, the icon will turn into a checkmark to indicate that it's been successfully copied. This button saves you from having to highlight the text and then using a keyboard shortcut to copy it.

4. Share your conversation.Instead of screenshotting bits and pieces of your conversation with ChatGPT to share with your friends and colleagues, click the Share chat icon, which looks like an upward-facing arrow. This will generate a unique URL for that specific conversation, which you can then share. When the person you shared the link with opens the chat, they can even pick up where you left off.

5. Dislike the response. Alternatively, you can click the thumbs-down icon beside ChatGPT's response to dislike it. Again, you'll have the option to provide additional feedback by manually entering your response, or you can click any of the quick-select feedback options: This is harmful or unsafe; This isn't true; and This isn't helpful. (You can select more than one option.)

How to use ChatGPT's custom instructions

If you find yourself prompting ChatGPT with the same instructions every time you interact with it-like "Write the response in Python" or "Keep the tone casual"-now you can use custom instructions to get the answer you need, without having to repeat yourself. Here's how.

Note: The custom instructions feature is available for ChatGPT Plus users as of this writing, but access will be granted to all users in the near future.

How to use ChatGPT's custom instructions from a desktop

1. With ChatGPT open, click your name, and select Custom instructions.

2. In the Custom instructions window that appears, click the Enable for new chats toggle. (To turn this feature off, click the toggle again.)

3. Enter helpful background information and instructions you'd like ChatGPT to consider in its responses.

How to use ChatGPT's custom instructions from the mobile app

1. With the ChatGPT app open, tap the menu icon, which looks like an ellipsis (...).

2. Tap the toggle beside Custom Instructions to turn the feature on. (Tap the toggle again to turn it off.)

3. Enter helpful background information and instructions you'd like ChatGPT to consider in its responses.

How to use ChatGPT's voice and image capabilities

ChatGPT recently launched voice and image capabilities (both in beta) for Plus and Enterprise users.

It's worth mentioning that these features don't work in tandem with Browse with Bing. This means that if you use the voice and image capabilities, ChatGPT's responses will be limited to data prior to September 2021.

How to use voice with ChatGPT

Instead of typing in your prompt, voice capability lets you verbally communicate back and forth with ChatGPT. As of this writing, this functionality is available only on iOS and Android. Before you get started, you have to enable voice capability.

You can also choose a voice for ChatGPT. In the Settings menu, tap Voice. Select one of the five options, and then tap Confirm.

Now you're ready to chat with ChatGPT.

1. Once the screen prompts you to Start speaking, say your prompt.

2. Once you've finished speaking, ChatGPT will process your request (no need to hit send) and voice its response to you. Need to pause ChatGPT? You can't. But, for some reason, you have three different ways to cut it off entirely: tap anywhere on the screen, the X, or the stop icon.

If you do interrupt ChatGPT, though, a text version of your entire conversation is automatically saved in your History.

3. If you want to continue the conversation, say your next prompt once Start speaking appears on your screen again.

How to use images with ChatGPT

ChatGPT's image input capability lets you share an image with your text prompt. This way, you can do things like take pictures of a neighborhood dog and ask ChatGPT what breed it is. Or ask it to create a recipe based on an image of the remnants of your fridge, like so:

Here's how to use ChatGPT's image feature:

1. Click the Attach images icon in the message bar. (In the mobile app, you can choose to take a photo or upload an image or file.)

2. Select the image or file you want to share. You can select multiples.

3. Enter your accompanying prompt in the message bar.

How to create AI images with ChatGPT

ChatGPT's not limited to just generating text and audio responses. OpenAI recently incorporated DALL·E 3, the latest version of its AI image generator, with ChatGPT for Plus and Enterprise users. This means you can ask ChatGPT to create an image of, say, a dog dressed as a mop pushing a mop bucket, and the AI would generate a few images (usually four) that match your idea.

1. Click GPT-4 on the ChatGPT home screen.

2. Enter your text prompt as you normally would, and watch as ChatGPT brings your idea to life.

Here's what that mop-dog pushing a mop bucket would look like, according to AI.

Note: Unlike using DALL·E on its own, which requires users to purchase image generation credits, it seems Plus and Enterprise users get unlimited access to DALL·E 3 with ChatGPT.

Can ChatGPT refuse to answer my prompts?

For its part, OpenAI has expressed its commitment to keeping AI " safe and broadly beneficial." To do this, they've introduced various safeguards, including the ability for ChatGPT to reject inappropriate, offensive, or illegal content.

To get specific, here's what ChatGPT told me when I asked, " What prompts won't you respond to?"

ChatGPT: 1. Requests for explicit or offensive material. 2. Prompts that promote or encourage hate speech, discrimination, or violence against any individual or group. 3. Prompts that violate the privacy of individuals or organizations. 4. Prompts that involve illegal activities or encourage such activities. 5. Requests for personal information such as passwords, credit card details, or social security numbers. Furthermore, I might not be able to respond to prompts that are too ambiguous or lack context. Please ensure that your prompts are clear and specific to receive the best possible response from me. As an AI language model, I don't respond to prompts that involve any form of inappropriate, offensive, or illegal content, including but not limited to:

To be clear, this isn't a complete list of rejection-worthy prompts. But if you're ever wondering about ChatGPT's limits, like " Can ChatGPT remember my passwords?" (it can't), or " Can ChatGPT give me medical advice?" (also a hard no), just ask it yourself.

How to manage your data in ChatGPT

By default, your conversations in ChatGPT can be viewed by OpenAI and used as training data to improve its system. (This is a key reason why you shouldn't enter any personal or private data into ChatGPT.)

You can also access your account's entire chat history in the side panel of the home page.

How to turn off your chat history in ChatGPT from a desktop

If you don't want ChatGPT to store your chat history, it's easy to turn this feature off. Here's how.

1. In the Settings pop-up window, click Data controls.

2. Click the toggle beside Chat History & training.

Once you do this, the sidebar of the home page will display a message that reads, Chat History is off for this browser (the setting doesn't sync across browsers or devices-even if you're logged in with the same account).

It's worth mentioning that if your chat history is turned off, you also won't be able to click through your chat history on any of your devices. If you want to access your history, you'll have to turn it back on again. To quickly do this, click Enable chat history in the sidebar.

How to delete your ChatGPT history from a desktop

To delete all of your past conversations, here's how to do it in one fell swoop from your desktop.

1. Click on your profile in the sidebar, and then click Settings & Beta.

2. In the confirmation pop-up that appears, click Confirm deletion. (There's no undo button.)

You can also delete specific conversations in your chat history. Here's how.

1. Click the conversation name, and then click the delete icon, which looks like a garbage can.

2. In the confirmation pop-up that appears, click Delete.

How to turn off your chat history in ChatGPT from the mobile app

To turn your chat history back on, tap the history icon, which looks like a clock. Then tap Turn on.

How to delete your ChatGPT history from the mobile app
Here's how to delete specific conversations in your chat history from the mobile app.

Swipe to the left on top of the chat history you want to delete. Tap the delete icon, which looks like a garbage can.

What is ChatGPT Plus?

In response to ChatGPT's growing popularity (read: occasional outages due to high traffic), OpenAI introduced a subscription plan, ChatGPT Plus. For $20/month, paying members get the following perks:

General access to ChatGPT, even during peak times

Choice of ChatGPT models

Faster response times

Priority access to new features and improvements, such as internet browsing, and voice and image capabilities.

It's worth mentioning that only ChatGPT Plus subscribers can access the latest model, GPT-4 (with a cap of 50 messages every three hours).

Automate ChatGPT

While ChatGPT is fun to use in the web browser, that's not the only place you can put ChatGPT to work. With Zapier, you can connect ChatGPT with thousands of other apps, so you can incorporate AI into all of your business-critical workflows.

For example, you can have ChatGPT automatically draft a reply to an email. You can even use ChatGPT to draft a response to a Slack message and post it. Try it for yourself. Click on any of the templates to create your first Zap-what we call our automated workflows.

If you want to really streamline your workflows, you can even use the Zapier ChatGPT plugin to connect your go-to apps (like Gmail and Slack) and interact with them directly from ChatGPT.
Related reading: This article was originally published in August 2023. The most recent update was in October 2023.

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Learn how to use ChatGPT (an AI chatbot) to quickly get answers to your burning questions.

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4 Simple Ways to Integrate AI into Your Class:::14/5/2024:::

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4 Simple Ways to Integrate AI into Your Class:::14/5/2024:::

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Many educators have taken early, eager steps forward with generative AI over the last year, weighing the technology's benefits and challenges and experimenting with large language models (LLMs) to enhance and personalize student learning. Others have remained cautious, the path forward uncertain.

If you're among the cautious, it's OK. Perhaps you simply haven't had time to experiment with the technology yourself. Or you've dabbled with it, but you're just not sure how to effectively weave generative AI into your course. Keeping AI at a distance may seem like a comfortable status quo, but classrooms that don't incorporate it risk being perceived as static or, worse, irrelevant.

The good news is that incorporating AI tools into your course doesn't have to disrupt your existing teaching methods or completely overhaul your syllabus. Here are four simple yet transformative ways you can incorporate AI in your classroom.

1. Ask students to critique AI's output

Rather than shy away from AI use for assignments, embrace it; ask students to prompt the AI to produce an essay on a topic of their choosing, suggest Ethan Mollick, associate professor at the Wharton School of the University of Pennsylvania, and Lilach Mollick, director of pedagogy at Wharton Interactive. Then, ask students to take a close look at what ChatGPT produced-have them critique the essay their bot created and steadily improve it by checking facts, adding new information, clarifying points, and layering in analysis and insight.

What students ultimately submit, then, is their improved essay and a write-up of their reflections on where generative AI excelled and where it fell short.

This exercise pushes students to think critically about the AI's output and clearly articulate their ideas for improvement. Likewise, it takes advantage of the AI's propensity to simplify complex topics, while using its lack of insightful analysis as a backdrop for students to provide deep evidence of understanding.

For more guidance on getting started with AI in your classroom, read Ethan Mollick and Lilach Mollick's full article, "Why All Our Classes Suddenly Became AI Classes."

2. Have students compare the results of different generative AI tools

To boost his students' AI fluency, Oguz A. Acar, professor of marketing and innovation at King's Business School, asks them to seek out, use, and then compare the results of a diverse set of generative AI tools: market research tools (like CleverX or AlphaSense), content creation tools (like OpenAI's ChatGPT or Anthropic's Claude), and visual design tools (like Midjourney or Adobe Firefly), for example. He has students document their overall search process, detailing not just the tool options they chose, but also the ones they didn't-and why.

This process fuels a broader exploration of potential tools, he says. Plus, students discover which tools best suit a particular type of problem, encouraging a sense of curiosity and exploration that will serve them well in their future careers.
This exercise is part of Acar's four-part framework to develop students' generative AI skills, which he calls PAIR. For more details on the PAIR framework, read his full article, "Are Your Students Ready for AI?"
3. Encourage students to use AI as a study buddy

You can help your students be better prepared for discussions and assessments by showing them how to use AI tools for self-testing and self-study. Mitchell Weiss, the Richard L. Menschel Professor of Management Practice at Harvard Business School, suggests having students prompt ChatGPT to generate questions related to specific topics or to clarify areas of uncertainty.

Students can get fairly detailed in how they set up their self-assessments if they want to, Weiss says. He created a sample prompt that a business student might use to gauge their readiness for a class discussion. The student might write:

"I am having a bit of a hard time with concepts related to early-stage financing. Please test me on the following: pre-money valuation, post-money valuation, investment size, and ownership stakes. I'd like you to ask me three questions in succession. Wait for my answer on each, and then assess my answer. Do not give me the answer, even if I ask. Instead, if I am struggling or get the wrong answer, please give me a hint. Start now with the first question."
For more ways AI tools can enhance your students' learning potential, watch Weiss's full webinar, "How ChatGPT and Other AI Tools Can Maximize the Learning Potential of Your Case-Based Classes."
According to Weiss, the more detailed the prompt is in explaining the basic goal and giving background information, the better the tool will be at delivering relevant and accurate results. Since the prompt instruction asks the AI not to provide the correct answer when students are incorrect, it will instead offer a hint that can be useful for the student trying to figure it out on their own.

Using AI in this way offers students a convenient tool to evaluate their understanding of course concepts, says Weiss, and is a helpful technique for students to better prepare for class discussions.

4. Use AI to create low-stakes quizzes

Low-stakes assessments like practice tests or study questions are useful learning tools-but they can be time-consuming to create and evaluate. Generative AI can help educators streamline the creation and grading of quizzes, advise Ethan Mollick and Lilach Mollick.

Here's a sample prompt you can use for creating a quiz:

"You are a quiz creator of highly diagnostic quizzes. You will make good, low-stakes tests and diagnostics. You will then ask me two questions: what, specifically, the quiz should test, and what audience the quiz is for. Once you have my answers you will construct several multiple-choice questions to quiz the audience on that topic. The questions should be highly relevant and go beyond just facts. Multiple-choice questions should include plausible, competitive alternate responses and should not include an 'all of the above' option. At the end of the quiz, you will provide an answer key and explain the right answer."

Here's an example of what AI's response would look like:

It's important to evaluate the AI's output; the quiz questions may not be reliable or at the right level for your students. If the output isn't suitable, Ethan Mollick and Lilach Mollick suggest working with the AI (i.e., having a conversation with it) to simplify complex topics, adding a variety of new examples, or modifying the quizzes it generates.

For additional strategies on using ChatGPT to help lighten your workload, read Ethan Mollick and Lilach Mollick's full article, "Let ChatGPT Be Your Teaching Assistant."

Start small-but start somewhere

Integrating AI into your teaching doesn't have to be overwhelming. Start by finding one small, impactful way to include AI in your assignments. And remember to also set your students up for success by providing guidelines that demonstrate the proper way to use AI tools. Doing this will ensure there's less ambiguity about what students can expect from the AI, from "hallucinations" to privacy concerns.

Generative AI tools are here to stay, and their capabilities are rapidly advancing, unlocking even more opportunities for higher ed. By embracing AI for activities like quiz generation and comparative analysis, educators are paving the way for a more dynamic and future-focused educational experience for their students. It's time to jump in.

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4 Simple Ways to Integrate AI into Your Class

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Incorporating gen AI tools like ChatGPT into your course doesn't have to disrupt your teaching methods or overhaul your syllabus. If you're hesitant to try, here are four ways to seamlessly introduce AI and ensure your classes remain dynamic and relevant.

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5 strategies to implement evidence-based teaching strategies in your course, getting help from AI:::25/6/2024:::

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5 strategies to implement evidence-based teaching strategies in your course, getting help from AI:::25/6/2024:::

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In this paper by Ethan and Lilach Mollick you can learn how to integrate evidence-based teaching strategies into your class (clear prompts and examples are included in the article):

1. Use AI to produce examples: students need examples to learn complicated concepts. AI can help you generate many and varied examples of different levels of difficulty;

2. Explanations: AI can help you develop effective explanations of difficult concepts. Many times it is useful to have several explanations of the same concept, AI can help you do this and probably save you some time;

3. Low-stakes tests: low-stakes testing is an effective teaching strategy that help students learn. They help students retrieve what they know and provide students with feedback about their understanding of the material. Use AI to help you develop short quizzes, multiple choice questions, short-answer questions, and add questions to your lecture slides at different moments.

4. Assess student learning: It might be better to avoid this strategy. It can be problematic to enter student work into any genAI tool (if you do, prefer to use Copilot and our institutional account to avoid that content is shared).

5. Distribute practice of important ideas: To help students practice and repeat what they have learned (after a week, a month, etc) it is useful to use AI to generate questions around core concepts of the course to test student knowledge at different moments.

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26 Pages Posted: 24 Mar 2023

Date Written: March 17, 2023

Abstract

This paper provides guidance for using AI to quickly and easily implement evidence-based teaching strategies that instructors can integrate into their teaching. We discuss five teaching strategies that have proven value but are hard to implement in practice due to time and effort constraints. We show how AI can help instructors create material that supports these strategies and improve student learning. The strategies include providing multiple examples and explanations; uncovering and addressing student misconceptions; frequent low-stakes testing; assessing student learning; and distributed practice. The paper provides guidelines for how AI can support each strategy, and discusses both the promises and perils of this approach, arguing that AI may act as a "force multiplier" for instructors if implemented cautiously and thoughtfully in service of evidence-based teaching practices.

Keywords: AI, GPT4, ChatGPT, Learning

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using ai to implement effective teaching strategies in classrooms: five strategies

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Using AI to Implement Effective Teaching Strategies in Classrooms: Five Strategies, Including Prompts

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This paper provides guidance for using AI to quickly and easily implement evidence-based teaching strategies that instructors can integrate into their teaching.

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L'épisode 413 du podcast Teaching in higher ed parle de l'importance de sentiment d'appartenance des étudiant-e-s avec la participation de Peter Felten et Heidi Weston. Peter Felten a écrit le livre "Relationship-rich education: How human connections drive success in college" que je recommande!

Une brève revue de la littérature sur le sentiment d'appartenance de l'Observatoire de la réussite en enseignement supérieur (site Canadien).

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[00:00:01] Bonni Stachowiak: Today on episode number 413 of the Teaching in Higher Ed Podcast, Heidi Weston and Peter Felton join me to talk about how mattering matters.

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[00:00:14] Production Credit: Produced by Innovate Learning, maximizing human potential.

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[00:00:23] Bonni: Welcome to this episode of Teaching in Higher Ed. I'm Bonni Stachowiak and this is the space where we explore the art and science of being more effective at facilitating learning. We also share ways to improve our productivity approaches so we can have more peace in our lives and be even more present for our students.

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[00:00:51] Bonni: I'm so pleased today to be welcoming to the show two guests, Heidi Weston and Peter Felton. Heidi Weston is an undergraduate student at Elon University, where she studies history and education. Heidi is a Dr. Jo Watts Williams School of Education teaching fellow. Peter Felton is executive director of the Center for Engaged Learning, assistant provost for Teaching and Learning, and professor of history at Elon University.

Peter has published six books about undergraduate education, including with Leo Lambert, Relationship-Rich Education, How Human Connections Drive Success in College Teaching. His next book, A Student Guide to Relationship-Rich Education is coauthored with Isis Artze-Vega, Leo Lambert, and Oscar Miranda, will be published by Johns Hopkins University Press in early 2023 with an open-access online version free to all readers.

Heidi, welcome to Teaching in Higher Ed and, Peter, welcome back to Teaching in Higher Ed.

[00:02:02] Peter Felton: Thanks, Bonni.

[00:02:03] Heidi Weston: Thank you.

[00:02:04] Bonni: I am very excited to get to follow up the conversation that I feel like I had with you before. I got to hear each of you share about this important research, and it felt like we were talking, but now we actually get to have this conversation. Thanks for being here today.

Before we get into the research, I'd like to do a little bit of a research of my own and ask you this question. Heidi, could you tell us about a time that you remember recalling feeling like you mattered? It could be in a school context. It could be somewhere else. Do you have a time that you remember?

[00:02:40] Heidi: Yes, mine is in the school context, and it comes from when I was in third grade. My family had just moved to a new city and I was in the new classroom. I finally had a teacher who realized that I didn't know how to read. I had calmed my way to third grade with networking with my peers, and no one noticed that I didn't know how to read except for my mother.

At my previous school, she had told the faculty all the way up to the principal that I need an intervention, and they had decided that she was just a frustrated, retired school teacher. But this one teacher, Ms. Tuthill, I'm going to name drop because she deserves it, really saw my struggles and she worked with my mom to help get me the 504 plan that I needed without waiting for me to fail.

Most interventions in schools depend on a student failing and then the IEP process takes place, but she didn't want me to fail. She really made sure that I got the help I needed so I could succeed. Now, I've been wildly successful in my educational experience. That really made me feel like I mattered that she took the time to do that.

[00:03:45] Bonni: Oh, what a powerful story, Heidi. I can't begin to tell you the number of times that we as educators can think that we are teaching and can think that people are learning and until we actually really let people know that they matter, and part of that is recognizing where there may be some disconnect. I have just a quick story to share with you, Heidi, since you mentioned this.

My first career was actually in a weird context, at least now looking back, I taught computer classes. Then after about a year of doing that, I got promoted and then I taught other people how to teach computer classes. Picture this back in the back in the day with just- picture a room with 25 big computer monitors, because this is before the flat screens that we have today. The instructor would be standing at the front of the room and they're teaching Excel, Word, whatever it is, and they would say, "Are y'all with me?"

I'd be observing their class, and I'm sitting in the back of the room and they are most certainly not with them, but that is so implematic for me. Again, I hope it doesn't sound like I'm making fun of people. I know that I still very much have the capacity to do this in my teaching, but I try to really wrestle with that and say, "How would you know if someone had learned this?"

What a wonderful story and how wonderful too that someone let you know that you mattered in the third grade. I have one child who is in second grade and one that is in fourth grade. You're right in between my two kids' ages. I just love and treasure their teachers and just the ways that they're showing our kids that they matter too. Thank you for that. Great story. Peter, do you have a story of a time you recall feeling like you mattered?

[00:05:35] Peter: Well, I don't know if I have one that's that good. But the one that comes to mind for me right away is when I was a freshman in college and I was in my fall freshman year, I was in a philosophy course and I had this amazing professor, Professor Klug, if we're name dropping. I was a successful student and a pretty competitive student, and the goal was to get A's. At the end of the semester, I wrote this final paper and saw my grade post, which was an A, and I was happy.

About a week after the grade posted, I got the paper in the mail, and it was from Dr. Klug, and she wrote all over the paper. At the end, she wrote something that really struck me because I can quote it to this day. She said, "Peter, this was the best paper in the class, but you could have written a better paper, and I'd like you to come talk to me in the spring." It really changed how I thought about school and how I thought about myself because it wasn't about getting the highest grade. It wasn't about learning the most or doing my best or anything like that.

That really got to this sense that she wasn't just looking at the work. She was looking at me, and not just this was a good paper. That, again, it just fundamentally changed how I thought about school and myself.

[00:06:57] Bonni: I've been subscribing to a lot of those Substack newsletters. I don't know, Peter, if you're reading any of those, or Heidi. I'll put a link in the show notes to this paper, but there was one- I believe her name is Brianna, but I apologize, Brianna, if I'm not remembering just in the moment. She recently posted a Substack newsletter about feedback. She was talking about the research she had done. I believe she illustrated three different types of feedback, and I really liked them. In fact, I think I even have it to share in one of my newsletters coming up because I thought it was really good.

I'm even intrigued just by feedback that Peter is similar to the kind you just described, just lets the person even know that you read what they wrote. Sometimes I'll be like, "Oh, wow. I saw that movie too." Or, "Oh, I haven't seen that movie yet. Thank you so much. I've added it to my IMDB watch list." To me, that's feedback. I don't know, maybe there's a research project emerging here or something of like, does that actually help people know that they matter? Because you actually read the words, anyway.

What a powerful example. Thanks both of you for sharing these stories. Today's episode is really going to center on mattering. But before we get to mattering, Peter, I know that you need to become our teacher today and educate us a little bit on some of the very related research that's been going on for quite a while in higher education, and that has to do with a sense of belonging, the scholarship around a student's sense of belonging. Could you first share a little bit, Peter, about what kinds of correlations show up around belonging and a student's college experience?

[00:08:45] Peter: Thank you, Bonni. Just to point folks in a good direction, you've done a number of podcasts on belonging in the past. One place that people could go if they want to dig into this more is to look back at your podcast. There's tons of research over the last decade in the US and around the world that says sense of belonging is tied to a lot of different things we might want for our students, successful transition into higher education, persistence through higher education, graduation rates, academic performance, well-being, and mental health. Belonging is really tied to a lot of things that we value that students value in higher education.

[00:09:24] Bonni: What are some of the essential components that are included under this sense of belonging?

[00:09:29] Peter: Bonni, this is one of those great academic terms that gets used all the time, but there isn't one definition out there anywhere that everybody agrees to. Fundamentally, it seems like there's two parts. One is a sense that you're valued in the community and then the second is that you fit in the community, that you are integrated into connected to similar to others in the community.

[00:09:51] Bonni: I know that there is some research that specifically looks at students of color and their sense of belonging in college context as well.

[00:10:01] Peter: It's funny, Bonni, because actually, Heidi and I, with Alison Cook-Sather, a colleague from Bryn Mawr College, are writing a paper about all this, and we've been digging into the research. There's actually literature from before belonging became a popular thing in higher education that says, "Students of color don't experience this the same way as majority students do."

There's quite a lot of research now in the US and around the world, again, that shows things like Black students in the US feel less like they fit in many higher education contexts than white students do. Their sense of belonging is much weaker, in general, than it is compared to white students in higher ed.

[00:10:44] Bonni: When you talk about past episodes that we've done on sense of belonging, I think about one episode in particular that we've done about just research in general. That was from Yolanda Flores Niemann, who's the editor of Presumed Incompetent. I so distinctly remember her sharing with us way back when years ago about generally speaking when you hear about any type of research about really anything.

She was specifically talking about, in higher education, that you might as well just put at the end of it "White people" [chuckles] that until you parse out- That's important for us just to recognize the different ways that people may experience these things and the importance of our research addressing those things.

[00:11:29] Peter: Bonni, even just thinking about the word, because we've heard a number of students talk about this, that belonging might sound like a good term to academic researchers and all this. For example, if you are a student of color on an American campus in the South and this campus existed before the Civil War, this campus was probably built by enslaved people, and so this sense that you belong on campus. Then you're thinking perhaps about your ancestors who belonged to the people who created this institution.

This idea that, I even want to be associated with the word belonging, is really complicated. It's not always just students of color, there's actually a really cool new paper from Finland, looking at students with significant learning disabilities, is the language they use there, and that a number of these students say, "I don't want to belong in an academic environment that so privileges students who are different than me."

[00:12:27] Bonni: You've touched on a couple of reasons why it's important for us to rethink belonging as a construct. Peter, is there more you would like to add about the wrestling that we ought to be doing around that as a construct?

[00:12:40] Peter: The one other really significant critique of belonging, and there's a lot, the one other significant critique of belonging that I think is worthwhile is often, when we talk about belonging, we imply or sometimes just outright state that it's on students to find their people. Students need to find their fit on campus. That puts the shoe on the wrong foot as it were because it really is our responsibility, those of us who work and teach and lead institutions of higher education. It's our responsibility to create spaces and opportunities for all of our students to succeed and just saying, "Well, they don't fit, that's their fault. They're not trying hard enough. They're not doing it." That's got things backwards, I think.

That's, in some ways, what led us to this sense of mattering, because the difference here between belonging and mattering, they're related terms. Mattering comes out of psychology, and especially psychology around wellbeing. Mattering, essentially, keeps the value part of belonging without the sense of fit, in other words, without the sense that you have to be integrated. You have to find people who are similar to you. You have to fit in in some ways.

Mattering is about a sense that others depend on you or see you as important or see you as an individual. In both Heidi's story and mine, that someone's actively paying attention to who you are as a person and your distinct identities, your distinct contributions, your distinct ways of being in this community. It isn't, do you fit or not? It's really about being valued. There's a bunch of research on mattering that's existed, especially in social psychology. There's only really new research coming out looking at mattering in higher education.

Heidi and I, and our colleague Alison Cook-Sather from Bryn Mawr, started talking about this, thinking about some data that we had, that we were thinking about looking at students' perspectives on this because the research on mattering so far in higher education has been about faculty or has been about why mattering should matter, not what students actually experience. In our research project that Alison, Heidi and I are doing, Heidi has been the person who's really dug through the student voices in the interviews. Heidi, why don't you talk to us a little bit about what you did and what you found?

[00:15:08] Heidi: Yes. While looking through the interviews conducted at Bryn Mawr, Haverford and LaGuardia, and these are coming from partnership programs, we identified three sources of mattering. The first comes when students feel they're taken seriously. A Haverford student partner described how their input and ideas were taken seriously by their faculty partner. Using almost the exact same language, a Bryn Mawr student partner explained, "My advice was taken seriously."

Well, these are examples of student-to-faculty interaction. Students in the same programs experienced it with student-to-student interaction. When describing weekly meetings that student partners participate in, one student stated, "I feel my opinion actually matters." Working as a student partner allows students to recognize that they have something to contribute and that their contribution matters. The situations described by these students are more than validation for a job well done. They are evidence of students' insights mattering to those in which they collaborate.

The second source of mattering comes when students feel like they have a voice. One former SaLT student partner, this is the program at Bryn Mawr, and have referred, stated, "Being a partner literally gave me a voice. The development of voice is important because it empowers students to address the issues that they perceive to be negatively affecting their lives."

One student described in their interview how they felt uncomfortable in the way in which a class was taught. The student partner justified their choice to address this issue with the professor because they stated, "I have a right to feel comfortable and engaged in class." This student not only felt that they had a voice in which to contribute, but also that it was important to feel as if you have voice exemplifies an understanding that you and your experiences matter.

The third source of mattering that we identified came mostly from our LaGuardia interviews. This source of mattering comes when students feel that somebody is invested in them. One partner described how, "Participating in the Peer Advisor Academy gave me the resources I needed to be part of a community, motivated me to graduate, and in ways I didn't get from anybody else." While another described that her peer mentors, "Believed in me more than I did myself." Through peer mentoring partnerships that students experience, have others telling them that they are worthy of a mentor's time and energy, that their dreams were significant, and that they mattered.

[00:17:23] Bonni: Something that's coming up as you're sharing those things, Heidi, that I think it probably took me a little while to recognize I needed to change on, and that was just being more transparent about what I used to think was obvious. I used to have just assumed that people knew I was invested in them because, to me, there would be lots of clues that I'm invested in you. That would just be one example, or that they have a voice or that I take them seriously. I've just found so much.

There's some research, and Peter, you may be familiar with this, TiLT. It's Transparency in Learning and Teaching. I believe more of their work is around assessment, Peter, but I tend to extend it beyond just assessment in terms of, if I am feeling and thinking something, especially I'm finding this a lot with teaching topics that shouldn't be controversial but, today, apparently are, [laughs] where I can start out of going, "This is a value that I have as a human being. Do you share that value too?" Then before we walk into what, unfortunately, are becoming some more controversial things, so if we can find that grounding and I can be transparent about, "This is why I do this."

I've been talking a lot about deadlines too, because, boy, I'll tell you, Heidi, and I'm sure, Peter, you probably heard this, I feel like we really, as educators, have had our mindsets pretty shook up, what would be the best way to serve students? I'm finding it's not to have no deadlines at all, so how do you create an appropriate level of urgency, just like, "Hey, I'm going to meet you at the gym, and we're both going to go for a walk," or whatever it is that that's an appropriate level of urgency to get people to work out more often and be healthier?

We know that, that research would show you those kinds of accountability, but to be more transparent in that. I'm seeing the transparency in your research, potentially having some connection to mattering as well from the stories that you shared here.

[00:19:25] Heidi: It also has to do with students seeing direct action taken from the feedback that they present to their partners. If having voice comes from when they- with their partner give them a suggestion and then they see a change. It isn't like, "Oh, well, I'll change that next semester." It's an immediate adjustment.

[00:19:45] Bonni: Yes. I'm finding that so much even with our faculty today, Heidi, where I'm trying not to be paternalistic to my colleagues. But it's like, yes, even if you change things to faculty colleagues, you actually need to let them know that you've changed it based on their feedback. It's making a change and having that sense of urgency that you described, Heidi, but then actually communicating that change back out.

[00:20:08] Peter: Yes. I think there's an aspect of trust here too that is really important for us to think about and that maybe some of us took for granted before COVID where we were in a room with students who we felt like we could build some rapport and we could get along and we could find ways to connect with them, and then all of a sudden we're staring at each other or staring at blank screens and that trust is lost.

Some of my assumptions at least about trust with my students before, it's become really clear in the research that different students trust faculty, trust colleges and universities differently than other students do, for a good reason. Some of the reason why I think mattering matters so much for new majority students or first-generation students or students who are working full-time or parenting full-time and students of color is because they may not trust us.

They may not trust our institutions very much because they've been shown throughout their life that maybe schools, maybe teachers, maybe institutions don't care that much about them. We've got to lead with us creating that trust, us creating that sense of mattering.

[00:21:20] Bonni: Heidi, what kinds of things can you share with us that mattering helps to enable?

[00:21:27] Heidi: Yes. When students feel that they matter, they become self-advocates. Going back to that quote I had shared earlier about the student sharing how they have a right to feel comfortable and engaged in class, they continue by saying, if a professor is not making that happen, then we can talk about that, we can figure out why. This quote demonstrates a willingness among the student to stand up for their need which is something you might not see if a student doesn't feel that they matter.

Another impact of mattering is it allows students to become advocates for others. In the examples of LaGuardia's Peer Mentoring Programs, one student technology mentor learned about a learning difference experienced by another mentee. This prompted the student mentor to then advocate for the student's learning needs when they themselves were not willing to.

The final impact of mattering is that, because of the lack of fit, it allows students to carry their sense of mattering outside of a context in which it was originally fostered. One LaGuardia student said, "Every time I go in front of students and I second guess myself, I remember that my student success mentor told me I'm awesome." Mattering, unlike belonging, is transferable and durable between situations.

[00:22:33] Peter: I think, as someone who teaches in higher ed, that last point is so important because, again, belonging can be very helpful as a concept. It's a way for us to think about things. I've taught students who feel like they belong on the football field. They belong with their sorority, but they don't belong in my history classroom. It's really appealing, really exciting for me to think that, if a student feels like they matter, their perspective, their individuality, their insights matter, that they're going to bring that into the classroom with me or they're going to take that back to their sorority. They're going to take that back to the football team, or they're going to take that with them in their life.

One of the things that this mattering research has me excited about, to go back to our colleague, Alison Cook-Sather, she and I were doing a project years ago, and she said something which I continue to love which is, this sounds like this kind of work creates the kinds of students I want to teach because I want students in my classroom who are advocates for each other, who are thinking, taking agency in their own education and asking, not just waiting for me to initiate things or me to guide things, but saying, "What about this? How can I do that? How can I help my colleagues and my peers do this? Why does this matter in the community?"

That's the kind of thing that I really want for my students. Those students are a pleasure to teach. That kind of agency seems to come with this sense of mattering in a way that it doesn't necessarily come with a sense of belonging, at least for students of color.

[00:24:12] Bonni: This is so perfect then. We've got to the depressing part a few minutes ago. [chuckles] Then Heidi, you just gave us some hope, and Peter you extended that hope and Allison helped you do that as well with creating the kinds of students that we love teaching. What advice do you have for educators to help students matter more or feel that they matter more?

[00:24:36] Peter: Bonnie, I'll share a brand new paper that came out of Canada that looks right at this paper that these scholars interviewed 12 award-winning professors and what they think about mattering and what they do. There's some practical advice in there. Fundamentally, it comes down to having students have the sense that you care about them as people and you care about their learning.

They quote another paper in this which I love, it's a quote from a student, "If they don't care, I don't care." Helping students get the sense that you are excited about them as humans, you see them as capable of learning these things even if they're not doing that right now and that you care that they succeed. There's lots of different ways to do that from giving feedback that connects with them as well as challenges them, to being human and creating spaces for them to be human.

I don't think there's one thing we need to do. The one thing we need to remember is just to emphasize in our interactions with students that we want them to weave those interactions with this sense, that you know them as a person, you're trying to know them as a person, and you're challenging them and supporting them as a person

[00:25:55] Bonni: That last bit when you talk about challenging them, I think that too many times we can really care and then we learn. I mentioned earlier about the research around transparency, and so let's be transparent about that care. Let's be transparent about those things, but we leave out the challenging them part because that's where we run into it being perceived as or actually being inauthentic.

I see you as capable. Okay, not really because I haven't really challenged you to help you stretch a little bit beyond what you thought you were capable of and have opportunities to fail and see what that feels like, and then have that success of- I'm thinking of Ken Banes of course, famous research here and his constant [chuckles] important telling us to let students have opportunities to fail and try again.

I think sometimes, when we emphasize what we think is going to help people feel like they matter, if we don't go back to what Heidi said earlier and the research you found where that mattering can then transfer into other contexts, the example that you gave Heidi was I'm showing up in other spaces, having a little bit different sense of confidence. I believe, Peter, this probably is tying back to some of the agency and the sense of agency that you've also discovered. Do you want to comment a little bit about the connections between agency and mattering?

[00:27:24] Peter: Yes. Just two things. One is you're reminding me, Bonnie, your comments are reminding me of really powerful research by Darnell Cole who's a scholar at the University of Southern California, who one of the things he studied is how male undergraduates of color receive feedback from white professors. What he found is that these male students of color respond very more positively when faculty members articulate high standards as well as high belief in their capacity to succeed.

Without articulating the high standards, these students sometimes assume someone like me is lowering my standards. I say, "This is a really good paper." "No, okay, you don't actually believe that, you're just saying that." If I say, "I have really high standards and this paper is really strong for these particular reasons," or ultimately, we've talked about having high standards, "Here's some of the ways you're paper isn't getting there right now, but I know you're capable of doing it.

I've seen you do that in class. I know you can do this. I expect even more of you." I think that kind of feedback is really important. Care that's just the classic kindergarten care of you get a gold star and you get a gold star is actually alienating for a lot of students.

[00:28:44] Bonni: Yes. Heidi left her behind until the third grade [laughs] in terms of- isn't that interesting how your story about the professor who told you that you could do better and then, Heidi, as a teacher in third grade recognizing she can't do what a lot of the other kids I suspect in the class probably could have done by then? Oh, thank you so much. Anything that you would like to add about the research or mattering before we go in possibly an entirely different direction, although I don't know yet [laughs] with a recommendation segment?

[00:29:14] Peter: Well, I would just say that this is pretty new research in higher education, and so I think there's a lot of space for people to think about this creatively and to share what they're learning and to share what they're trying. This isn't really settled work that everybody knows the results of, and so I'd encourage anybody who's listening to say, "Well, how can I try to help my students develop this sense of mattering, and then what can I notice about what happens, what works, what doesn't work with my students?"

[00:29:44] Bonni: Before I get to the recommendations segment of today's episode, I want to take just a moment to thank today's sponsor and that is TextExpander. TextExpander is the longest running sponsor of Teaching In Higher Ed, and I feel so good about that because it is such an integral part of my computing life. I use TextExpander to take short snippets of texts that are really easy to create and to type. Then they expand to things that are either harder, longer to type, or they are harder to remember.

Everything from something as short as a phone number, I frequently forget, or as long as a letter of recommendation, where, yes, there are some aspects that are different with every letter of recommendation like the name address, et cetera, and also the important, distinct, rich feedback I want to provide. Some of the things that do repeat themselves, I can automate those things and free up my time to focus the writing and my efforts on the more nuanced and unique information.

Thanks again to TextExpander for sponsoring today's episode. I'd like you to head over to textexpander.com/podcast, to learn a little bit more about what TextExpander can do for you. Take advantage of a free trial and also a special offer for Teaching in Higher Ed listeners. Please let them know that you heard about TextExpander from Teaching in Higher Ed. Thanks once again to TextExpander for sponsoring today's episode.

This is the time in the show where we each get to share our recommendations. Boy, do I wish I could have a perfect segue right now, but I guess I'm not going to come up with one because I've got an entirely different type of recommendation and that is, I am going to recommend that people in general use what is called a Recipes Manager. I have some colleagues who are about to start. I've got one about to start law school, another about to start a doctoral program. I'm always telling them to use references manager. I'm a big, big influence. [chuckles] I'm on team references manager.

I'm also now on team recipes manager. For people not familiar with recipes managers and what they can do for you, you can so easily be on a website, including one that's just covered with advertisements. I don't know if anybody's read recipes recently, but you have to have the entire story that's 6,000 words before you can actually get to how many cups of whatever it is that you need.

What these do is they're often built in through some kind of an extension or maybe within the app if you have the link. It'll just take out the important information about what are the ingredients, what are the instructions. Then you can pretty easily adjust it. Maybe there's only two of you that you're cooking for, or only one of you. Then it can automatically do all that math for you and make those adjustments. There's a lot of capabilities.

They can sometimes scan. Maybe you have a hard copy cookbook, but you'd like to add some of your favorites from when you were growing up. A lot of them you can even today scan the image and then automatically have all of it in there for those adjustments. Many of them will make your groceries list for you and do some meal planning. You go, "I'd like to cook on this on Tuesday and this on Thursday," and then it'll let you know what you need to get. You can say, I've got this in my pantry and all that good stuff, and just really help you be organized. These are the main dishes, these are the appetizers, et cetera.

I'd like to specifically recommend the Mela recipes app. I'd like to apologize to my Windows friends and colleagues [chuckles] that this one is just on the Mac. M-E-L-A.recipes is the URL. I'll have that in the show notes. What makes the Mela recipes app different than any recipes manager I've ever heard of or seen on Mac or Windows, is that it has a feature that allows you to subscribe to what are called RSS feeds. We've talked about this many times on the show.

In case you're a new listener, an RSS feed is just a way to have the recipes that different entities are putting out on a weekly basis, all come into your recipes manager, almost like a custom newspaper, and you're getting in from different websites. They have some suggestions on their website of ones that they know have good, robust RSS feeds. You can go, "Oh, now, here's something new I want to try." It's just a wonderful feature. I had held off because I don't like to change tools very often.

I feel like, to go deep on a tool is better for me than to try every latest and greatest. I kept looking at it and kept looking at it. We had our spring break last week. I thought, okay, this is the time to let myself play with a little toy. Boy, did I have the greatest reward because it was so fast to export my recipes from my old one and get them in there. I've just been absolutely tickled and delighted, including by the way that I get to share recipes with Dave too, super easy to be able to share.

He often does a lot of our grocery shopping, so he'll see whatever shows up on the list. He can add recipes and all of that. That was a long-winded explanation. You can tell that I'm excited about recipes managers in general, and this one specifically. Now, Heidi, I'm going to pass it over to you for your recommendations.

[00:35:05] Heidi: Hey. My recommendation is a little less concrete, so it's a yes, sure attitude. If you feel an environment where you're safe and mentored, I feel like, yes, sure can get you pretty far, because I have to tell you some context, this project with Peter and Allison did not start out this grant. I was originally just rereading interviews for a book that Peter was publishing with several co-authors and I brought up mattering, and he's like, "Would you want to switch the project to that?" I'm like, "Yes, sure."

Then he's like, "Would you want to present at a conference?" I went, "Yes, sure." He's like, "Do you want to write a paper and be published?" I was like, "Yes, sure." It has just gotten me pretty far and some wonderful experience that I did not think I would've had as an undergraduate when I showed up to college in the August of 2019. It's been a very fruitful experience. If you feel like you can trust the environment you are in, yes, sure attitude, it can get you places.

[00:36:04] Bonni: Oh, I love that. Heidi, that is the first time that has ever been recommended. Something that it reminds me of is a former guest, Erin Whittick. I follow her on Twitter and I saw that she's taking an improv class. As soon as I read it, I thought, that must be terrifying. I have no idea if it's terrifying for her. I know that improv, I've heard a lot about, that's what they teach you in an improv class is "yes, and." I think so many times when we're presented with opportunities, that feels scary. I mean, I don't know. Heidi, did it feel scary when Peter was saying some of these things? [laughs]

[00:36:38] Heidi: Yes.

[00:36:37] Bonni: Okay. [laughs]

[00:36:38] Heidi: Yes, I was definitely a little intimidated.

[00:36:40] Bonni: [laughs] I was just guessing that, but what a wonderful attitude to take. We can learn so much from that, "Yes, sure," I love it. I love it. Oh, thank you so much for that recommendation, Heidi. Peter, what do you have to recommend today?

[00:36:53] Peter: Well, so I have to start with the balance of Heidi's, which is trust your students. Trust that they're capable, trust they can do more amazing things than you know because that wasn't my intention either when we started doing this project. Heidi just kept bringing amazingly good, interesting things forward, and it just kept going and going and going, so trust your students.

In that vein, I want to recommend a book because one of the joys of my work is I get to work with a bunch of different undergraduates. One of the undergraduates I'm working with right now is doing this project. She's interviewing high school teachers about how they teach about slavery in North Carolina, in this current political climate, lots of interesting things. Her work has really had me thinking about probably the best book I've read in the last year, which is Clint Smith's book, How the Word is Passed, A Reckoning with the History of Slavery Across America.

If you don't know the book, it's won a lot of awards that came out 10 months ago. You might think, "Oh, this is going to be so heavy and so painful and all this," and it has that. Smith is an award-winning poet, and he just writes beautifully. He has a lot of empathy for all of the people in this book. It's not a good, bad, or anything else. It's really a nuanced look at places around the US that are implicated in the history of slavery in this country and how we represent them.

It's someone who lives in North Carolina and thinks about this a lot. I think we can't deal with a lot of the problems we face today unless we're willing to look at our history more carefully and more openly. I think this book is a brilliant introduction to that that I read in just a couple of days and taught me a lot, but also brought me to appreciate on people who have different views than I do too, which is a real gift for a book to do, so Clint Smith's book.

[00:38:56] Bonni: This is the rare time where you're helping me resurface a book I've already bought, but haven't read yet. That happens a lot. [chuckles] It's pretty easy to press the- because I read all digitally these days, to press the buy, but not read it. Thank you. You're adding me to get that up on my to-read list.

[00:39:12] Peter: Bonni, my daughter, gave me this book for Christmas actually. I was like, "Thanks," but I was going to take a break and relax and all this. Then I started reading it, and it is so powerful and so beautifully written. It is. It's really an inspiring and challenging book. Put it at the top of your list.

[00:39:29] Bonni: Thank you both so much for being a guest today on Teaching in Higher Ed. I absolutely loved getting to learn from you. Prior to today's conversation, I'm so glad to get to spread the work that you're doing. I just want to encourage you both that it matters. This is the research that you're doing on mattering really does matter. Just thank you for investing your time tied here in an entirely different time zone than us. When I emailed, I didn't realize that you were studying abroad. I'm just so glad that you were able to carve out time in your day to come and share on Teaching in Higher Ed.

[00:39:59] Heidi: Thank you. Thank you so much.

[00:40:01] Peter: Thanks for the opportunity, Bonni.

[music]

[00:40:06] Bonni: Thanks once again to Peter Felton and Heidi Weston for joining me on today's episode of Teaching in Higher Ed. Today's episode was produced by me, Bonni Stachowiak, and was edited by the ever-talented Andrew Kroeger. Podcast production support was provided by Ciara Smith, a phenomenal educator who just happens to still have time to engage in this side gig for us at Innovate Learning.

If you'd like to receive our weekly email updates, subscribe at teachinginhighered.com/subscribe. In that weekly email, you'll get show notes, you'll also get recommendations that go above and beyond what gets recommended on the podcast. Head on over to teachinginhighered.com/subscribe, and thanks so much for listening and being a part of the Teaching in Higher Ed community.

[music]
[00:41:07] [END OF AUDIO] The transcript of this episode has been made possible through a financial contribution by the Association of College and University Educators (ACUE). ACUE is on a mission to ensure student success through quality instruction. In partnership with institutions of higher education nationwide, ACUE supports and credentials faculty members in the use of evidence-based teaching practices that drive student engagement, retention, and learning. Teaching in Higher Ed transcripts are created using a combination of an automated transcription service and human beings. This text likely will not represent the precise, word-for-word conversation that was had. The accuracy of the transcripts will vary. The authoritative record of the Teaching in Higher Ed podcasts is contained in the audio file.

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How Mattering Matters, with Heidi Weston and Peter Felten - Teaching in Higher Ed

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Heidi Weston and Peter Felten discuss how mattering matters on episode 413 of the Teaching in Higher Ed podcast

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Quelques conseils pour rendre les évaluations des enseignements des étudiant-e-s aussi utile que possible pour vous

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Quelques conseils pour rendre les évaluations des enseignements des étudiant-e-s aussi utile que possible pour vous

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1. Ajouter des questions au questionnaire qui soient précises afin d'obtenir des réponses utiles pour vous (il est aussi intéressant d'ajouter les mêmes questions chaque année pour un même enseignement, afin de pouvoir comparer);

2. Expliquez aux étudiant-e-s que les évaluations sont importantes et à quoi elle servent (comment vous utilisez les retours, quel type de retour vous aimeriez avoir, ...) ::Ceci a une influence sur le taux de réponse::

3. Apprenez à ne pas trop vous focaliser sur les retours non-productifs!

4. A l'UniNE, le SEP est là pour vous aider à interpréter les resultats de votre évaluation: contact.SEP@unine.ch

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Although universities' end-of-term evaluations are important, they are often too generic to guarantee detailed insight into educators' classes and teaching styles. If educators want to get specific feedback from students-about their assignments, case studies, guest speakers, projects, readings, etc.-then they must ask specific questions. The best way to do that is by issuing their own surveys as well.

We asked seasoned educators for their advice on how to make the most of these surveys: what questions will yield effective responses, when best to roll them out, and how to shrug off unproductive comments. Here are their top three suggestions.

1. Ask Specific Questions to Yield Actionable Feedback

The biggest advantage of creating your own end-of-year survey is the ability to choose the questions you pose to students-including specific asks that help you better plan for future iterations of your course, such as feedback on the approaches you take, the subjects you cover, or the materials you use.

The student feedback Ithaca College professor Diane Gayeski receives plays a huge role in deciding which assignments she will reuse. For example, the constructive feedback she once received on a live case study was the reason she kept it on the syllabus for her next class; those student comments also guided her months-long process to find the right "client" for the case.

To get the best data to improve her future curriculum and teaching, Rutgers University associate professor Patricia O'Brien-Richardson poses questions about specific assignments and the timing of those assignments. "I ask my students what they would have done differently if they had been in my shoes and what topics they wished we had time to explore," she says.

"If you end up surprised by some of your students' responses, take opportunities to ask for feedback earlier in future terms."

Consider what questions you have about how your course panned out this term. For example, if you're wondering whether a particular guest speaker resonated with your students, ask them.

And while you're at it, see how they liked other speakers, too. List all the guest speakers in a survey question and request that students rate each one on a 1-5 scale, explaining their rating. Or simply ask students who their favorite and least favorite guests were and why. You can ask similar questions about assignments, case studies, readings, and projects.

If you want to dig a little deeper and figure out how the course resonated with your students overall, try asking more emotional questions, such as, "What was your fondest memory of class?" or, "What are you most proud of achieving this term?" If students enjoyed your course, these more personal questions can lead to some of the most satisfying answers.

2. Share the Why-and Be Mindful of the When and How

How you roll out these surveys matters, our experts say. It's important that students understand what their feedback really means to their teachers-so make sure you think through what will lead to their most candid responses. Here are some key factors to consider.

Timing. Universities that issue evaluations usually ask educators to administer them on the last day of class. This can be a good time to give out your own survey, too; dedicating class time will increase the likelihood that students will complete the task. Plus, this guarantees immediate access to the feedback (sometimes educators wait a month or more to receive their institutions' survey results). If you ask students to complete your survey on their own time, you may find that even the ones who really liked the course do not respond.

Participation. To ensure that students will give your survey (and the university's) their full attention, let them know the "why"-that you're including your own survey because their specific feedback is incredibly valuable and that you'd appreciate honesty, thoughtfulness, and thoroughness in their responses. If you're worried about survey fatigue, keep your questionnaire short.

One thing to keep in mind is that most universities ask educators to leave the room-virtual or not-when administering the university survey, such that students may give authentic responses. This is something you can consider when giving out your own survey.

Anonymity. Some educators may worry that anonymous surveys give students free rein to leave hurtful comments, but there are legitimate upsides: namely, more candid answers. O'Brien-Richardson feels anonymous surveys build trust, inclusion, and a sense of belonging. "It's important for students to feel they can be completely honest and open," she says. Online tools such as Google Forms, Qualtrics, and Canvas offer anonymous survey options.

3. Learn to Shrug Off Unproductive Comments

By asking students to be candid, educators open themselves up to potentially hurtful comments. Our experts recommend using what's helpful and trying to shrug off the rest.

Gayeski, a former dean and department chair, says she's seen this anonymous feedback improve teaching-but also destroy educators' confidence and innovation. Yet she says, "If all your students think your course was wonderful, easy, and absolutely what they expected, it strikes me and other experienced administrators as boring-and as a sign that perhaps you're not doing your job properly. Educators should be challenging students and pushing them beyond their comfort zones." She suggests taking some comments with a grain of salt, narrowing in on the feedback that is most productive and adjusting accordingly.

"Let them know that you're including your own survey because their specific feedback is incredibly valuable and that you'd appreciate honesty, thoughtfulness, and thoroughness in their responses."

If you end up surprised by some of your students' responses, take opportunities to ask for feedback earlier in future terms. Stephen Brookfield, emeritus professor at the University of St. Thomas, recommend s asking students to fill out a five-question evaluation on a weekly basis. "It's a quick and easy way to see my classroom through their eyes and really discover the effects my actions have on my students," he says.

This ongoing feedback can also better prepare educators for students' end-of-semester comments-meaning you'll be less likely to feel rattled by what they say.

Giving Students a Voice

The advantages of creating your own end-of-term survey are plentiful, particularly when it comes to informing your teaching and approach. But arguably the most important benefit is that it gives your students a voice.

Long gone are the days of professors being the authority wielders of a classroom. Educators must turn to their students- now more than ever -to guide them on how best they learn.

This piece originally ran in the November 15, 2022, issue of The Faculty Lounge newsletter. Sign up for the newsletter here.

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Get the Most Out of Your End-of-Term Surveys

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To get specific feedback from students about assignments, case studies, guest speakers, projects, readings, or anything else course related, educators must ask specific questions. The best way to do that is by issuing your own survey-here's how.

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ChatGPT peut vous aider à developper des objectifs d'apprentissage, des plans de cours, des idées d'activités (alignées avec les objectifs) :::ajouté le 12/7/2023::::

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ChatGPT peut vous aider à developper des objectifs d'apprentissage, des plans de cours, des idées d'activités (alignées avec les objectifs) :::ajouté le 12/7/2023::::

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Dans cet article de blog de Betsy Barre, Wake Forest University, elle donne des exemples sur comment utiliser ChatGPT pour écrire les objectifs d'apprentissage de son cours pour ensuite développer des activités et évaluations en cohérence avec les objectifs. Les résultats ne sont peut-être pas parfait, mais ils vont vous aider à gagner du temps. J'ai aussi apprecié l'épisode 296 du podcast Tea for teaching avec la participation de Betsy Barre

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When I was six years old, my most prized possession was a " Smarty Bear." Unlike the better-known Teddy Ruxpin, which read a taped script, Smarty Bear was an animatronic teddy bear that would interact and respond to my questions. Over time, I grew disenchanted with his eight-ball-like answers and asked Santa to develop an even better toy that did not yet exist: a walking, talking Garfield that was actually alive. Although this request was denied (1980s elves had their limits!), I've been holding out hope for artificial intelligence ever since.

No one who has talked with me in the last month will be surprised by this story. ¹ Like so many, I have been completely captivated by ChatGPT and its image-generating cousins. My interests in artificial intelligence are wide-ranging (did you know we've taught neurons in a petri dish to play Pong??). But I have, for obvious reasons, been particularly interested in conversations among educators about what ChatGPT means for the future of teaching and learning. And if you've been following these conversations, as well, you know there is being said.

Yes, ChatGPT makes major and sometimes comical mistakes. No, it is not always possible to distinguish its output from that of a human. Yes, students are probably going to use ChatGPT to assist with their academic work. No, it's not clear this will always be "cheating." Yes, students can use ChatGPT to develop their knowledge and critical thinking skills. No, this does not mean ChatGPT is always beneficial for learning. Yes, we can make our assessments ChatGPT-proof (for now). No, we cannot make such changes without important pedagogical tradeoffs. Yes, we are probably overly focused on cheating. No, it will not be enough to simply "trust students" and design assignments that are "worth doing."

These quick takes align with my considered positions, but none of them will be the focus of this particular post. Any serious accounting for them would require thousands of words, and it is not clear I can add much to what has already been said by those far smarter than me. So, Instead, I want to address a set of questions that has been relatively under-discussed. ² More specifically, I want to turn our attention from what ChatGPT can do for students to thinking about what it might do for their teachers.

I am old enough to remember my first email and know exactly where I was when I used my first smartphone app. I will never forget my first encounter with ChatGPT, either. Fittingly for me, it came in the form of a syllabus. I was writing emails in my office when I got the following message from my colleague Kyle Denlinger, in Slack:

I've been playing around with ChatGPT, the AI chatbot that everyone's been talking about. Look what it made for me in the span of 5 seconds, based on my simple prompt. It was nice working with you all.

Curious, I opened the attachment and read with increasingly wide eyes:

I'm sure I would have discovered ChatGPTs course design skills eventually. Like Kyle and the rest of the working world, I'd want to know whether it could do my job. But thanks to Kyle's prompting, I've had something of a head start. And I've spent the last month experimenting with ChatGPT's ability to assist with our teaching.

Some of this experimentation has involved exploring its ability to directly support our students and their learning. As many have already noted, it can be useful as a tool for explaining or re-explaining complicated material in ways that make sense to the individual student (if you haven't already done this, ask it to explain your research to a third grader; it's delightful!). And while the feedback it provides on student work may not be good enough to replace that of an expert, it can be fruitful for immediate and ongoing self-assessment (see this example, which hilariously suggests itself!).

But I am most excited about ChatGPT's ability to support the essential work of learning design.

In The Learner-Centered Teacher (2011), Terry Doyle advocates for active, engaged learning by arguing that "the one who does the work does the learning." His point is that students are unlikely to learn if their instructors are the ones doing most of the work in a particular class period. It's an important point, but slightly oversimplified. As Steven Chu has recently argued, student engagement is not synonymous with student learning. While engagement may be a necessary condition for learning, it is not sufficient. The engagement must be carefully crafted by the instructor to promote learning. But this means the work of the instructor is just as important as the work of the student. And as anyone who has designed a course will tell you, that work is no joke.

So, given the importance of course design to good teaching, and how difficult that work actually is, how might ChatGPT lend a hand? By helping us brainstorm disciplinary-relevant ideas at each step of the traditional design process (outcomes, assessments, and learning activities), and by helping us when we're stuck trying to figure out why our design is just not working as we'd hoped.

Crafting Student Learning Outcomes

In a scathing Chronicle essay from early January, Gayle Greene expressed the views of many faculty when she critiqued the " terrible tedium of learning outcomes." Some of the discontent is tied to a mistaken understanding of the purposeof the task. If you believe we only craft learning outcomes to satisfy external accreditors, it makes sense to be grumpy. But even those of us who believe this task is essential to our work may still find it tedious. And that's because translating our goals into concrete learning outcomes is difficult, time-consuming work.

Part of the issue is that, as experts, our aspirations for students are usually very specific but also largely intuitive. We have a hard time articulating them but an easy time explaining why various formulations are not quite right. What we need most are very specific examples, but the poor schmucks at the teaching center usually only have examples from unrelated disciplines or courses in our discipline we're not actually teaching. It can be hard to see past the substance of those examples to their linguistic structure, making it difficult to translate our intuitions into anything similar.

Yet translating is just the kind of thing a large language model like ChatGPT can do exceptionally well. And within minutes of seeing the syllabus ChatGPT produced for Kyle, I was asking it to craft learning outcomes for various kinds of obscure courses. I even went to our university catalog and began asking it to translate the vague, 150-word course descriptions into operationalized outcomes (see this, this, and this). The results were not always great. But I've read a lot of student learning outcomes written by actual humans, and I'm here to tell you: ChatGPT has us beat.

Some might worry that using ChatGPT in this way will reinforce the idea that this entire enterprise is meaningless box-checking. And I'm guessing Gayle Green would argue that ChatGPT's ability to do this is evidence that formulating operationalized learning outcomes is not a serious intellectual task. But in this case, the value of the task does not rest in its complexity (nor does ChatGPT's ability to do it well mean it is simple). As with most translating, the task is valuable because it is necessary to achieve other valuable goals.

Assignments & Activities

The primary value of carefully formulated learning outcomes is that they make all the other work of course design possible. Without a clear sense of what we want students to learn, it is harder to design non-arbitrary assessments, and our learning activities are less likely to be effective. To use an analogy my colleague Jerod Quinn likes to use, it's like packing for a vacation without knowing where you're going. That parka might be useful. But it might also be a total waste of space.

In other words, learning outcomes provide something of a roadmap for the rest of the course design process. And do you know what does well with roadmaps? Computers.

Sure enough, when prompted with specific outcomes, ChatGPT is able to brainstorm assignments that will assess those outcomes (see this, this, and this) and activities that will help our students achieve them (see this, this, and this). Some assessments and activities come with grading criteria, and if you ask for a "lesson plan," you get activities, assessments, and a schedule rolled into one (see this and this).

As these are more complex tasks less tied to language, the results are somewhat less impressive than they were for learning outcomes. So far as I can tell, the assignments and strategies it suggests are relatively basic. But of the examples I understand (differential equations not included!), I have yet to read one that I thought would be ineffective or misaligned with the outcome-something that cannot be said of many human-generated assignments and activities.

Solving Teaching Challenges

As a large language model trained on a huge swath of information from the pre-2021 internet, ChatGPT "knows" quite a bit. It's also relatively good at synthesizing all that information, and remarkably good at predicting which synthesis is the most appropriate response to specific prompts. So, unlike Google, which answers our questions by giving us a list of potential sources, ChatGPT just answers them (you can download an extension in Chrome that allows you to compare their responses). If it were just copying from a website, Google's list would be vastly superior. But it's not copying from a single source. It's synthesizing all the relevant sources in its training material.

All of which is to say ChatGPT is at its best when you ask it a relatively straightforward question about which many people have already written. And as much as I don't want to admit this, a good part of what I do in consultations with faculty is answer relatively straightforward questions about which many people have already written. So I knew, even before I experimented, that ChatGPT was going to be an excellent source of information about evidence-informed teaching strategies.

Teaching is challenging for many reasons, but one is that even a well-designed course can sometimes fall flat. We have a clear idea about how we want the class to proceed and what we think the students will learn. But the class gets stuck, and the students aren't learning. While some challenges can be idiosyncratic, most are relatively common and widely researched. But faculty don't have the time to do a literature review when they're scrambling to prepare for their next class period.

This has, historically, been one major benefit of an active teaching center like the CAT. My colleagues and I have read the literature for you and are just a quick trip or phone call away. Now, it seems, we may have a new colleague.

While ChatGPT cannot do everything we do, and I would want to ask for more context before I share strategies, it does seem especially good at capturing and communicating a wide range of evidence-informed responses to common teaching problems. It can, among other things, help you formulate questions to encourage discussion; incentivize students to do the assigned reading before class; encourage more than two students to participate; and help students manage group projects to avoid the free-rider problem.

OK. But.

This post has been relatively enthusiastic about ChatGPT, but there are legitimate concerns about the approach I am advocating. We might reasonably worry that using a machine to support course design could lead us astray, diminish the value of pedagogical creativity and expertise, or hasten a dystopian future where human teachers are replaced by machines.

As impressive as ChatGPT may be, it is important for all of us to understand that large language models are not actually thinking. As a result, they are not-and may never be-a substitute for human expertise. In fact, the approach I am advocating depends on that expertise. These models can generate outputs, but only an expert can assess, edit, integrate, and refine those outputs to produce an ideal result.

For all of these reasons, we should proceed with caution. But used wisely, ChatGPT may actually make our teaching more rather than less humane. By using AI to streamline our analytic tasks, we can devote more time to fostering deeper connections with our students - connections that not only benefit them, but also serve as a much-needed source of rejuvenation for educators who have been stretched thin by years of teaching during a pandemic. In this sense, ChatGPT can be seen as a gift - a tool that can help us reconnect with our students and reignite our passion for teaching. ³

1. Nor will anyone be surprised that a cat plays a leading role.

2. K-12 teachers have been talking about this for quite some time. As usual, we have much to learn from them.

3. This paragraph, and only this paragraph, was written with assistance from ChatGPT and Ezra Klein. Both were unaware.

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Will ChatGPT make us better, happier teachers? - Center for the Advancement of Teaching

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When I was six years old, my most prized possession was a "Smarty Bear." Unlike the better-known Teddy Ruxpin, which read a taped script, Smarty Bear was an animatronic teddy bear that would interact and respond to [...]

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Vidcast pour faire des capsules vidéo (abonnement accessible via Webex):::20/3/2024:::

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Vidcast pour faire des capsules vidéo (abonnement accessible via Webex):::20/3/2024:::

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A l'UniNE, nous avons la possibilité de faire des capsules vidéo à l'aide de Vidcast. Si vous cliquez sur le lien vous pourriez visionner la vidéo d'introduction à l'application et en haut de la page vous pouvez aller sur "Sign in" et utiliser votre identifiant Webex/UniNE.

Avec Vidcast vous pouvez utiliser votre caméra avec votre microphone et partager votre écran au même temps.

Très facile à utiliser. 5 minutes après avoir découvert l'application j'avais déjà fait ma première capsule!

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Vidcast Overview - Record, Edit, Share and Discover

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Try Vidcast | Asynchronous Video - Better Than Real time​

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Comment créer un GPT personnalisé pour ses étudiant-e-s? Substack LeaderTech de Christiane Caneva:::6/5/2024:::

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Comment créer un GPT personnalisé pour ses étudiant-e-s? Substack LeaderTech de Christiane Caneva:::6/5/2024:::

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"La création d'un GPT spécialement conçu pour un cours peut fournir un soutien personnalisé aux étudiants, les aider à mieux comprendre les contenus du cours et à améliorer leur apprentissage."

L'auteure a suivi les étapes présentées dans le MOOC coursera de Jules White sur OpenAI GPTs: Creating Your Own Custom AI Assistants

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Bonjour et bienvenue à l'édition mensuelle de LeaderTech!

Dans cette édition, je vous partage mes réflexions et mon expérience dans la création d'un GPT personnalisé pour répondre aux besoins spécifiques des étudiants.

Je suis également ravie de proposer une version bêta de mon GPT aux intéressés (uniquement disponible pour les abonnés payants de cette newsletter, pour l'instant).

En conclusion de cette newsletter, vous retrouvez toutes les informations sur deux événements à ne pas manquer : la présentation de notre livre à Berne le 27 juin, ainsi qu'une invitation à deux ateliers que je co-animerai le même jour, à Berne, en français et en allemand, en partenariat avec Opportunité numérique.

À ne pas manquer pour enrichir vos connaissances, élargir votre réseau et, surtout, passer me dire bonjour et échanger quelques mots !
Temps de lecture: plus que d'habitude (mais ça vaut la peine)
Ma partenaire d'affaires et amie, Caroline Pulfrey, et moi venons de recevoir une mandat très intéressant : développer un programme de formation à distance axé sur la gestion d'un établissement dans l'ère numérique. Ce mandat nous a été confié par une organisation internationale en partenariat avec une université suisse. Les destinataires de cette formation se trouvent au Tchad. Comme pour toute formation à distance, le soutien et l'accompagnement des participants sera un défi.

Des tuteurs en chair et en os sont prévus par le dispositif, mais je me suis demandée si l'IA ne pouvait pas nous venir en aide pour répondre aux questions des participants en remplacement d'un forum qui est un moyen certes utile, mais que je n'affectionne pas particulièrement.

Lors de ma participation à la conférence INTED à Valencia au mois de mars dernier, Mike Shaples nous avait montré son GPT 1 TeachSmart développé à partir des contenus de son livre. L'objectif est de permettre aux lecteurs d'interagir avec le contenu du livre comme s'ils conversaient avec l'auteur. Bien que l'ouvrage soit rédigé en anglais, il est possible de poser des questions dans presque n'importe quelle langue et d'obtenir des réponses dans cette même langue. J'ai été captivée par cette possibilité et j'ai commencé à expérimenter avec un livre que j'ai récemment publié.

Avec mon équipe à l'Université de Fribourg, nous explorons également la création d'un GPT spécialisé dans le conseil pédagogique pour l'enseignement supérieur. Une membre de l'équipe présentera notre projet lors de la conférence EDEN à Graz en juin prochain. Je partagerai le lien vers notre article dans la newsletter de juin.

Fin 2023, avec la sortie de GPT-4 turbo, la création de GPT personnalisés est devenue accessible. Les utilisateurs peuvent à présent développer des versions sur mesure de ChatGPT, adaptées aux spécificités de leur secteur ou à leurs propres besoins. Pour faire cela, il n'est pas nécessaire d'être des développeurs. La preuve: je l'ai fait. Cependant, deux conditions sont essentielles :

1. Posséder la version 4 de GPT, c'est-à-dire ChatGPT Plus, Team ou Enterprise.

2. Avoir une connaissance en prompt engineering - l'art de formuler des requêtes à l'IA - pour peaufiner les interactions avec le système et obtenir des réponses plus adaptées.

Je conseille également de suivre une formation. Celle proposée par Jules White m'a semblé particulièrement pertinente: Creating Your Own Custom AI Assistants

Selon moi, le potentiel est immense.

La création d'un GPT spécialement conçu pour un cours peut fournir un soutien personnalisé aux étudiants, les aider à mieux comprendre les contenus du cours et à améliorer leur apprentissage. Voici quelques avantages potentiels :

1. Assistance pédagogique personnalisée : Un GPT peut être entraîné avec le syllabus spécifique d'un cours, les notes de cours, les livres de référence recommandés et d'autres matériaux pédagogiques. Cela lui permet de répondre précisément aux questions des étudiants sur les sujets abordés en classe, offrant une aide sur mesure qui est directement pertinente pour leurs études. C'est un avantage notable par rapport à l'utilisation de ChatGPT "générique" qui répond en se basant sur les données de son entraînement général (essentiellement, ce qui est disponible sur Internet), avec les risques inhérents d'erreurs, de biais et d'" hallucinations ".

2. Tutorat disponible 24/7 : Contrairement aux heures de bureau limitées des enseignants et des assistants, un GPT peut être accessible à tout moment. Cela permet aux étudiants d'obtenir de l'aide quand ils en ont besoin, par exemple lorsqu'ils révisent à la maison.

3. Renforcement de l'apprentissage : Le GPT peut poser des questions de suivi, proposer des exercices de révision, et même générer des quiz basés sur le contenu du cours pour aider les étudiants à tester leurs connaissances et à renforcer leur compréhension des sujets complexes.

4. Langue et communication : Pour les étudiants qui ne sont pas natifs de la langue d'enseignement, un GPT peut offrir un soutien linguistique, aidant à expliquer le matériel de cours dans des termes plus simples ou dans leur langue maternelle si possible.

Intégrer un GPT personnalisé dans un cours peut réellement offrir un soutien individualisé et en temps réel aux étudiants, en les aidant à réussir académiquement.

J'ai récemment présenté cette possibilité à des enseignants du secondaire 2 2 qui ont exprimé toute une gamme d'émotions, allant de la curiosité et d'un intérêt marqué à en apprendre davantage, à la stupeur teintée de crainte, et jusqu'au refus exprimé avec un ton sec.

" Je ne vois pas du tout l'intérêt d'avoir un outil qui interagit avec mes étudiants par rapport aux contenus de mon cours alors qu'ils peuvent interagir avec moi. " m'a dit un enseignant, assis en arrière sur sa chaise, les bras croisés sur la poitrine, avec un ton fort peu sympathique. J'ai visiblement touché un point sensible.

J'apprécie également les interactions "en personne" avec les étudiants, mais peut-être que l'un n'exclut pas l'autre ? Peut-être est-il possible d'interagir avec les étudiants pendant le cours, et peut-être que ceux qui le souhaitent, notamment ceux éprouvant des difficultés, nécessitant plus de temps ou réticents à poser des questions en public, pourraient, en plus d'avoir le privilège d'interagir avec vous, Monsieur, bénéficier également de l'aide d'un outil disponible en permanence et spécifiquement axé sur les contenus de votre cours ? D'autant plus si ces étudiants sont allophones, maîtrisent mal le français et peuvent utiliser le GPT dans leur langue maternelle ? Si l'objectif est d'aider les étudiants dans leur apprentissage, ne serait-ce pas une voie à explorer ?

Je pense qu'il n'a pas apprécié ma réponse, car il est resté silencieux puis a quitté la salle où se tenait la conférence peu après. C'est peu fréquent, mais cela arrive parfois.

Mais revenons au Tchad. La base pour le développement de notre cours est l'ouvrage Développer la stratégie numérique de votre établissement d'enseignement: Un guide en 5 étapes. J'ai pensé que je pourrais développer un GPT basé sur les contenus de notre livre et le rendre accessible aux participants. J'ai donc mis en place un GPT personnalisé.

J'ai un abonnement à ChatGPT Plus.

Après avoir cliqué sur "explore GPT", j'ai sélectionné "+ create".

Par la suite, j'ai commencé à configurer mon GPT en suivant les directives fournies par Jules White dans son cours. J'ai nommé le GPT, créé un logo avec DALL'E, et commencé à donner des instructions détaillées à mon GPT.

Voici les instructions que j'ai données:

1. J'ai téléchargé les principaux contenus du livre en pdf dans le GPT (l'éditeur sera ravi de savoir que j'ai respecté notre contrat et que le GPT ne se substitue pas à l'achat du livre).

2. J'ai spécifié que le GPT répondrait aux questions des étudiants en se basant uniquement sur le contenu du livre, car je ne souhaite pas assumer la responsabilité des erreurs potentielles provenant des données d'entraînement. J'ai donc formulé les instructions suivantes: " Ce GPT répond à toutes vos questions sur la manière de développer une stratégie numérique pour un établissement d'enseignement, en utilisant exclusivement le contenu du livre "Développer la stratégie numérique de votre établissement d'enseignement : Un guide en 5 étapes". Pour répondre aux questions, tu utiliseras uniquement les contenus que je te fournis. À la fin de chaque réponse, l'utilisateur du GPT sera dirigé vers le lien du livre : https://www.amazon.fr/Développer-stratégie-numérique-établissement-denseignement/dp/2760558746."

3. J'ai défini la posture à adopter pour le GPT, qui agira comme mon alter ego : " Ce GPT se comporte comme un scientifique expert dans le domaine de l'éducation numérique et du management stratégique. "

4. J'ai également précisé qui sera le public cible, donc l'utilisateur du GPT : " L'utilisateur de ce GPT est une personne impliquée dans le domaine de l'éducation, chargée de prendre des décisions stratégiques et pédagogiques relatives à l'utilisation des technologies dans l'enseignement. Cette personne pourrait être membre de la direction d'un établissement d'enseignement ou occuper un poste de chef de service ou de chef de projet dans un ministère de l'éducation. "

5. J'ai défini le ton à adopter pour chaque réponse : " Tu répondras aux questions de l'utilisateur en adoptant un ton professionnel, scientifique et mesuré. Tu maintiendras un équilibre et une objectivité dans tes réponses. Tu utiliseras un ton engageant, incitant à la participation, favorisant le dialogue et l'interaction. Tu agiras comme un coach pour l'utilisateur, faisant preuve d'ouverture concernant les capacités et les sources d'information. Adapte tes réponses au ton et au contexte de l'utilisateur pour améliorer la personnalisation. Emploie un vocabulaire spécialisé dans les domaines de la gestion, de l'éducation, de la pédagogie et des technologies numériques. "

Et voilà.

Je suis actuellement en phase de test, car bien que j'aie donné des instructions détaillées, je suis convaincue qu'il reste des éléments à perfectionner.

Voici un exemple d'utilisation de mon GPT. Je lui ai posé la question suivante : " C omment peut-on réaliser une analyse diagnostique ?"

Et ci-dessous sa réponse:

La réponse était parfaitement alignée avec les contenus présentés dans notre livre, spécifiquement dans le chapitre dédié à l'analyse diagnostique.

Prochainement, je prévois également d'enrichir mon GPT avec des informations spécifiques au contexte de mes étudiants au Tchad, y compris les documents institutionnels et autres ressources pertinentes.

Partager son GPT
Votre GPT peut être enregistré sur le store d'OpenAI de trois manières différentes. Pour un usage personnel, vous le gardez privé, accessible uniquement via votre compte. Si vous optez pour un partage restreint, un lien unique vous est fourni, que vous pouvez distribuer à vos étudiants. Enfin, pour une disponibilité plus large, publier votre GPT sur le GPT Store permet à tout utilisateur de l'exploiter.

Données et entraînement
Si vous utilisez ChatGPT Plus, assurez-vous de désactiver l'option d'entraînement avec vos données.

Droits d'auteur
Il reste des questions auxquelles je cherche des réponses : comment garantir le respect des droits d'auteur pour les documents que nous fournissons au GPT pour son entraînement ?

Le lancement de notre ouvrage ( better sooner than later) se tiendra le 27 juin à 12h00 à Berne, organisé avec Opportunité numérique. Vous aurez l'occasion d'assister à une brève présentation du livre, de me poser des questions sur son contenu, de vous faire dédicacer votre copie et d'en acquérir une avec une remise :)

Suite à cette présentation, en collaboration avec Opportunité numérique, nous proposerons deux ateliers liés aux contenus du livre, en particulier l'utilisation des données pour la prise de décisions stratégiques dans des projets d'éducation numérique. Ces ateliers sont destinés aux leaders dans le domaine de l'éducation, que ce soit au niveau des établissements d'enseignement, des administrations communales ou cantonales, ou à toute personne intéressée.

Les places étant limitées, il est conseillé de réserver rapidement ! Mon atelier se déroulera en français, tandis qu'un atelier parallèle sera animé en allemand par Sabine Zeilinger. Le programme complet et détaillé sera publié prochainement. Voici les horaires prévus :

Pour réserver votre place:

Avez-vous apprécié cette newsletter ? Si oui, ce serait très aimable de la partager avec vos amis ou collègues !

Avez-vous des commentaires? Vous pouvez m'écrire.

Les abonnés payants trouveront ci-dessous un lien vers mon GPT. J'apprécierais grandement vos retours.

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Créer un GPT personnalisé pour ses étudiants : pourquoi et comment?

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Réfléchir à l'évaluation et le feedback. Pourquoi évaluer? Comment? Quels sont les différents types d'évaluation? University College Dublin :::28/1/2024:::

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Réfléchir à l'évaluation et le feedback. Pourquoi évaluer? Comment? Quels sont les différents types d'évaluation? University College Dublin :::28/1/2024:::

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Les pages sur le site de University College Dublin constituent une ressource très utile pour la conception, le développement et la révision de vos approches en matière d'évaluation et de feedback.

Un bon point de départ consiste à se poser la question : Pourquoi évaluons-nous les étudiants ? Le graphique très détaillé est utile pour une vue d'ensemble.

Sur ces pages vous trouverez des ressources très riches et complètes sur différents types d'évaluations (avec des fiches pdf à télécharger sur comment les utiliser et les évaluer y compris des exemples).

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These pages are a resource for you in designing, developing and reviewing your assessment and feedback approaches.

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Créer ses propres GPTs pour son enseignement :::13/6/2024:::

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Créer ses propres GPTs pour son enseignement :::13/6/2024:::

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Given the breakneck speed at which AI tools and models are developing, and the many implications of this technology on learning, work, and culture, it's easy to feel a little lost. This is particularly true for educators who are trying to understand generative AI and determine its role in their classrooms and the broader educational landscape.

At Boston College, my colleagues and I have been finding our way by drawing on the university's mission to help students not only develop academically, but also to find purpose and meaning in their lives.

This focus on purpose was on our minds as we began experimenting with custom chatbots to help educators learn about AI and determine whether they have a role in helping students learn. What we discovered surprised us: It wasn't just teachers and students who were feeling lost in an AI world; chatbots were struggling to find their purpose, too.

Without our guidance, they didn't know how to help students learn, and they had no sense of our institution's context, our values, or what our students needed. They did their best, but they were floundering. They needed us to help them to be productive partners in our teaching.

"What we discovered surprised us: It wasn't just teachers and students who were feeling lost in an AI world; chatbots were struggling to find their purpose, too."

What follows are examples of chatbots we created at Boston College, the purposes they serve for our students, and some of the strategies we found useful in doing this work. Everything here is preliminary and provisional, of course, since our approaches to AI will continue to evolve and the tools for creating chatbots will change. But we hope our initial efforts will help you find a path for exploring whether AI could have a purposeful role in your teaching as well.

How to build a custom chatbot: The Stuckbot story

When OpenAI released GPTs late in 2023, my colleagues and I began looking beyond general-purpose chatbots such as ChatGPT, Claude, and Gemini and began exploring how we could create chatbots with customized instructions and access to our own content. This meant that, if our students started a conversation with a chatbot, it would have a built-in sense of direction and context that aligned with our specific goals as teachers. When chatbots can do this, they're supporting what has always been a central role of teachers-to give educational experiences context so students know not just what they're learning, but why they're learning and who they are doing it with.

To avoid the costs associated with OpenAI's first version of GPTs, I developed something similar using simple WordPress sites and the plugin AI Engine Pro (along with an OpenAI API key). This relatively inexpensive and non-technical method was meant to be an interim solution until other more scalable and secure options became available. It gave us a sandbox environment for small-scale experimentation before we needed to make larger decisions about AI infrastructure at the university.

My colleague, professor George Wyner, was excited to jump on this new opportunity, not just because he teaches data analytics, but because he had spent the semester exploring AI with a cohort of colleagues and staff facilitated by the Center for Digital Innovation in Learning (CDIL). He already planned to have his undergraduate students try using AI in his Data Management for Analytics and Applications course, but now he could experiment with a chatbot that was better informed about his course and how he wanted his students to learn.

"When chatbots have the same teacher as the students they're assisting, it's more likely they will contribute something valuable to the classroom."

He created a specific assignment called " The Programmer's Journal " that provided students with context for how they should use what we affectionately dubbed the "Stuckbot." The premise for the assignment relied on the idea that having students take notes on their problem-solving process and then reflect on where they get stuck is beneficial for learning, with or without AI. Involving AI in that process added another reflective layer by helping them practice metacognition and providing them chances to discuss the roles AI might play in learning data analytics.

The assignment description aimed to make these layers clear:

A challenge when writing code (in R, SQL, or any other programming language) is that sometimes you get stuck. In this assignment, we will explore strategies for getting unstuck using Stuckbot, an AI chatbot crafted for this purpose. Our goal is to get better at getting unstuck when problem-solving and, at the same time, to explore how AI can help with this and with the learning process in general. In this assignment, you will create a kind of programmer's journal, in which you add two journal entries that each chronicle a moment when you got stuck and then your efforts to get unstuck. In addition, you will add a brief reflection on this process and the role that AI played in it.

I began working with Wyner to craft instructions for the chatbot that would guide it in how to work with students. We began by giving it a role:

You are a friendly, supportive chatbot designed to help undergraduates talk through the experience of getting stuck when learning programming and data science. Not only are you an expert in applied mathematics, data science, and programming, but you are particularly skilled in supporting student learning by helping them work through getting stuck and reflecting on what they learn from the experience.

We let the chatbot know that it would be working with students in the Data Management for Analytics and Applications course and provided specifics on which tools and packages the students would be using.

Next, we assigned it some general rules to follow:

Don't give students answers to problems outright. Ask them questions to get them to the next step. Ask only one question at a time and go one step at a time. Share summaries of reflections with the user to help confirm what they are saying. If ever unclear, ask the user how they want to proceed.

The remainder of our work on the prompt involved providing instructions for the two different roles the chatbot would need to play in supporting the "Programmer's Journal" assignment. First, its job was to serve as an assignment tutor to help students when they got stuck on problems. Second, it could help students pause and reflect on how they got unstuck before moving on. (These are two of several roles that AI chatbots can play for your students; more on that in a moment.)

As we tested the chatbot with colleagues and former students, we were pleasantly surprised to see how well it performed in both roles once we gave it instructions for each and the context it needed to understand exactly what students were learning in the course. In a focus group at the end of the course, students reported that the Stuckbot aided their learning by guiding them toward solutions rather than giving them an answer outright, and they said they would have used it more had it been available earlier in the course.

Their feedback suggests that the constraints put on the chatbot were what mattered for students (not just what it could do for them), and these limitations enabled the chatbot to feel like an extension of their teacher's intentions for the course and his care for them as learners.
Access the full Stuckbot prompt and assignment for "The Programmer's Journal" here.
Four purposeful roles for chatbots in the classroom

When Wyner shared how he designed his chatbot and how it aligned with very specific learning goals, it inspired others at Boston College to imagine other roles they could experiment with beyond what they first thought was possible.

Over the course of the following spring semester, we developed 10 chatbots with different purposes. The results varied widely, but we learned as much from the failures as from the successes, and this hands-on experimentation allowed us to begin identifying some patterns that could inform and inspire future experiments.

These four chatbot examples represent a first attempt at capturing what we've learned so far. We think these delineations make it easier to see how chatbots can align with specific aspects of the learning process, even if they might have more than one role at a time (such as with the Stuckbot, acting as both an assignment tutor and reflective guide, for example).

We hope they will provide you with a starting point as you imagine roles for AI that reflect your particular contexts and purposes, and we look forward to learning from what you discover in the process.

1. Course assistant: Make courses easier to navigate

A course assistant chatbot specializes in helping students understand how a course works and making it easier for them to navigate through course materials and assignments. It gives students the ability to spend more effort on learning and less on understanding the logistics of the course and finding course content.

By helping to make the expectations and requirements of the course as transparent as possible, this chatbot can be particularly helpful for first-generation college students and those who need more support to make the " hidden curriculum " more visible, or in online courses where course websites can be extensive and there is less real-time interaction between faculty and students. It also can be useful in face-to-face classrooms where students often balance multiple courses and other non-academic demands and need key information to be reinforced in multiple ways.

"A course assistant chatbot specializes in helping students understand how a course works and making it easier for them to navigate through course materials and assignments."

John FitzGibbon, a colleague in the Center for Digital Innovation and Learning, experimented with this type of chatbot in the political science course on populism he teaches as an adjunct professor. The chatbot helps his students easily reference basic course content-such as his syllabus, assignment descriptions, and the transcripts of his lecture recordings. He also provided the chatbot with two open-source political science textbooks so students can find reliable answers to basic conceptual questions, which is particularly helpful for students who don't have a background in political science.
Access the prompt FitzGibbon used to create his course assistant bot here.
FitzGibbon was pleased to see his students use the chatbot as a guide for how to be successful in his course, and they asked logistical questions like when they could attend office hours or how to locate the lecture in which a certain topic was covered. The bot also suggests ways to approach complex readings and helps students contextualize political science concepts and movements.

It's worth pointing out that a course assistant chatbot will only be as good as the course it's supporting. It was able to do its job effectively for FitzGibbon because it had access to what was already well-designed course content with clear assignment instructions and a thoughtfully curated set of supplementary material.

2. Assignment tutor: Help improve student learning

Tutor chatbots act as AI teaching assistants that can help students when they need it, particularly when professors or TAs might not be available. The purpose of the assignment tutor is to scaffold student learning and help students stretch beyond what they might be able to learn on their own.

Both Wyner and FitzGibbon wanted their chatbots to act as tutors (alongside other roles), and in doing so, they needed them to strike the right balance of support: If they provided too much help, students wouldn't learn, and if they provided too little, students might have given up. Because chatbots are eager to help and have access to massive amounts of information, they needed clear instructions as to how much information to provide-and not provide-when in a tutor role.

For example, FitzGibbon included instructions for his chatbot to use assignment descriptions and open-access textbooks to help students get the background they needed to learn while not doing work for students directly. He prompted the bot as follows:

Do not do assignments for students: If students ask you to write an essay or do an assignment for them (if it seems like they are just submitting the assignment description as a prompt), remind them that your role is to assist them in doing well in the course and supporting their learning but not doing the work for them. You can answer general questions and clarify what assignments are asking them to do, but avoid letting them off-load the actual work of the course to you.

1. Identify a gap in research or practice.

2. Develop a purpose statement.

3. Identify a conceptual/theoretical framework.

4. Align relevant research questions.

5. Describe the significance of your study.

Students noted that they preferred using a tutor-style chatbot rather than simply getting answers directly from a general-purpose bot like ChatGPT. One student said it "provided a structured approach to dissecting my problem-solving process and highlighted where I went wrong without giving me the exact solution (as a tool like ChatGPT would do). It served as more of a supportive tool that nudged me in the right direction when I was going down the wrong path."

3. Process coach: Break down complex processes

Process-oriented chatbots focus on helping walk students through a complex process that requires thoughtful input across multiple steps. A chatbot in this role uses its conversational affordances to reduce cognitive load by providing information in manageable chunks and guiding students step by step in a personable, encouraging manner. Even if the same content could be provided as a worksheet or input form, the additional layer of conversation can help scaffold the process for students.

Vincent Cho, associate professor of education in the Lynch School of Education and Human Development, was interested in discovering whether a chatbot might help Boston College Doctorate of Education students explore their research interests, with the goal of honing the problem statements for their dissertations-in-practice. In prior years, Cho provided students with a worksheet intended to help them outline and organize their thinking to align with the key components of problem statements:

From there, students would invest days drafting expanded problem statements, but providing feedback was complex and time-consuming. Students needed individualized feedback-in writing or in one-on-one consultations-to narrow and frame their ideas and ensure their purpose statements were empirically researched.
Access Cho's full process-coach chatbot instructions here.
With this in mind, Cho designed a chatbot that helps students work through each step in this process and provides feedback along the way. Here's how he prompted the bot:

Begin by introducing yourself as a chatbot designed to help students work through the process of crafting a problem statement. Tell the student you will help them in articulating a gap in prior research, developing a purpose statement, and crafting appropriate research questions. Tell the student that you will also help them think about prior scholarship throughout these steps. Proceed through each step in sequence, and don't proceed until the step is finished. When beginning each step, explain the purpose of the step based on the title.

The prompt included the same content as the original worksheet, but Cho was able to provide more detailed information and additional context with each step, while leaving it to the chatbot to break up the information into digestible bites and share it with his students at the appropriate stage in the process. Instead of hitting students with all the steps at once, the conversational nature of the AI interaction encouraged students to focus on one element at a time and explore each question at their own pace, while also giving them a way to ask questions or test out ideas on the spot.

Students appreciated how "reassuring" the chatbot was during a time when they felt uncertain about how to get started and vulnerable in exploring ideas that might not actually work.

4. Reflective guide: Help students think more deeply about their learning

Reflective chatbots specialize in helping students develop better awareness of, and appreciation for, how they think and learn.

Taking time to pause and reflect can often be challenging, particularly for students who aren't used to reflecting regularly on their learning or their lives. This kind of chatbot scaffolds the reflection process by providing structured guidance while also adjusting to what the student contributes.

"Reflective chatbots specialize in helping students develop better awareness of, and appreciation for, how they think and learn."

In Boston College professor Belle Liang 's adolescent psychology courses, she invites her students to explore their sense of purpose and how they might make connections between the classroom and other parts of their lives. To help facilitate this reflective process and make it more tangible for students, she and her colleague Tim Klein developed a chatbot named "LUMI" that helps students reflect on their strengths, skills, and values, and how they want to make an impact on the world.

The chatbot's role is not to dominate the conversation, provide information, or tell the student what to do. Rather, it's to provide some gentle structure and encouragement to keep the student thinking and writing. To ensure this outcome, the chatbot needs to ask good questions and be concise in what it contributes.

Here's a sampling of the instructions Liang and Klein used for LUMI to guide students in setting intentions and reflecting on their actions.

For every phase/stage of the reflection process, always gather enough information from the user to understand the full context of their lived experiences and perspective. Ask open-ended questions that help users explore specific topics. Practice reflective listening and motivational listening to grasp and mirror the user's perspective, using their language and tone. Keep your output to 40 words or fewer unless summarizing information with the user.

These instructions provided the chatbot with guidance on how it should converse with a student. They also instructed the chatbot on what approaches or systems it should draw on to deliver its responses. Liang, for example, instructed the chatbot to respond using her research-based True North method for cultivating a deeper sense of purpose and acting more intentionally. But others might instruct the chatbot to draw on different approaches such as motivational interviewing or acceptance and commitment therapy.

Students who have used an AI chatbot to reflect on their learning admitted that even when they didn't feel like it in the moment, they later appreciated the nudge and the help in actually engaging in reflection. In the right context and with the right design, the conversational, interactive format of a chatbot can be just what we need.

Finding our way in the AI age

The work of designing these custom chatbots illustrates the central role educators play in shaping the future of AI. Every teacher needs to be more than just a " human in the loop "; they need to be the central driver in deciding whether chatbots and other AI tools might have purposeful roles in supporting student learning-or not.

When chatbots have the same teacher as the students they're assisting, it's more likely they will contribute something valuable to the classroom. And when teachers have meaningful ways to experiment with AI, it's more likely they'll gain the insights they need to guide both students and chatbots as they learn together.

Chatbots need teachers too, so let's make sure they have ways to get the education they need as we all chart our path through the uncertain days ahead.

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How to Create Custom AI Chatbots That Enrich Your Classroom

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With guidance from Boston College professors, you can learn how to create custom AI chatbots that enrich your classroom. Here are four examples to get you started on your teaching with AI journey.

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Une collection de ressources très complète sur IA et l'enseginement sur le site de Virginia University Teaching Hub:::30/10/2024:::

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Une collection de ressources très complète sur IA et l'enseginement sur le site de Virginia University Teaching Hub:::30/10/2024:::

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The University of Virginia has created a Teaching Hub with curated resources on particular teaching and learning topics. AI is one of the topics.

I like the collection about "How do I communicate about AI with my students"

Also useful resources under "Navigating the AI-Driven Writing Classroom"

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Generative artificial intelligence (AI) is transforming teaching and learning in higher education. How can you, as an instructor, leverage these tools effectively and mitigate potential challenges? This gallery is designed to support you in navigating the generative AI landscape in higher education, from what generative AI is and how you can learn more about it to what using it could look like within and across disciplines.

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Generative AI in Teaching and Learning - UVA Teaching Hub

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This gallery contains collections of resources related to generative artificial intelligence (GenAI) in higher education.

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Elements of effective teaching Penn State University:::4/1/2024:::

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Elements of effective teaching Penn State University:::4/1/2024:::

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1. Effective design

2. Effective instruction

3. Inclusive and Ethical Pedagogy

4. Reflective and Evolving Practice

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The four Elements of Effective Teaching provide a foundation of understanding, advance a shared language for communication and serve as standards against which student feedback, peer review, and self-reflection are assessed. Academic units may also use the elements as an invitation to discuss other important aspects of effective teaching. This page includes examples by element.

1. Effective Design

Well-designed courses (lessons/modules) provide a variety of student-centered learning and assessment tasks that align with course objectives. Scaffolded and transparent design of learning and assessment tasks as well as clearly structured, accessible, and relevant materials provide appropriate challenge and support for student development and learning.

Examples of effective design:

Student characteristics (e.g., prior knowledge, background, class standing) and, if available, data on student learning are considered in design and modifications of instruction.

Learning objectives are clear, challenging, and attainable.

Varied student-centered learning and assessment tasks support the learning objectives.

Learning and assessments tasks are scaffolded and sequenced to support development of skills and knowledge.

Readily available, coherently organized, and relevant course materials (including syllabi) that establish student workload, learning objectives, performance criteria, grading/feedback procedures, and class policies are provided.

2. Effective Instruction

Effective instruction provides a clear structure to students that supports the process of learning. It takes cognitive and non-cognitive aspects of learning into consideration and creates positive learning environments.

Examples of effective instruction:

Learning activities in and out of class are well-structured and managed.

A climate of high expectations, with appropriate challenges and high levels of trust and support, is established to encourage learners to take risks and demonstrate their learning and current challenges.

Critical, analytical, and creative thinking are modeled. Examples are utilized appropriately to help learners deepen their understanding and build connections. New skills or procedures are modeled or demonstrated with appropriate scaffolding and challenges.

Content, instructions, and expectations are communicated clearly.

Timely, actionable, and fair feedback on activities and assignments is tied to performance criteria and learning objectives.

Instructor's content knowledge is evident, and the instructor is able to connect concepts of the discipline to learners' prior knowledge, experiences, and ambitions.

A supportive environment that communicates respect, trust, and care is created by promoting positive interactions and relationships with and among all students.

An understanding of the fundamentals of human learning and findings from cognitive science guides instructional choices.

The mindset that growth is possible, and ability is not fixed is cultivated throughout the learning experience.

3. Inclusive and Ethical Pedagogy

Inclusive and ethical pedagogy is the explicit inclusion of all learners, the attention to accessibility, and the removal of barriers to learning. The instructor's ability to understand their own assumptions, critically reflect on their knowledge and practices, and cultivate a sense of belonging lays the foundation for full participation by all students.

Examples of inclusive and ethical pedagogy.

Diverse practitioners, authorities, and applications in the field are presented.

Attention is given to accessibility and removal of barriers to ensure that all students can fully participate in learning. For example, access to content (e.g., use of alt text, accessible documents) is ensured; affordable course materials are utilized, reasonable accommodations for all students are considered and required accommodations are provided.

Instructor examines their own assumptions and values and takes an asset/strengths-based approach to diversity.

Instructor fosters an environment in which students understand the difference between civic life, which is the public life of the citizen concerned with the affairs of the community and nation, and private or personal life, which is devoted to the pursuit of private and personal interests.

Integrity and respect for all students is demonstrated. Rapport with students has been built and a sense of belonging for all students is actively cultivated.

A regular review of course policies for equity and learning-centered approach takes place.

4. Reflective and Evolving Practice

Reflective and evolving practice involves examining one's beliefs about teaching and learning (and mentoring and advising, if appropriate) and considering changes based on our experiences and our own learning. Reflective practice and an understanding of research-informed pedagogical techniques guide modifications to course design and instruction. The evolution of instructional practices is informed by feedback from students and enhanced through our interaction with peers and professional development opportunities.

Examples of reflective and evolving practice:

Content and pedagogical techniques that are current, research-informed, and relevant are regularly revisited and implemented.

Participation in teaching development activities and the utilization of peer and student feedback to inform design and teaching practice are apparent.

A learning environment that invites constructive feedback for the instructor has been established.

Instructor identity, including how it influences their own learning and professional growth environment and how their beliefs intersect with broader cultural, social, and political contexts, is continuously explored.

University Faculty Senate Report, Implementation of Structural Elements within the Faculty Teaching Assessment Framework, March 28, 2023.

The content on this page is also available in PDF form at: Elements of Effective Teaching and Examples at Penn State

If you would like to discuss elements of effective teaching with a SITE faculty consultant, please reach out to any of the consultants directly or send an email to: SITE@psu.edu

Quick Links

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Schreyer Institute for Teaching Excellence, Pennsylvania State University

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The four Elements of Effective Teaching provide a foundation of understanding, advance a shared language for communication and serve as standards against which student feedback, peer review, and self-reflection are assessed. Academic units may also use the elements as an invitation to discuss other important aspects of effective teaching.

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Planification d'un enseignement: les questions à se poser

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Planification d'un enseignement: les questions à se poser

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Frequently asked questions with answers :::ajouté le 13/10/23:::

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Frequently asked questions with answers :::ajouté le 13/10/23:::

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Ethan Mollick (again) with some very useful common questions with answers about the use of AI.

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I have been talking to a lot of people about Generative AI, from teachers to business executives to artists to people actually building LLMs. In these conversations, a few key questions and themes keep coming up over and over again. Many of those questions are more informed by viral news articles about AI than about the real thing, so I thought I would try to answer a few of the most common, to the best of my ability.

I can't blame people for asking because, for whatever reason, the companies actually building and releasing Large Language Models often seem allergic to providing any sort of documentation or tutorial besides technical notes. I was given much better documentation for the generic garden hose I bought on Amazon than for the immensely powerful AI tools being released by the world's largest companies. So, it is no surprise that rumor has been the way that people learn about AI capabilities.

In an attempt to address rumors, consider this a micro-FAQ on some of the questions I get asked most. Yet take my answers with a grain of salt: I make mistakes, the ground is shifting fast, and I may either be wrong already, or will soon be wrong, about some of these points. But that disclaimer doesn't hold true for the first point, on AI detectors, where I feel very strongly about the answer:

No.

AI detectors don't work. To the extent that they work at all, they can be defeated by making slight changes to text. And, what might be worse, they have high false positive rates and they tend to accuse people of using AI when they don't use AI, especially students to whom English is a second language. The falsely accused have no recourse because they can't prove they didn't use AI.

You can't detect AI writing automatically. Even OpenAI says you can't.

Look, I am going to cut you off here. You might think you are good at detecting AI writing, but you are just okay at detecting bad AI writing, and you combine that with your own biases and heuristics about who might be using AI. After a couple of prompts, AI writing doesn't sound like generic AI writing.

I am sure that teachers who know their students well can guess at who might be cheating, as they always could, but you are going to miss a lot of cheaters who are doing it more subtly, which is a problem of fairness in and of itself.

I hate to say it, but homework as we know it is over, we educators are going to have to adjust. There are plenty of paths forward, but it is not going to include cheat-proof homework.

While there are more techniques to detect AI images, they are already very hard to identify just by looking, and in the long-term likely impossible. All the hints you think you know (bad fingers on hands, etc) are no longer true. Here's an illustration: one of my innovation classes had students build a full board game with AI help (my syllabus now requires students to do at least one impossible thing for their project - if they can't code, for example, I want working software). I took a picture of one of the teams showing off their game, and then generated three other images myself using Midjourney.

At a glance, without zooming in and examining every detail, which do you think is the real image? The answer will be in the comments...

I have good news and bad news: the answer is probably nobody. That is bad news because there is no instruction manual out there that will tell you how to best apply AI to your job or school, so there is really no one to help you get the most out of this tool, or to teach you to avoid its specific pitfalls in your area of expertise. This can be challenging because AI has a Jagged Frontier - it is good at some tasks and bad at others in ways that are difficult to predict if you haven't used AI a lot.

The good news is that, by using it a lot, you can figure out the best way to use AI. Then you have a valuable secret. You can decide whether you are going to share it with the world (my preference, hence this newsletter!) or keep it to yourself unless your organization incentivizes you to do otherwise.

If you are new to AI, you may find our free YouTube 5-part video series useful (it is built around an education context, but people have told me it was broadly helpful)

But, generally, my recommendation is to follow a simple two-step plan. First, get access to the most advanced and largest Large Language Model you can get your hands on. There are lots of AI models and apps out there, but, to get started, you don't need to worry about them. Currently, there are only really three AIs to consider: (1) OpenAI's GPT-4 (which you can get access to with a Plus subscription or via Microsoft Bing in creative mode, for free), (2) Google's Bard (free), or (3) Anthropic's Claude 2 (free, but paid mode gets you faster access). As of today, GPT-4 is the clear leader, Claude 2 is second best (but can handle longer documents), and Google trails, but that will likely change very soon when Google updates its model, which is rumored to be happening in the near future.

Then use it to do everything that you are legally and ethically allowed to use it for. Generating ideas? Ask the AI for suggestions. In a meeting? Record the transcript and ask the AI to summarize action items. Writing an email? Work on drafting it with AI help. My rule of thumb is you need about 10 hours of AI use time to understand whether and how it might help you. You need to learn the shape of the Jagged Frontier in your industry or job, and there is no instruction manual, so just use it and learn.

I do this all the time when new tools come out. For example, I just got access to DALL-E3, the latest image creation tool for OpenAI. It works very differently than other previous AI image tools because you tell ChatGPT-4 what you want, and the AI decides what to create. I fed it this entire article and asked it to create illustrations that would be good cover art. And here is what it came up with:

Maybe? But often better prompting, or enabling Advanced Data Analytics, or a different model, or a different approach can get the AI to solve a problem. I found that AI struggled filling in crossword puzzles, but a little while later Princeton Professor Arvind Narayanan figured out a way to get GPT-4 to do it. I wouldn't feel too certain that a capability is outside the realm of AI until you have spent some time with different approaches.

And, if it is truly impossible for AI to do, wait a few months and try it again when a new model comes out.

Before you read this, please note I am not a lawyer, so I asked the AI to read the material you are about to read and give me a disclaimer. Here it is:
Disclaimer (Generated by AI): The opinions and information expressed in this article are those of the author and do not necessarily reflect the views of any organizations or companies mentioned. This disclaimer itself was generated by an AI after reviewing the material. The information is presented for informational purposes only and should not be interpreted as legal, business, or any other form of professional advice. Readers are encouraged to conduct their own research and consult with professionals regarding any concerns or questions they may have.
There are lots of reasons to be concerned about the data sources for Large Language Models. No company is forthcoming about the training material that was used to build their AIs. It is likely that some, or maybe all, of the major LLMs have incorporated copyright material into their models. The data itself contains biases that make their way into the model in ways that can be difficult to detect. And human labor plays a role in part of the training process, which means both that more human biases can creep in, and also that low-wage workers in developing countries are exposed to toxic content in order to train the AI to filter it out.

All of these things are true... but the privacy issue that many people talk to me about is likely less of a barrier than you think. As a default, AI companies say they may use your interactions with their chatbots to refine their model (though it is extremely hard to extract any one piece of data from the AI, making direct data leaks unlikely), but it is relatively easy to get more privacy. Individual users of ChatGPT can turn on a privacy mode where the company says they will not retain or train AI your data. But large organizations have even more options, including HIPAA compliant versions of the major AIs. All the big AI companies want organizations to work with them, so it is not surprising that all of them are eager to offer data guarantees. The short answer is that data privacy is probably not as big a concern as it might seem at first glance.

Again, not a lawyer, but, as I understand it, current US copyright rules around AI material are sort of unclear and in flux. However, large AI companies seem eager to ensure their customers that using their AI output commercially is safe. For example, Adobe and Microsoft offer legal guarantees that if you are sued over the output of their AIs, they will protect you (at least under some circumstances). But also remember that legal use isn't always going to be ethical use, especially as we consider cases where AI work displaces human labor or produces art "in the style" of a living artist.

No, this turned out to be an incorrect conclusion from a working paper examining the performance of AI on certain math problems. Crossword solver Prof. Arvind Narayanan and Prof. Sayash Kapoor (who have an excellent Substack that I occasionally disagree with but always find valuable), found that AI models are not getting worse at these sorts of problem, but they are changing, which alters the way you need to prompt the AI. You see, what you call GPT-4 or Bard or Bing today is not the same thing as what Bard or Bing or GPT-4 was a few months ago. Models are continually getting additional training and tuning that improves performance in some ways, while also changing behavior in others. It is part of why it is so hard to treat AIs like normal software, and sometimes easier to treat it like a person, even though it isn't.

I hear this a lot. It may be true, this paper argues that we will be out of training data in the next decade or two (or even by 2026 if we restrict ourselves to high quality data). And this paper suggests that AI models will indeed start to struggle as the web fills up with AI content. But many computer scientists argue that neither of these are actually long-term problems, and offer various solutions, including ways of training AIs on data that the AI makes up.

Ultimately, these issues are unlikely to stop LLMs from improving over the next couple years, which I think is what people are really asking when they ask me this question.

Honestly, I have no idea. And I suspect no one else does either, given the debates among prominent AI experts. Right now, models get better as they get larger, which requires more data and more computers and more money. At some point, technical, economic, or regulatory limits are likely to kick in and slow the advance of AI. But, at the same time, there is a lot of experimentation on how to make smaller models perform like bigger ones, and similar experiments on how to make larger models perform even better. I suspect there is a lot of room left for rapid improvement.

What all of this means is absolutely unclear. Do we reach the feared/longed-for level of Artificial General Intelligence, where AIs are smarter than humans (thus, depending on who you ask, creating a machine that will start saving, killing, or ignoring humanity)? Do we "just" get order of magnitude improvements in AIs that are already performing at high human levels on many tasks? Do AIs stop improving quickly? There is no clear consensus, which, uncomfortably, means that we should be thinking about all three scenarios. The only thing I know for sure is that the AI you are using today is the worst AI you are ever going to use, since we are in for at least one major round of AI advances, and likely many more.

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What people ask me most. Also, some answers.

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Really useful multipart guide to assigning prompts Ethan Mollick and Lilach Mollick :::ajouté le 27/9/2023:::

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Really useful multipart guide to assigning prompts Ethan Mollick and Lilach Mollick :::ajouté le 27/9/2023:::

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Read the main article first (link above) to get an introduction to AI and LLMs. Then read the parts about how students can use ChatGPT.
"To help you explore some of the ways students can use this disruptive new technology to improve their learning—while making your job easier and more effective—we’ve written a series of articles that examine the following student use cases":

1. AI as feedback generator

2. AI as personal tutor

3. AI as team coach

4. AI as learner

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Dive into this series of 4 student use cases for AI to discover how generative AI tools like ChatGPT can be used as a feedback generator, tutor, team coach, and learner. Get sample prompts and shareable guidelines to help students use AI tools effectively.

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Leon Furze's blog about genAI :::7/6/2024:::

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Leon Furze's blog about genAI :::7/6/2024:::

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J'ai découvert le blog de Leon Furze via l'épisode du podcast 521, Teaching in higher ed: The myth of the first draft où il parle de l'IA et l'écriture à l'université: https://teachinginhighered.com/podcast/the-myth-of-the-ai-first-draft/

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Comment poser des questions pour que (plus) d'étudiant-e-s répondent? :::des conseils utiles pour rendre un cours plus interactif::: :::16/3/2023:::

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Comment poser des questions pour que (plus) d'étudiant-e-s répondent? :::des conseils utiles pour rendre un cours plus interactif::: :::16/3/2023:::

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This podcast episode (transcript on the page) is about how to ask better questions. Just "cold"-asking "do you have any questions?" to students is not a great way of making students talk. Here are some very interesting and practical ideas about how to make it easier for students to speak up in class.
There is also a short version of this topic here: Edutip # 22 (Cult of Pedagogy): Stop asking questions to the whole room

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Sponsored by Learners Edge and Microsoft Inclusive Classroom

This post contains Amazon Affiliate links. When you make a purchase through these links, Cult of Pedagogy gets a small percentage of the sale at no extra cost to you.

You know that thing where you're talking to a group of people and you ask them a question and no one answers? And you wait a few more seconds, awkwardly, and nothing happens? It's one of those funny little problems faced by a lot of teachers, coaches, speakers, ministers, pretty much anyone who speaks in front of groups: The speaker says something, hoping for a response from students or an audience, and what they most often get back are a couple of weak smiles, a grunt or two, and not much more.

Basically, crickets.

It's mildly uncomfortable for everyone, both the speaker and the audience, but thankfully, the moment passes quickly and it's no big deal. Still, it's a fixable problem.

Why It Happens

Getting the silent treatment from a group you're speaking to happens most of the time for one basic reason: People don't want to look stupid. Within that broad umbrella of not wanting to look dumb, here are some more specific possible causes of your cricket problem:

They know you're not just talking to them.
If you ask a group of people, "How's everybody doing?" very few of them will answer, because it's not the same as if you were alone with them. One on one, you ask someone that question and they can give you some detail about how things are going, but in a group, the question is more or less rhetorical. A few extroverted people might mutter "good" or "great," but no one is going to seriously answer you. The one exception to this is if you're speaking to tens of thousands of people in some kind of stadium situation. In that case you're a big fricking deal and the crowd is already going wild because you walked out on stage, so go ahead with your question.

They think everyone else gets it.
If you say to a group, "Does that make sense?" most people are going to act like it does, even if it doesn't, because they assume everyone else in the room totally gets it and they don't want to look like the lone dummy. Instead of telling you it doesn't make sense, what they'll do is either (A) turn to someone else to ask a clarifying question, which can look to you like rude chit-chat, or (B) come up to you after your presentation and ask the questions then. If this happens with more than a few people, you now have a small crowd to deal with. On top of that, the rest of the group probably would have benefitted from hearing that question and your response, but instead, you're only having the conversation with one person.

You're asking for too much.
Some questions are too hard to answer on the spot. For example, if you ask, "What is your favorite song?" some people will rack their brains trying to think of a song they like more than any other, THE song that totally defines them as a person. But if you just ask them to think of a song they really like, that's much easier.

Someone in the room is intimidating (and it might be you).
When we're in the presence of someone who intimidates us, it gets a lot harder to speak up publicly, especially if there's a chance that what we say might be wrong or different from the norm in any way. This is about a thousand times more true if you're around 13 years old and your whole goal in life is to fit in. So if you have a group that is especially silent, consider who's in the room: Just one super popular kid or a person who is not particularly nice to her peers may be all it takes to keep the rest of the class from opening their mouths. Or the intimidating person might even be you: If you've ever ridiculed students' questions or their responses to questions you have asked, very few of them will be brave enough to keep sticking their necks out.

They don't know what the heck you're talking about.
It could be that your audience is just really confused. This is where it helps to be a good judge of facial expressions: If people in an audience are confused, many of them will show it right on their faces, but if you're not generally good at noticing that kind of thing, it could help to have a colleague come in and observe.

More Effective Ways to Increase Audience Participation

Here are some better ways to get your students-or your audience if you're speaking outside of a classroom-to participate more.

1. Explain what kind of response you want.

Sometimes audiences freeze up when you ask a question because they aren't sure what kind of response you want, if any. So the more specific you are with your expectations, the better they will be at giving you what you want. For example, you could say, "In a minute, I'm going to ask a question. What I want you to do first is think quietly about your answer. Then I'm going to ask for three volunteers to share their answer with the group." Specific instructions like that will put your audience more at ease, and they'll be more likely to give you good responses.

2. Ask for a show of hands.

As long as you're asking about something people won't be embarrassed to admit and that at least some people in your audience will probably say "yes" to, this is a way to start a conversation. So rather than say, "How was everyone's weekend?" you could say, "How many people watched a sporting event this weekend?" From there, you can go to one of the people who raised their hands, ask them what they watched, and you're off and running.

3. Ask one person a direct question.

We established earlier that everyone in your audience knows you're not speaking only to them, so when you throw out a question to the room, individual people aren't likely to move the spotlight to themselves. But if you go to one person directly and ask them a question, they have to respond. So instead of saying, "What did you think of that movie we watched yesterday?", go to the kid in the third row and say, "Hey Paulie, what did you think about that movie?" Now Paulie could probably just shrug this question off or say, "It was alright," so if you want to get a better response, try something like, "Tell me something about that movie that made an impression on you."

4. Have everyone write down a response first.

When you ask a group a question, usually only one or two people will respond. This robs everyone else of the opportunity to answer. If this happens over and over again in the same group, many participants won't even think about their own response, because they'll know one of the more talkative people is going to answer anyway. One way to solve this problem is to have everyone write down a repsonse to the question first, then call on a few people to share what they wrote. This way, even if the room only hears a few responses, everyone actually reflected on and answered the question. And when you give everyone time to process in this way, you're likely to get more and different volunteers than if you just ask the room cold; that's because some students need more processing time before they feel confident enough to share their thoughts. In their book, Total Participation Techniques (see the end of this post), Persida and William Himmele tackle this problem with dozens of strategies that get every student in the room participating.

5. Do a think-pair-share.

Instead of having everyone write an answer, you could instead just have them turn to a partner and respond to them. This can be useful for meaty, content-heavy questions, where participants are processing something they've learned, or just your basic conversational ones. Try it: The next time you're about to say "How's everyone doing?" to a large group, instead, tell them to turn to a partner and answer the same question. If someone in the room is having a crap day, this may be the first opportunity they've had to actually share that with someone and maybe feel a little bit better as a result.

6. Do a better check for understanding.

If you regularly ask "Is that clear?" or "Does everyone understand?" you probably already know that this doesn't always tell you who needs more help. Instead, give participants tools to let you know when they are confused: You could ask everyone to give you a thumbs-up or thumbs-down signal to indicate whether they're getting what you're saying or hold up colored response cards that can serve as answers to a multiple-choice question. Finally, as we mentioned in a previous post called Let's Give Our Teaching Language a Makeover, simply switching from "Are there any questions?" to "What questions do you have?" tends to get many more people to actually ask questions.

Bottom line: If you feel like you're doing all the talking up there, and you want to get more from the people listening to you, you might just need to make a few small changes to your delivery to turn a one-way lecture to a much better conversation.

Recommended Reading

Persida and William Himmele have established themselves as experts in getting all students to participate in class. Their book, Total Participation Techniques, offers 51 alternatives to traditional "stand and deliver" teaching, many of which will be useful to any speaker in any setting.

Come back for more.
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The reasons your students (or audience members) aren't participating the way you want them to, and some new things you can try to get a better response.

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The research of McInnis et al. (1995, 2000) into the first-year student experience across Australia suggests that students, particularly in their first year of study, need to:

understand what's expected of them at University in terms of thinking and writing (academic integration)

have a sense of purpose (goal orientation)

identify with the institution they study at (academic identification) and

experience a sense of belonging in the community of the institution (social integration).

In a larger class, students are less likely to understand what is expected of them and more likely to feel socially isolated. This may lead them to adopt a surface approach to learning, rather than attempting to develop a meaningful understanding, or deep approach, to the subject content.

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Large-group teaching need not be stressful for teachers or boring and inactive for students. At its best, learning in large group contexts can:

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Application (disponible comme web app et application sur smartphone) pour les questions des étudiant-e-s et celles de l'enseignant-e. Crée par Adrian Holzer, FSE et gratuit. Facile à utiliser, même avec une classe à deux groupe (distance et en présentiel) et anonyme.
Une vidéo de l'Unil qui parle de SpeakUp.

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In a nutshell, SpeakUp is a chat application where teachers can create chat rooms, which students can join with a key. In the room, students can post messages, vote on them and answer polls.

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Home - SpeakUp, Have you ever attended a talk in which there is a Q and A session but either no one dares to participate or several participants ask irrelevant questions? SpeakUp addresses this issue by providing a fun way for the audience to share and rate each other's questions. With SpeakUp, speakers can easily see the ratings of the audience's questions and address the most relevant ones.

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Home - SpeakUp, Have you ever attended a talk in which there is a Q and A session but either no one dares to participate or several participants ask irrelevant questions? SpeakUp addresses this issue by providing a fun way for the audience to share and rate each other's questions.

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Build community with this easy activity 

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Build community with this easy activity 

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The activity described in this newsletter seems like an easy way to create community in your classroom. Break the classroom into small groups and have the groups fill out a quiz (about the course content) together. They have to discuss the topics and decide on a common answer. Nice opportunity for peer instruction (where students teach each other) and for group discussion, in order to reach consensus. Works both in a face-to-face situation and online (with breakout groups).

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Group quizzes have several selling points. They can probably work in any discipline, with any class size. And, Estefan notes, they meet another criteria he looks for in a teaching technique: They don't depend on an instructor's charisma.

Estefan, an assistant teaching professor of sociology at the University of California at San Diego, first used group quizzes to find common ground among students from many different backgrounds as a graduate student instructor. Estefan drew inspiration, he said in an interview, from something he taught in that theory course: Émile Durkheim's The Division of Labor in Society. The core idea, Estefan says, is that before the modern era, societies were bound by "strong, shared cultural norms," but the modern norm is individualism. "The thing that holds us together," beyond that shared embrace of individualism, Estefan says, "is the fact that we depend on each other for everything."

Durkheim was writing about the economic division of labor, Estefan says: "I cannot produce all the food that I need to survive, and sew my own clothes, and build my home, and put my car together."

In his own context, Estefan figured, "if I have a very diverse group of students and I want to build a sense of community, I have to make them interdependent. I have to make them interdependent in a way that makes sense in the classroom." That, he decided, meant students would rely on each other to some extent when it came to their learning - and their grades.

With a bit of trial and error, Estefan found a way to adapt the quizzes for the synchronous online courses he taught last year, one on policing and one on social justice, as he describes in this article for the newsletter of the American Sociological Association's section on teaching and learning.

Each week, Estefan had students turn in a set of reading notes, which served as an enticement to keep up with the course and as preparation for the quiz. During class time, he'd randomly assign students to breakout rooms in Zoom to take the quiz. Each small group of students was required to turn in a single set of answers. Then, each group member independently completed a self-assessment, describing how well they shared their perspective - and how well they encouraged their group members to do the same.

At the end of the quarter, Estefan surveyed his students, asking if they felt a strong, weak, or moderate sense of community in the course; if they felt a stronger sense of community in his course than others they took that quarter; and which features of the course made them feel that way. The results affirmed that students felt an especially strong sense of community in his classes, and identified the quizzes as one of the main reasons for it.

While Estefan was able to reap the benefits of group quizzes online, he did miss one other benefit they bring. In the classroom, hearing students' discuss the quiz gives him a window into how well the class understands the material. The professor can jump from one Zoom room to the next to listen in, he said, but it's not the same as having an ear out for all the discussions at once.

Estefan, whose children are too young to be vaccinated yet, is teaching online again this quarter. But he's thought about how professors might use group quizzes in person when students aren't moving around the room as usual. In a larger class with fixed seats and/or distancing, it might work best for students to talk to their neighbors in groups of two or three rather than be put into groups of four or five, he said. Another option would be to use technology, telling students in advance to bring their laptops.

Like many professors, Estefan is still figuring out what his fall will look like. But students' need to find a sense of community remains a safe bet.

How You Found Your Teaching Buddies

A couple of weeks ago, Regan A.R. Gurung's ideas on how professors can build a community of fellow instructors with whom to talk about their teaching. We got a number of helpful responses from readers sharing what's worked for them, many of which emphasized the benefits of having a local community as well as a national network. Among them:

Wayne Jacobson, assessment director in the office of the provost at the University of Iowa, put in a plug for campus teaching and learning centers. "They may be seen as 'preaching to the choir,'" Jacobson wrote, "because of the self-selection of participants. But for the purpose of making connections, I think that's a major drawing point. As they say, choirs need to practice together, and that's all the more important for people who feel like they spend most of their time singing solo when it comes to focusing on teaching."

Jelane A. Kennedy, a professor of counselor education and family therapy at Central Connecticut State University, wrote that "I was fortunate at the first college I was a faculty member that someone before me had created a lunch group called "What works? What works!" We met once a week, and it was a chance to share what was working in our classrooms, what we were frustrated with, and to ask other veterans for ideas." They also read and discussed books on teaching.

Laura Le, a lecturer in biostatistics at the University of Minnesota-Twin Cities, shared a number of examples, including an informal gathering of local statistics educators that drew in some high-school teachers as well as college professors.

An Unsettled Semester

"The theme of the fall has been sustained uncertainty." I wrote that sentence last year, in this story, but so far it sure seems true of this fall, too. I've been pondering what sets students' and professors' experience of this fall apart from last year - beyond the changing nature of the pandemic and colleges' mitigation efforts - as I report out a longer-term story that will, I hope, start to make sense of that.

So I wonder: What, if anything, do you think sets this fall apart in the classroom? Share your ideas with me at beckie.supiano@chronicle.com and they may be included in a future newsletter.

Thanks for reading Teaching. If you have suggestions or ideas, please feel free to email us at beckie.supiano@chronicle.com or beth.mcmurtrie@chronicle.com.

- Beckie

Learn more about our Teaching newsletter, including how to contact us, at the Te aching newsletter archive page.

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Teaching: How Quizzes Can Build Community

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Group quizzes have several selling points. They can probably work in any discipline, with any class size. And, Estefan notes, they meet another criteria he looks for in a teaching technique: They don't depend on an instructor's charisma.

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Voilà une vidéo sur comment utiliser SpeakUp fait par HEP VD

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How to Use ChatGPT to Create Engaging Learning Experiences - Jason Gulya

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How to Use ChatGPT to Create Engaging Learning Experiences - Jason Gulya

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Jason Gulya's website gives some really good ideas for how to use ChatGPT for teaching with sample activities. Here is the main page linked to ChatGPT with a few other useful resources.

Here is also the link to the podcast Lecture breakers episode 136 with Dr. Jason Gulya that I found interesting and he is also talking about how teachers can use ChatGPT to save time in preparing for teaching. For example, how to create a rubric for grading exams (grille critériée en français).

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The following activities take advantage of ChatGPT as a platform. They are simply starting points.

If any more occur to you, please feel free to reach out! I want to flesh out these ideas.

Professor Activities
Pain Point Research: The Skim and Dive Generating a Provisional Lesson Plan Personalizing an Icebreaker Making a student-centered syllabus
Student Activities
Activity #3: The Contrarian Activity #4: Quiz Me Activity #5: Pass the Story (Great for Lit classes)Activity #6: Literary Analysis Activity #7: Poke My Thesis Activity #8: Changing Target Audiences

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The following activities take advantage of ChatGPT as a platform. They are simply starting points. If any more occur to you, please feel free to reach out! I want to flesh out these ideas.

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CI-DESSOUS DES RESSOURCES SUR LE PROMPTING

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CI-DESSOUS DES RESSOURCES SUR LE PROMPTING

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#5 - Le prompt engineering comme vous ne l'avez encore jamais vu ! (Feat. Thomas Steiner) - Tutoriel de Richard-Emmanuel Eastes, HES-SO:::28/3/2026:::

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#5 - Le prompt engineering comme vous ne l'avez encore jamais vu ! (Feat. Thomas Steiner) - Tutoriel de Richard-Emmanuel Eastes, HES-SO:::28/3/2026:::

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Sav

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#5 - Le prompt engineering comme vous ne l'avez encore jamais vu ! (Feat. Thomas Steiner)

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GenAI Chatbot Prompt Library for Educators:::14/10/2024:::

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GenAI Chatbot Prompt Library for Educators:::14/10/2024:::

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Prompt Library - Assessment - AI for Education

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10+ Prompts pour vos formations à l’ère de l’IA et ChatGPT :::ajouté le 10/7/2023:::

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10+ Prompts pour vos formations à l’ère de l’IA et ChatGPT :::ajouté le 10/7/2023:::

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Quelques idées sur comment demander de l'aide à ChatGPT pour organiser son enseignement (écriture d'objectifs d'apprentissage, plan de cours, etc)

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Que vous soyez formateur expérimenté ou novice, il est essentiel de bien préparer vos sessions pour garantir leur succès. Cependant, il n'est pas toujours facile de savoir par où commencer ou comment structurer sa formation. Pour vous aider dans cette tâche, nous avons rassemblé dans cet article 10 prompts qui vous permettront de préparer des sessions de formation efficaces et pertinentes pour votre public. Ces prompts à intégrer à ChatGPT vous donneront les clés pour concevoir une formation de qualité.

Dans les prompts présentés ci-dessous, les mots en gras sont à remplacer à votre convenance en fonction du sujet de votre formation, du niveau ou profils de vos apprenants etc..

Objectifs d'apprentissage

Les objectifs d'apprentissage sont la clé de voûte de toute session de formation réussie. Dans cette catégorie, nous allons vous présenter des prompts qui vous aideront à définir des objectifs d'apprentissage clairs, précis et réalisables.

Prompt 1: " Listez trois objectifs d'apprentissage pour un atelier de [sujet] destiné aux [niveau ou profil d'apprenants]. "

Prompt 2: " Définissez les compétences clés que les apprenants devraient acquérir après avoir terminé un cours sur [sujet]. "

Prompt 3: " Écrivez un objectif d'apprentissage spécifique, mesurable, atteignable, réaliste et temporel (SMART) pour un cours sur [sujet]. "

Plan de formation

Une fois que vous avez défini les objectifs d'apprentissage, il est temps de créer un plan de formation. Dans cette catégorie, nous allons vous donner des prompts pour vous aider à structurer votre session de formation et à organiser votre contenu de manière cohérente. Grâce à ces astuces, vous allez pouvoir optimiser le temps de votre session de formation et éviter les moments de flottement.

Prompt 1: " Élaborez un plan de formation sur [sujet] pour une session de [durée] incluant les objectifs, les activités et les évaluations.

Prompt 2: " Décrivez les principales sections d'une formation sur [sujet] et expliquez leur enchaînement logique. "

Prompt 3: " Rédigez une brève description du contenu pour chaque section d'une session de formation sur [sujet]. "

Supports pédagogiques

Il ne vous reste plus qu'à mettre en forme votre formation sur des supports pédagogiques. Dans cette catégorie, nous allons vous présenter des prompts qui vous aideront à concevoir ces supports pour votre public. Que vous utilisiez des présentations PowerPoint, des vidéos ou d'autres types de supports, ces prompts vous aideront à améliorer l'impact de vos formations.

Prompt 1: " Listez les types de supports pédagogiques qui pourraient être utiles pour une formation sur [sujet]. "

Prompt 2: " Concevez une présentation PowerPoint pour un atelier sur [sujet], mettant l'accent sur la clarté et l'engagement des apprenants. "

Prompt 3: " Créez un exercice interactif pour aider les apprenants à comprendre un concept clé dans une formation sur [sujet]. "

Comment utiliser ChatGPT ?

Vous n'êtes pas familier avec ChatGPT ? Connectez-vous ici (par exemple à l'aide d'un compte Gmail) et commencez à l'utiliser en tapant vos prompts dans le champs de saisie en bas de la page 😉

Vous pourriez aussi aimer

Catégorie Pédagogie

Coups de coeur

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10+ Prompts pour vos formations à l'ère de l'IA et ChatGPT

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Que vous soyez formateur expérimenté ou novice, il est essentiel de bien préparer vos sessions pour garantir leur succès. Cependant, il n'est pas toujours facile de savoir par où commencer ou comment structurer sa formation. Pour vous aider dans cette tâche, nous avons rassemblé dans cet article 10 prompts qui vous permettront de préparer des sessions de formation efficaces et pertinentes pour votre public.

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Le Pense-bête des prompts ChatGPT de Matthieu Corthésy

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Le Pense-bête des prompts ChatGPT de Matthieu Corthésy

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N'utilisez pas ChatGPT sans respecter ces 4 étapes ! Voici le Pense-bête ultime pour les prompts ChatGPT 🔥 J'ai testé +300 combinaisons... et ce sont largement les meilleures ! ------- 👉 J'ai préparé le Guide ultime du "Méga-Prompt" ChatGPT Pour recevoir le guide (ce vendredi) : - Laissez un ❤️ (pour le soutien) - Rejoignez les 6'500 abonnés à ma Newsletter IA (lien en 1er commentaire)

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Matthieu Corthésy on LinkedIn: N'utilisez pas ChatGPT sans respecter ces 4 étapes ! Voici le Pense-bête... | 170 comments

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N'utilisez pas ChatGPT sans respecter ces 4 étapes ! Voici le Pense-bête ultime pour les prompts ChatGPT 🔥 J'ai testé +300 combinaisons... et ce sont largement les meilleures !

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Comment poser des questions efficaces à ChatGPT (prompts)? Guide pour les enseignant-e-s

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Comment poser des questions efficaces à ChatGPT (prompts)? Guide pour les enseignant-e-s

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Le guide en format PDF présenté ci-dessous est une traduction adaptée de l'article : ChatGPT for Educators | Prompting 101. Il a été conçu et publié par : Fabien Maurin, chef du marché canadien chez Wooclap, mentor de startup et enseignant. Nous remercions l'auteur de nous avoir permis de partager cette traduction.

Ce guide explique et facilite la conversation efficace avec une IA générative pour générer du matériel pédagogique. Il devient fondamental d'écrire des instructions claires pour optimiser des résultats significatifs avec ChatGPT. Pour illustrer ses propos, l'auteur propose un processus en 5 étapes en utilisant un exemple concret : la création d'un plan de cours en suivant des instructions précises étape par étape.

En Bref : Un processus en 5 étapes

1. Initialiser la conversation
- Identifiez le rôle attribué à l'IA : "Je veux que vous agissiez en tant que [...]"
- Puis indiquez qui vous êtes: "Je suis un(e) [...]"

2. Décrire la tâche
- Expliquez à ChatGPT ce que l'on veut faire et atteindre comme résultat.
- Rappelez-vous, ChatGPT ne sait rien de vous ni de ce que vous voulez réaliser, donc soyez très spécifique.

3. Ajouter des contraintes
- Ajoutez un peu de contexte et de contraintes pour s'assurer que les réponses répondent aux attentes :
* Quel niveau académique est ciblé;
* Quel niveau de difficulté est désiré;
* Les mots clés ou les sujets à inclure.

4. Formater la sortie
- Déterminez le ton, le style, la longueur, la structure, le format (liste à puces, tableau, code...).
- Fournissez un exemple de résultat attendu.

5. Affiner les réponses
- Ne vous contentez pas de la première réponse.
- Continuez à creuser et poursuivre votre conversation jusqu'à atteindre une réponse satisfaisante.
- Identifier les réponses qui répondent à vos attentes :
* "J'aime cela à cause de ..." ou
* "Pouvez-vous générer plus d'idées similaires ?"

Notez que tous les contenus générés par une IA générative doivent-être vérifiés, validés et corrigés par vous-même. Vous êtes l'ultime responsable et le seul "humain" imputable des contenus que vous générez. Vous ne pouvez déléguer la responsabilité des contenus à un robot conversationnel alimenté par l'IA.

Téléchargez le guide - L'art du prompt 101 : Guide pour les personnes enseignantes

L'équipe du Carrefour suit de près les développements concernant l'usage de ces technologies. Consultez le site Enseigner à l'UQAM pour plus de ressources utiles à propos de l'IA.

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L'art du " Prompt " : Guide 101 pour les personnes enseignantes - Collimateur - Veille pédagonumérique - UQAM

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Une capsule vidéo (7 minutes) de l'Université de Sherbrooke qui explique les étapes de la planification de l'évaluation des apprentissages .
Plusieurs ressources utiles en bas de la page également.
Comment rédiger des consignes claires pour l'examen

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L'évaluation des apprentissages de l'étudiante ou de l'étudiant est le processus par lequel la ou le responsable ou un groupe de responsables d'une activité pédagogique juge, diagnostique ou sanctionne, en se fondant sur diverses méthodes d'interprétation ou d'appréciation, des connaissances, des habiletés, des compétences ou des attitudes de l'étudiante ou de l'étudiant afin de déterminer dans quelle mesure les cibles de formation ont été atteintes.

L'évaluation des apprentissages répond aux quatre principes suivants :

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L'évaluation des apprentissages de l'étudiante ou de l'étudiant est le processus par lequel la ou le responsable ou un groupe de responsables d'une activité pédagogique juge, diagnostique ou sanctionne, en se fondant sur diverses méthodes d'interprétation ou d'appréciation, des connaissances, des habiletés, des compétences ou des attitudes de l'étudiante ou de l'étudiant afin de déterminer dans quelle mesure les cibles de formation ont été atteintes.

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Elements of effective class preparation - Harvard Business School

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Elements of effective class preparation - Harvard Business School

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Cornell university: Active learning techniques

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Cornell university: Active learning techniques

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Short descriptions of activities that will activate students.

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Think-Pair-Share/Write-Pair-Share

Present students with a question, problem, or item for reflection. Have students reflect or write on their own for 1-2 minutes then discuss with a peer for another 2 minutes. Call on several pairs to share their thoughts. Gauge student progress and provide further guidance if needed.
This technique can also be used with software.

Minute paper

At a natural breaking point or the end of class, ask students to reflect on and write down 2 or 3 key points made in class. Another option is to ask them what they still do not understand (often called the "muddiest point") or if they have questions.

Collect papers and review (in large classes, review a sample). Discuss student misconceptions or questions at the beginning of the next class. As an alternative, ask students to talk with their classmate(s) for feedback.
Student responses can also be collected electronically, for example with a Google form or PollEverywhere

Catch up

Pause your lecture at a natural breaking point and give students a chance to catch up on their note taking. Ask them to talk with a classmate about any points that are still unclear. Make time for 2 or 3 questions after students discuss.

Brainstorming

Ask students to talk in pairs or groups to develop a list of ideas in response to a question. Groups can volunteer their ideas as you compile a list to discuss.

Problem solving/Case study

Present your students with a problem to solve or case study reflecting a current issue in your field. Students work in groups or pairs to solve using paper, a worksheet, a shared whiteboard (in-person or online), or collaborative documents such as Google docs. Many disciplines have case studies ready for teaching, which you can find online.
This type of activity generally requires a longer time frame (e.g., 10+ minutes).

Making predictions

Before giving a demonstration or presenting the results of research, ask your students to predict the outcome. Have them discuss as in a "think-pair-share," then run your demonstration or present the finding and follow up with the whys and hows.

Concept mapping

Ask your students to draw a concept map showing how the ideas you have been discussing relate to one another. Allow students time to think on their own (or even prepare their maps prior to class) before asking them to discuss with others and modify. Students may need coaching on concept mapping before they begin.
Shared online whiteboards such as Jamboard or Miro work well for this kind of activity. Post-it notes also allow students to organize concepts. Expect to spend 10+ minutes on a mapping activity.

Drawing/Diagramming

Idea 1

Ask your students to draw and label from memory something they have been studying (e.g., an object, process etc.). Then ask them to work in pairs or groups to compare their drawings and discuss details they may have missed. Debrief by presenting and discussing an accurate representation. Give students time to add elements they have missed.

Idea 2

Ask your students to draw a simplified design, plan, or process, then explain the reasoning behind their choices to a peer. Students discuss and give feedback. To debrief, present your own or a student-created version and explain the critical elements. Allow time for questions.
Depending on the complexity of the task, this activity may take more than 3 minutes. Idea 2 in particular may take 7-10+ minutes.

Worksheet

Design a worksheet with clear instructions and provide a copy to each student. Students work in groups or pairs to complete. Worksheets might involve mathematical or technical problem solving, case studies, or real-world scenarios with challenges for which students propose solutions or approaches. They can also be used for close reading of texts (See " Close reading & visual analysis" below). Explain and discuss with class after activity.
This type of activity generally requires a wider time frame (e.g., 10+ minutes).

Close reading & visual analysis

Ask your students to read and explicate a passage of text, poetry, or music, or to closely examine an image. Then ask them to answer a question(s) based on the material. Have students discuss their thoughts with a peer(s) or discuss and debrief as a class.
This activity lends itself well to a worksheet, think-pair-share, polling, or minute paper and may take longer than 3 minutes depending on the complexity.

Writing prompts

Develop a prompt that asks your students to reflect on a topic or concept they have been studying in class. Prompts often ask students to apply their learning to their own interests, a current event, or a real-world situation. You might ask your students to put themselves in the position of an expert who is giving advice to a lay person on an issue or need (for example in their hometown). What advice would they give as the expert?

Give your students time to think and write, then ask them to turn in their writing. Review and check for understanding.
Depending on your prompt, this activity could take 3-10+ minutes of class time. It may be graded for participation or used as a way for you to check your students' understanding.

Peer review

Have your students review each other's work - either an activity they have worked on in class, an assignment, or an ongoing project. Peer review lends itself well to longer term projects that are broken into parts/phases. An initial peer review (with guidance on best practices) will help students identify areas that need work prior to meeting with you or their TA.
Peer review can also be used with write-pair-share, close reading & visual thinking, drawing/diagramming, and concept mapping. This activity will generally take more than 3 minutes.

Polling

Ask your students a question, allow them to think, then respond simultaneously. When responses indicate a split in class opinion, have students discuss then re-poll. Afterwards, explain both correct and incorrect answers.

Polling can be conducted with or without technology.

Without technology: ask your students to raise their hands or colored cards (see paper clickers video) or place a hand with a number of fingers flat against their chests to indicate their responses.

With technology: Cornell supports two software options for classroom polling: Poll Everywhere and iClicker. Poll Everywhere supports multiple choice, text response, and clickable image type questions and requires that students use a mobile device. iClickers are separate devices for multiple choice-style questions that students purchase and use across classes. iClicker has a mobile app version which supports multiple choice, text response, and clickable image style questions.

Polling is often used with think-pair-shares, problem solving, making predictions, and worksheets. Depending on the complexity of the question and length of discussion, polling will generally take 1-3+ minutes.

Social annotation

Social annotation tools allow groups of students to read, reflect on, mark up, and share ideas about assigned texts (including websites), videos, and podcasts. This collaborative process helps students to develop a deeper and more nuanced understanding of the material.

Cornell supports two social annotation tools: Perusall and Hypothesis. Perusall (for text, video, and podcasts) is incorporated into Canvas and can be used in conjunction with Canvas Groups. While Hypothesis (text only) is considered an outside tool, it is often preferable in small classes for analyses of text.

Discussions (online)

Discussions are a great way to help your students engage with course material and develop a sense of community. Instructors tend to use discussion boards in several ways: for developing their students' critical thinking around course-related concepts, for quick feedback, and/or for course Q&A.

To have your students to reflect on and discuss a concept related to your course, ask them an open-ended question that does not have an easy answer. Show them that you are involved by commenting on posts. Your presence in the conversation will model and encourage quality posts over quantity.

You can also use the board more informally as a way of gauging student understanding of or questions about the day's lecture, their feelings about a new activity you tried, the difficulty of the last homework assignment, or their thoughts on a current event.

When using a discussion board for Q&A, students will often respond to others' posts. While this is a good thing, it is important that your (or your TAs) regularly review the accuracy of their responses. Your visible presence shows that you care and value the space.

Cornell supports Ed Discussion, which extends the basic functionality of Canvas Discussions.
See our comparison of Ed Discussion and Canvas Discussions.

Other collaboration tools

FeedbackFruits is an online tool that uses peer assessment and interactive content to engage students in a collaborative online environment. Students give and receive individual or group feedback on their (uploaded) work with the help of a built-in rubric. Instructors can add quizzes and discussion questions to video and audio content for students to annotate in threads.
FeedbackFruits can be added to your Canvas course through the course navigation tab.
Flip allows students to organize, curate and share multimedia content of their own creation or from around the web. At Cornell, the video component is often used as a way for students to introduce themselves to their classmates, to capture and share class concepts in action in the world, or for projects in which they teach their peers about a specific topic or process.
F lip can be added to your Canvas course through the course navigation tab.

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Getting started with active learning techniques

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Present students with a question, problem, or item for reflection. Have students reflect or write on their own for 1-2 minutes then discuss with a peer for another 2 minutes. Call on several pairs to share their thoughts. Gauge student progress and provide further guidance if needed.

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Chatbot tone modifiers - Linked In from "There is an AI for that":::25/8/2024:::

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Chatbot tone modifiers - Linked In from "There is an AI for that":::25/8/2024:::

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I thought this was interesting/funny. How to change the tone of how the chatbot talks to you! I put it here at the very bottom of this column...

Reference:

https://taaft.notion.site/Chatbot-Tone-Modifiers-d9e72aab00594b5bbfb8ff94cf97cb4d

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Your connected workspace for wiki, docs & projects | Notion

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A new tool that blends your everyday work apps into one. It’s the all-in-one workspace for you and your team

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Enregistrer son cours . Vous trouverez les informations sur le Wiki de SITEL (dossier multimédia). Se connecter avec les identifiants UniNE

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Enregistrer son cours . Vous trouverez les informations sur le Wiki de SITEL (dossier multimédia). Se connecter avec les identifiants UniNE

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← Retour à la section Multimédia

Introduction

Il est possible d'enregistrer les cours sous forme vidéo dans 22 salles de l'UniNE avec le système Ubicast. Les vidéos intègrent le contenu du PC (PowerPoint ou autres), la vidéo du professeur ainsi que le son du professeur et des étudiants. Ces vidéos peuvent ensuite facilement être intégrées dans Moodle pour les rendre accessibles aux personnes inscrites au cours ou de manière plus générale. Il est également possible d'éditer le contenu des vidéos, d'ajouter des chapitres et des liens externes, le contenu du PC est directement indexé par reconnaissance de caractères, ce qui permet de faire des recherches pour directement accéder à des parties précises du cours.

Le seul prérequis pour l'enregistrement est, pour la personne qui donne le cours (seule la personne qui donne le cours a le droit de demander l'enregistrement de son cours),de donner à l'avance l'agenda des cours qui doivent être enregistrés. Les équipements dans les salles étant réglés automatiquement, il n'y a pas besoin de porter ou de mettre en route un micro ou autre équipement. De manière similaire aux studios d'enregistrement, une lumière rouge sur la caméra en fond de salle indique lorsqu'un enregistrement est en cours.

Demandes d'enregistrements

Merci de faire la demande par mail à hotline.sitel@unine.ch en précisant le nom du cours, le code matière, nom du professeur,salle,date, heure de début et heure de fin et si l'enregistrement doit se faire chaque semaine durant le semestre(en règle générale, les enregistrements démarrent à xxh15 et finissent à yyh00). Le mail d'une personne de contact doit aussi être donné, c'est elle qui recevra les liens pour accéder à la vidéo à la fin de chaque enregistrement.Il est également souhaitable de confirmer avec le secrétariat de la faculté que les informations dans le système PIRES sont également à jour.

Une chaîne est créée pour chaque cours que l'on désire enregistrer, selon la même structure et les mêmes dénominations que l'on trouve sur Moodle. L'adresse et les droits d'accès et d'édition de la chaîne sont donnés par mail au professeur et personne(s) de contact, souvent le ou les assistants.

Édition des vidéos

Une fois la vidéo enregistrée, elle est exportée vers le Mediaserver qui se charge de préparer les différents formats de vidéo pour les différents types de lecteurs. Cela peut prendre du temps, jusqu'à 12 heures selon la charge de travail du système.Un mail est envoyé automatiquement à la personne désignée. Le mail est envoyé avant que le traitement des vidéos ne soit terminé.Pour éditer la vidéo, il y a deux méthodes.

Depuis le MediaServer (méthode recommandée)

Il faut se connecter sur la chaîne qui a été créée par l'administrateur et qui contient toutes les vidéos d'un cours. Il faut s'identifier avec son nom d'utilisateur et mot de passe de l'UniNE. Le professeur et ses assistants ont les droits complets sur cette chaîne et toutes les vidéos affichées peuvent être éditées. L'interface utilisateur pour l'édition d'une vidéo est la même que celle que l'on trouve dans Moodle. Une fois la vidéo prête, il faut copier le lien présent sous "Paramètres > Lien LTI vers ce média", aller dans Moodle, choisir "Ajouter une activité ou une ressource", sélectionner "Outil externe", et mettre le lien dans "URL de l'outil". La vidéo devient directement visible dans Moodle.

Depuis Moodle

On active le mode édition de Moodle, on choisit "Ajouter une activité ou une ressource", on sélectionne "Outil externe", et on met le lien dans "URL de l'outil". La vidéo devient directement visible dans Moodle. Si la personne a les droits Instructeur (professeur) dans le cours, le menu "Éditer" apparait dans le haut droite de la vidéo. Ce menu permet l'édition, Découpage et Diapositives pour mentionner les sous-menu les plus utiles.Pour éviter des erreurs ou pertes de parties de la vidéo initiale (vidéo parent), une vidéo découpée devient une nouvelle vidéo (vidéo enfant). Lorsque l'on a fait une découpe et qu'elle est sauvegardée, on peut voir l'info sur la découpe sous Paramètres > Découpage réussi en vert (il peut y avoir plusieurs découpes différentes et donc plusieurs nouvelles vidéos enfant si cela est nécessaire). En cliquant sur le bouton "Information" à côté de Découpage réussi, les informations sur le découpage sont affichées et cela permet d'accéder à la vidéo enfant en cliquant sur le bouton "Vu". La vidéo enfant s'affiche et, en l'éditant on peut voir le nouveau lien sous "Paramètres > Liens". Il est donc nécessaire de recréer une nouvelle activité/ressource dans Moodle avec ce nouveau lien pour pouvoir intégrer la vidéo découpée.Une fois ces étapes réalisées, on peut effacer l'activité avec le lien de la vidéo initiale (parent) dans Moodle, cela n'effacera pas la vidéo parent du Mediaserver pour autant.

Découpage d'une vidéo

Si vous devez enlever une partie d'une vidéo, vous pouvez l'éditer en cliquant sur le bouton " Editer " qui apparait lorsque l'on passe la souris sur le titre ou l'image de la vidéo. Après avoir cliqué sur " Editer ", le deuxième menu en haut offre la possibilité de " Découpage ". Le Découpage se réalise en choisissant sous la vidéo le bouton " Ajouter une séquence ", vous mettez la lecture au début de la partie de la vidéo qui doit être conservée, on clique sur le bouton de forme " pin " et le timing du Début est affiché, on se déplace à la fin de la vidéo qui doit être conservée et on clique sur le bouton de forme " pin " et le timing de Fin est affiché ; il est aussi possible donner le timing manuellement. Ensuite, si une seule séquence doit être conservée comme vidéo finale, on clique sur le bouton " Fusionner toutes les séquences " et la vidéo est retraitée pour être disponible pour tous les formats (PC, tablettes, smartphones,...). Le traitement peut prendre du temps, de l'ordre de 1 heure pour 30 minutes de vidéos. A la fin du traitement une nouvelle vidéo est créée avec le nom " (trimmed) " ajouté à la fin du nom original. C'est cette vidéo qui est la vidéo finale. La vidéo originale pourra être effacée lorsque l'on est sûr d'avoir terminé son travail ; elle sert de sauvegarde en cas d'erreur lors de l'édition et qu'il faut recommencer le travail.Si on doit conserver plusieurs parties de la vidéo, par exemple lorsqu'on enlève le début de la vidéo qui contient une partie non intéressante, ensuite une pause au milieu et la fin qui n'a plus d'élément intéressant, on crée plusieurs séquences avec le bouton " Ajouter une séquence ", puis la procédure est la même que pour une seule séquence, cliquer sur le bouton " Fusionner toutes les séquences ".

Ajouter des chapitres

L'ajout des chapitres se fait une fois le découpage de la vidéo terminé en regardant la vidéo qui a été créée par le découpage et en ayant choisi d'afficher le volet de droite en cliquant sur la petite horloge dans le haut droit de la vidéo. On se déplace dans la vidéo à l'endroit où un chapitre ou sous-chapitre (plusieurs niveaux sont possibles) doit être ajouté. On clique ensuite sur bouton + en bas du volet de droite et on choisit " Chapitre " et on donne un nom avant de cliquer sur " Soumettre ".

Autres contenus vidéo

Il y a d'autres possibilités qui sont offertes sur le Mediaserver, depuis le menu vert "Ajouter du contenu" (en haut à droite) il est possible d'ajouter du contenu (vidéos) directement, soit à partir d'un enregistrement de son PC(contenu de l'écran avec ou sans vidéo), soit en téléchargeant une vidéo déjà existante.

Salles équipées du système d'enregistrement UbiCast

Les salles équipées pour l'enregistrement de cours avec UbiCast sont les suivantes:

Breguet 1

207 (147 places)

301 (96 places)

Breguet2

R107 (46 places)

R110 (113 places)

R113 (48 places)

Espace Tilo-Frey

RN02 (90 places)

RE48 (90 places)

Aula des Jeunes-Rives (430 places)

UniMail

B013 (44 places)

B103 (52 places)

B104 (28 places)

F-100 (Aula UniMail) (180 places)

F200 (Auditoire Louis-Guillaume) (116 places)

GGA (Grand auditoire Chimie) (250 places)

Premier-Mars 26

B32 (60 places)

C45 (108 places)

C46 (210 places)

C47 (117 places)

C49 (40 places)

C52 (64 places)

C54 (90 places)

D67 (123 places)

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Enregistrement de cours en salle équipée

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← Retour à la section Multimédia Il est possible d'enregistrer les cours sous forme vidéo dans 22 salles de l'UniNE avec le système Ubicast. Les vidéos intègrent le contenu du PC (PowerPoint ou autres), la vidéo du professeur ainsi que le son du professeur et des étudiants.

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Page internet de l'Université de Laval (temps de lecture 3 minutes)

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L'évaluation des apprentissages des étudiantes et étudiants est un processus qui comporte plusieurs composantes, notamment les apprentissages à évaluer, les moments et les méthodes pour recueillir des traces ou des preuves d'apprentissages et la manière d'outiller la correction et la rétroaction de ces apprentissages. Mettre en place ces composantes nécessite une stratégie d'évaluation réfléchie et planifiée dès la conception d'un cours. Cette stratégie structure l'ensemble du processus d'évaluation, en cohérence entre les objectifs et les activités d'apprentissage du cours pour ainsi favoriser la validité du processus évaluatif.

Six critères pour élaborer une stratégie et des évaluations efficaces

Brassard, 2012 propose six critères dont vous pouvez tenir compte pour concevoir des évaluations efficaces.

1. Lier les évaluations aux objectifs d'apprentissage du cours et aux activités d'enseignement afin qu'elles soient signifiantes pour les étudiantes et étudiants.

2. Mettre les conditions en place pour permettre aux étudiantes et aux étudiants de bien se préparer et de bien réaliser leurs travaux (ex.: annoncer le type de questions, présenter les grilles d'évaluation, expliquer le mode de correction).

3. Évaluer les apprentissages des étudiantes et des étudiants à différents moments dans la session pour leur permettre de corriger leurs erreurs et de se réajuster en vue de l'évaluation finale.

4. Varier les méthodes d'évaluation pour évaluer différents types d'apprentissages (connaissances, applications théoriques ou pratiques, attitudes ou comportements), mais aussi pour rejoindre le plus de personnes étudiantes possible. Chaque étudiante et étudiant apprend d'une manière différente.

5. Rédiger des questions et des consignes claires afin de bien formuler vos attentes.

6. Corriger le plus objectivement possible, notamment en développant des grilles de correction présentant des critères observables et mesurables.

Une stratégie, cinq questions

Pour élaborer la stratégie d'évaluation d'un cours, vous êtes invitées et invités à consulter ces pages dédiées aux questions(1) suivantes :

Quoi évaluer? Identifier les objectifs d'apprentissage.

Pourquoi et quand évaluer? Déterminer le moment et le but de l'évaluation: avant (diagnostique), pendant (formative) ou après un enseignement (sommative).

Comment obtenir des traces des apprentissages ? Déterminer une méthode adéquate.

Qui évaluera les apprentissages et comment ? Planifier la façon d'analyser les traces d'apprentissage.

La stratégie d'évaluation permet, pédagogiquement, d'harmoniser l'ensemble des activités d'évaluation formative et sommative planifiées pour un cours et qui seront communiquées au plan de cours.

(1) Questions inspirées de l'intention d'évaluation présentée par Leroux, J. L. et Bélair, L. (2015). Exercer son jugement professionnel en enseignement supérieur. Dans Leroux, J.L. (dir) Évaluer les compétences au collégial et à l'université : un guide pratique. Collection Performa, Chenelière Éducation : Montréal. pp 65-104

Le Règlement des études indique certaines dispositions dont il faut tenir compte au moment d'élaborer ou de communiquer les modalités d'évaluation d'un cours.
Voir les articles: 2.38 h (p.28), 4.28.1 et 4.28.2 (p.38)

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L'évaluation des apprentissages des étudiantes et étudiants est un processus qui comporte plusieurs composantes, notamment les apprentissages à évaluer, les moments et les méthodes pour recueillir des traces ou des preuves d'apprentissages et la manière d'outiller la correction et la rétroaction de ces apprentissages.

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Vérifier la cohérence de son enseignement adapté pour un format à distance (aussi pertinente pour l'enseignement en présentiel)

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Vérifier la cohérence de son enseignement adapté pour un format à distance (aussi pertinente pour l'enseignement en présentiel)

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Vidéo de l'Université de Lausanne (8 min 29 s)

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Vérifier la cohérence de son enseignement adapté pour un format à distance

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Not all students want to fit in, but every student wants to matter-Celine Caquineau, The University of Edinburgh:::9/4/2025:::

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Not all students want to fit in, but every student wants to matter-Celine Caquineau, The University of Edinburgh:::9/4/2025:::

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The author (who teaches an introductory course to 300 students) emphasizes the importance of fostering a sense of mattering among students to enhance engagement and performance. Here are three key points:​

1. Significance of Mattering: Beyond merely fitting in, students need to feel that they are important and their contributions are valued, which positively impacts their engagement and academic outcomes.​

2. Effective Strategies: Implementing practices such as encouraging student interactions, offering choices in discussion topics and assessment weightings, and incorporating collaborative learning activities can help convey to students that their presence and input are crucial.​

3. Positive Outcomes: Applying these approaches led to increased lecture attendance, reduced coursework non-submissions, and improved exam performance, indicating that when students feel they matter, their academic engagement and success improve

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Not all students want to fit in, but every student wants to matter

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Making students feel they matter can dramatically improve lecture attendance. Here are ways to do it

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Design pédagogique - livre disponible en pdf, open access, sur comment mettre en place (ou faire évoluer) son enseignement (Unil-EPFL)

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Design pédagogique - livre disponible en pdf, open access, sur comment mettre en place (ou faire évoluer) son enseignement (Unil-EPFL)

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LIVRE OPEN ACCESS. Le livre "propose une approche pratique, visuelle et modulaire fondée sur le principe de la cohérence pédagogique". Le livre est facile à lire et vraiment très pratique. Il y a aussi un canevas à télécharger sur la page qui rend le travail encore plus simple. Vidéo explicative ici

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Design pédagogique - - Jacques Lanarès, Marc Laperrouza, Emmanuel Sylvestre (EAN13 : 9782889155408) | Éditions Épistémé I Sciences humaines et sociales

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Design pédagogique - - Jacques Lanarès, Marc Laperrouza, Emmanuel Sylvestre (EAN13 : 9782889155408)

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The faculty lounge: la newsletter pédagogique de Harvard Business Publishing

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The faculty lounge: la newsletter pédagogique de Harvard Business Publishing

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La newsletter hebdomadaire pour les enseignant-e-s rempli d'articles intéressants en lien avec l'enseignement et l'apprentissage. En général, les articles sont très pratiques et donnent des conseils et idées à tester. Inscrivez-vous ici

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In the pandemic’s wake, how can you be understanding about what people have been through—and continue to go through—while still holding them accountable for their work? And should you worry about being taken advantage of?

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 A case study on the use of an AI grading tool, written by Rahul Kumar, International Journal for Educational Integrity, that makes for an interesting read about the pros, cons and ethical aspects of using AI for teaching related tasks. 

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 A case study on the use of an AI grading tool, written by Rahul Kumar, International Journal for Educational Integrity, that makes for an interesting read about the pros, cons and ethical aspects of using AI for teaching related tasks. 

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Faculty members' use of artificial intelligence to grade student papers: a case of implications - International Journal for Educational Integrity

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This paper presents the case of an adjunct university professor to illustrate the dilemma of using artificial intelligence (AI) technology to grade student papers. The hypothetical case discusses the benefits of using a commercial AI service to grade student papers-including discretion, convenience, pedagogical merits of consistent feedback for students, and advances made in the field that yield high-quality work-all of which are achieved quickly.

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Vidéo de HES-SO (1 min 24 s)

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Utiliser des podcasts dans son enseignement 

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Utiliser des podcasts dans son enseignement 

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Vous savez que j'aime les podcasts!
Si vous aussi, vous aimez les podcasts je vous encourage d'aller écouter l'épisode 381 de Teaching in higher ed sur comment on peut intégrer des podcasts dans son enseignement. Very inspiring!

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[00:00:00] Bonni Stachowiak: Today on episode number 381 of the Teaching in Higher Ed podcast, Barbi Honeycutt joins me to talk about how to use podcasts in teaching.

[music]

[00:00:13] Production Credit: Produced by Innovate Learning Maximizing Human Potential.

[music]

[00:00:22] Bonni: Welcome to this episode of Teaching in Higher Ed. I'm Bonni Stachowiak and this is the space where we explore the art and science of being more effective at facilitating learning. We also share ways to improve our productivity approaches so we can have more peace in our lives and be even more present for our students.

I'm excited to be welcoming to the show today, Dr. Barbi Honeycutt. She's a teaching and learning consultant, speaker, author and podcaster. She's the founder of her own Educational Consulting Company based in Raleigh, North Carolina, Barbi creates virtual professional development programs, workshops and courses for college professors, graduate students, post-doctoral scholars and faculty development professionals who want to increase student engagement and improve learning.

Dr. Honeycutt is the creator and host of the Lecture Breakers podcast, which you'll hear about in today's episode and the virtual summer conference. Throughout the past 20 years, Dr. Honeycutt has facilitated thousands of professional development events for educators from around the world, representing nearly every academic discipline and profession within industry, education, government and nonprofit settings. Barbi Honeycutt, welcome to Teaching in Higher Ed.

[00:01:52] Barbi Honeycutt: Thank you, Bonni. It is so great to be here.

[00:01:55] Bonni: I love getting to talk to you, even though I feel like we talk to each other all the time.

[laughter]

Just not in a synchronous way. Today, it is synchronously because I listened to your podcast of course and I've followed your work for such a long time. It's great to have this conversation.

[00:02:09] Barbi: Thank you and likewise, I've been following your podcast for a long time and I am super excited that we could get together. I want to formally extend the invitation on air to make sure that hopefully we can get you on my podcast as well, because I just love the work you're doing in this space. I think our work intersects a lot.

[00:02:26] Bonni: I love the name of your podcast. Lecture Breakers I realize is the idea of taking breaks, but also just breaking things, breaking the norms, changing things up is such an important part of learning. I think you have a great name for that podcast and I've really enjoyed learning from you and your guests.

[00:02:44] Barbi: Thank you. The Lecture Breakers is all about breaking up those lectures and all the different ways that we can do that. It's all about increasing student engagement and improving learning and not talking at our students, getting away from the podium and all those creative ways that we can do it.

When first started doing this work, I did a lot with flipped classrooms and I was like, "Man, there's so many other ways that we can be creative with our lectures. We don't just have to flip them. There's so many things we can do." When I created the podcast, I wanted to be able to capture as many of those stories and strategies as I could from so many creative educators.

That's exactly what we've been able to do. I'm really excited. We're coming up on 100 episodes at the time of this recording. I'm pretty proud of that.

[00:03:24] Bonni: Oh, congratulations. We actually both have something huge we're celebrating. The day that this episode airs, which is September 30th, 2021, by the way, even if you're listening later, you can still celebrate with Barbi and I. Barbi, what are we celebrating today?

[00:03:41] Barbi: We are celebrating International Podcast Day, which I have just learned about. I did not celebrate it last year because I didn't know it was a thing, but now I'm really excited. I want to make sure that we are sharing all the amazing podcasts that are out there, whether they're in education or not, because I listened to a lot of different ones and get a lot of ideas from a lot of different podcasters out there. I'm really excited to share this day with you and your listeners.

[00:04:06] Bonni: We weren't sure what we should gift each other for the occasion but I think what I'll be gifting to you, Barbi, and hopefully to others is I'll be updating my list of favorite podcasts that I enjoy listening to because it's been a while since I updated that and it definitely has changed.

I'll also link over Brian Alexander often does this too and I'll link to whatever he has as his most recent list of podcasts he enjoys. He's actually the person who inspired me many years ago to start a list of my own and categorize those things so it'll be fun.

[00:04:35] Barbi: Awesome. I'll definitely put together some kind of top 10 list or something. I'll be able to share that as well.

[00:04:41] Bonni: On today's episode, we're going to be exploring how do we use podcasts in our teaching and the first bit of advice, by the way, I'm not going to end here. Don't panic with what I'm about to say, but the first bit of advice is counterintuitive and it's to not make a podcast.

Secret surprise, spoiler alert, at the end of today's episode, we will tell you how to create a podcast if you change your mind and decide to go against this advice. Barbi, I just find so much of the time people think that to enter into the world of podcasting, there is one route and that route is to record one's lectures.

What we end up finding out in that process is that our lectures don't always translate well into a podcast medium and also, that there are other entities that have invested a tremendous amount of money and time and expertise and to making things that I personally can't fathom [laughs] ever making myself.

The idea we first want to explore here is just the tension between curation versus creation. I know we are going to be talking about creation, how to create your own podcast at the end, but would you talk a little bit about what your thoughts are around the power of curating podcast resources?

[00:06:06] Barbi: I think this is a great piece of advice for faculty, as we are thinking about how to leverage the power of podcast in our courses. Audio is a powerful medium, but as you just said, if you're going to just hit record on a lecture that you're giving, it's amazing how many times we refer to a chart or a diagram or we have a quote on the screen that we're reading that we want to share with our students.

That's not going to translate in the audio space, in the podcast space. It's not as easy as just hitting record or ripping out the audio from some lecture that you recorded. That's not the goal right now at this stage.

What we're trying to do is encourage listeners to think about how you can find these amazing podcasts that are already out there that integrate with your course, your learning outcomes, your course goals, your course topic and leverage that. As you said, there are so many podcasters out there who have funneled so much time, resources, money.

They've done the research for you and you can grab pieces of an episode or a series of episodes and use that as supplemental or complimentary material in your course and really bring that course material to life. You don't have to reinvent the wheel. You don't have to create everything from scratch because podcasts are hard work.

It's been and I'm speaking to a podcaster so you know this, it's not as easy as hitting record and just recording your voice and calling it a day. There's a lot that goes into producing podcasts on the back end. I think it's really wise to go into this, having this conversation upfront before we kind of start sharing how to actually do this in the classroom.

[00:07:49] Bonni: I have a colleague who teaches US Government and she really wants to bring a lot of life and vibrance into that class. Of course, today, given how polarizing things can be in a class such as that, also to help people enter into those conversations in a less threatening way.

I told her about a season of the More Perfect podcast. What they did was they looked at the 27 amendments to the United States Constitution. Rather than give lectures on them, they had some famous and some not known at all musicians get together and write songs about them.

Some artists you would recognize like Dolly Parton wrote a song or maybe you've heard of the band called The Mellow Tones. All kinds of musicians came together and put their own spin for each one of those amendments. Of course, we can analyze the lyrics then, and then they did what are called liner notes.

Barbi, I'm going to laugh a little bit at this. I had to teach some of my younger colleagues but liner notes are- but we used to have things called albums and we would play them [laughs] on record players and on the back or even some cases inside where the liner notes, who wrote the song, who played the drums, et cetera. They have the liner notes for the 27 album that contains all these different songs.

Imagine all the different ways that students might be able to engage with this content in- where we don't have to just start out with debating before we really understand the terms, how did this amendment come about? What some of the history. I think it's just a wonderful example.

I don't think I'll ever find myself in a place where I'm going to be able to have people write songs about whatever [laughs] it is I have to communicate but I can put together playlists. We're actually about to have our faculty gathering, coming up here soon as of us recording this. We're even putting together a playlist of songs that are around the theme for the gathering.

There's all kinds of ways we can use music and then we can use lyrics and then we can use these liner notes to really liven up our content. That's just one example, Barbi and I both encourage you to think about and explore all of the possible ways you could bring in that disciplinary knowledge and some amazing ways.

[00:10:19] Barbi: Well, and Bonni, I was just going to say, most podcasts right now are free. You can just do the search, grab what you want, integrate it into your course, and you don't have that barrier of a paywall for most podcasts. Like you said, you can get Dolly Parton and integrate that into your course, which is amazing.

It also gives you the chance to bring the most current perspectives or different perspectives into your course, which you may or may not be able to do if you're creating it on your own. I love to listen to people who have different opinions on a particular topic. I've recently started listening to a podcast called The Rewatchables, and it's just a group of people who get together and they rewatch some of the most interesting movies, like the Terminator or Good Fellas or Jaws.

They talk about it, but they analyze it not only as a fan but like from movie critics and things like that. It's amazing all of the things that you can think about how to integrate into a course, and like you say, you can curate that, you can integrate it in a strategic way with your learning outcomes and really bring it to life in a way that you may not have been able to if you were creating it on your own.

[00:11:25] Bonni: In terms of how we might structure podcasts as a content entity inside of our class, what are some of the different ways that you see people make use of them in terms of different methods or approaches for organizing classes?

[00:11:39] Barbi: Oh, it's a great question. I definitely want you to share your story that you shared before you hit record about how you've done it. I think people can take two podcast episodes, they're about, that's the same topic and you can have students compare and contrast the two.

What are the different opinions? What are the different research points that they're bringing in? What are the different outcomes or findings? I think that that could be a great way to do it.

You can have students listen to a podcast or a piece of a podcast and post their favorite quote or the most controversial quote or a quote they disagree with just to get some conversation going. I've seen people invite the podcast host or guest into their courses and continue a conversation that once they listen to one episode, then they, the students write a list of questions and say, here's more questions we have about this topic and actually bring in the host or the guest.

For me, just as a sidebar, I've been using podcasts over the last year and a half in my faculty development workshops. Faculty, it's almost like flipping it with a podcast, so faculty listen to an episode. I usually let them choose between one or two or three episodes, and then we have a conversation about it.

What are the key points? What do they want to share in their courses? What were they surprised to hear? You can do that same type of format, in your courses with your students. It could be another way to flip it and allow for more engagement interaction that's an alternative to reading a book or reading the textbook or watching a video.

[00:13:05] Bonni: You mentioned that we don't have to use a podcast in its entirety. There are some tools that are allowing us to select clips out of them. I use a app called Overcast that's on the iOS, the iPhone universe, and it allows me to just take out a clip of, I think, up to 90 seconds, although I may be off on that a bit, and be able to share that.

I can share it. I actually often share it to myself via email, and then I can post that inside the learning management system if I just wanted to capture a little bit of the story, but of course, students can do that as well. Overcast is not the only app that does that, it was just among the first and now, so many of the other ones are offering that as a feature.

This American Life has that built into a website where you can go and take a clip. The nice part about that is it includes transcripts, so the video file that gets generated has both the audio, but it also has the captions that are appearing with it, and it's really nicely done. You can have the little selector of exactly what content, what portion of the audio you'd like to select.

There's really a great way to take little pieces of This American Life, which of course is just such a phenomenal storytelling podcast that's been around for a very long time and tells very compelling stories about a lot of different things that could show up within our various disciplines.

One thing that has come up on the podcast actually a few times now is the idea of times for telling, Derek Breth is the person who first introduced me to this particular phrase. The idea here is that rather than to begin lecturing to you about the five ways that such and such happens and all this stuff and getting into the process, I can start out by capturing your imagination, getting you curious, getting you wondering what on earth is happening in order to earn a little bit of attention.

That we might be more willing to pay attention to some of the less stimulating parts of what someone has to share if it started out with something that really got us curious and got us thinking. Derek way back when he came on the first time, talked about those Mentos experiments, where you put the Mentos and the diet Coke and it explodes and then kids are like, "Wait, why does it happen with diet Coke, but it doesn't happen with regular Coke?"

Getting all those questions out around our disciplines, it creates times for telling and podcasts can do that for us as well. Maybe we just do a clip or maybe it's a nice short one that was designed to be in little bite-size pieces just from the very beginning. Then that gets us asking lots of questions.

When issues, I teach a business ethics course, and when issues around disability and discrimination come up, I'll generally have them listen to a podcast that explores some of these issues first.

Then we can have those discussions where they understand a little bit more of some of the tensions and nuances around this particular type of discrimination. Another big way besides times for telling has to do with prediction, and Barbi, I don't know if you've ever played around with prediction in any of your teachings. I first heard about out it from James Lang in his first edition of Small Teaching, and of course, now he has his second one out.

All of the research that shows that rather than me tell you, 44% of people think this, or do this or whatever to say, Barbi, how many, what percentage of people do you think do X, Y, or Z, that there's gonna be a lot more retention around that 44% than if I just told you in the first place. You can use podcasts to do that prediction, including I listened to- I have students listen to one around a currency crisis that occurred in Brazil many years ago, and it's a 15-minute podcast on the show called Planet Money.

It's perfect because just around the seven or six-minute mark, I can press pause and it has defined the problem of how they would go and their money was worth $50 one day and $500 the next and back down to $50, and they lost trust in their currency as a society and a culture. Then I press pause and I say, "What would you do if you were brought in to try to solve this problem?"

Then I have them discuss it, document what they think they would do or what they think the economists suggested, and then press play and let them hear the end. I know you've got an example, Barbi, of how we can bring movement in with podcasting as well.

In fact, a book to share, and the author came on your podcast as well. Could you talk about how we might have people moving while they're listening to podcasts and how that relates to the research on learning?

[00:18:17] Barbi: First of all, let me just say, I love your prediction format for a podcast. That was the one I was hoping you would share because you just have me thinking of, I mean, that's such a great platform if you're teaching teachers or future business leaders or anybody to make the ethics courses. They're making those hard decisions to give them information and then stop it there and then let them take it.

I think that's a fantastic way to leverage podcasts in a classroom and allow the professor to be that guided on the side, if you will, instead of telling all of the information and all of the answers. I just wanted to give a shout-out for that because I love that format. Yes, Susan Rock came on my podcast and I should have tagged the episode.

I'll make sure that I'll send you that for the show notes, but yes, she was talking about movement and the importance of movement. Her book is called Minding Bodies. It's all about the power of connection between what we're learning and what our bodies are doing and the environmental space that we're in.

Things like taking a walk while you're listening to the podcast can really help you decide, make decisions about depends on the topic, but what kind of ideas you might get? Say, if you're listening to this podcast while you're taking a walk, it might give you new ideas for your teaching.

The disadvantage there is you might not have a notepad and pen to write everything down but to somehow capture of that or tag that. When I was talking with her and when I was reading her book, what struck me is that, the way that she describes teaching and learning, being this all-inclusive type of experience.

Not just sitting behind a computer or not just sitting down, writing something, it becomes, what are the smells? What are the sounds? What am I looking at? It's like everything. What struck me here is that I tend to do that when I am working with children. When I'm teaching my son, I'm all like- If we go outside, I'm like, "What does this flower smell? What does it feel like? What color is it? Where is it located? What kind of environment is it in? Do you think other flowers can grow here?"

We just had this whole conversation about this flower in its environment and we're out and we're exploring it and we're doing all these things. I tend to associate movement with children learning. I don't know why, but for some reason, I haven't done that when teaching college students or adults.

She really makes a fantastic case for why we should bring all of this into our teaching and learning. In her case, it's like you go down in the stacks and in the stacks, that's where you can touch and feel and smell the artifacts of all the books throughout history that have been written.

There's just nothing like that and it really brings it to life for students. I think podcasts can be a medium for which that could happen, whether it's as simple as taking a walk, reflecting on your teaching and what you're doing, and then coming back and implementing something you learned.

[00:21:11] Bonni: Oh, my gosh, yes. I think sometimes we, including me, tend to take this a little bit too literally. Are you telling me to bring in- My mom and I just went for a hike with the kids the other day, and we both were sharing how much we love the smell of manure, and apparently, that has not been passed on to the children as a side note, because they remind us of things.

We're not literally telling you to bring manure or flowers or whatever your favorite smells are into your classroom, but what I have found about podcasting, just like a good book is that we're carrying those with us already. Podcasting is a very intimate medium if you do it well because you can bring people to places in their imagination and they are bringing the smells with them.

They're bringing the visuals with them. It's hard to explain unless you really are into podcasts and have had that experience where you literally feel like you're traveling to Brazil and you're literally feeling like you're experiencing what that would have been like to have had your money in the bank and not know if it was going to be there or worth anything the next day and those feelings that you might be experiencing.

That's what I find fascinating about her work, as it relates to podcasts, both because we don't have to be tied inside of a classroom or behind a computer. That's an aspect of it that I find really beneficial, but then also what good stories can do, whether they be in books or whether they be in our ears, to help take us to places in our imagination and I just love that. That works in any discipline.

[00:22:49] Barbi: Absolutely. I will say, I don't recommend bringing manure to your class, but if you can bring a leaf or rock or whatever it is you're studying and you bring that in and let students touch it and see it and whatever that could be, bring that to life for them.

If you combine that with audio, maybe you- I know we're not talking about creation yet, but there could be a podcast out there that's like, "You're taking a walk through the woods. What do you notice?" More like a meditation type of podcast that could be combined with some intentional observation and movement because you're out in the world.

I do not know if those podcasts exist. I am sure they do, but I think that there are so many possibilities here with how you can use the power of audio, and then when you integrate movement and you really start thinking about what are students touching, seeing, hearing, smelling, feeling? All of those things can really create a very immersive and memorable running experience.

[00:23:42] Bonni: Those are such good examples because the ones I was talking about is where the storyteller or the content creator takes us on a journey with them, but a lot of wonderful storytellers and people that can help engage us to get us to be more present in the moment and the spaces and places where we are.

Our daughter's teacher doing some portion of the remote learning would say, "Look around you, and can you go find something like this?" She's teaching math, but she's teaching math in their context. Sometimes they would have, "Can you have them bring a deck of cards with them?"

Instead of just being sitting in front of a screen, just like you were talking about, instead of the leaf, in this case, it's a deck of cards and it's the tangible and physical and something that I can touch where I can take my own environment and something tactile and bring it in. I think that's wonderful anytime I find where someone is doing audio because again, it is such an intimate medium.

A lot of people listen using headphones, so we're talking to them right inside their ears and to be able to say, "How are you feeling right now?" or "What do you think he did next?"

[00:24:59] Barbi: I agree.

[00:25:00] Bonni: "What kinds of questions do you find you wrestle with as you're hearing this story unfold?" Just to help that person get in touch with that, it's a wonderful way to connect and then bring back that attention. That's another thing I really took away from another of James Lang's book called Distracted is we can never have someone's attention 100% of the time.

It's all just a question of, "Are we bringing them back into attention or driving them away?" I find that a lot less pressure to put on myself, but what can I be doing to bring them back? That can be so good.

[00:25:34] Barbi: Well, and speaking of the attention piece, as it is right now, what I've seen with podcasting as compared to video is that with video, you capture your audience's attention and if you can keep them there, like on YouTube for 10 minutes, that's amazing. It's like the videos are short and sweet, 2 minutes, 5 minutes, 10 minutes, and what we've seen with podcasting is that podcasting has more retention.

People who listen to podcasts tend to- Once they find the podcast they're looking for, they'll stay there and listen to the whole thing. If you have a 30-minute podcast, they'll listen to the whole 30 minutes. If you have an hour podcast, they'll listen to the whole hour.

It's amazing that we're seeing our audiences and our students and our learners, they're hanging on for the whole duration of the episode, rather than skipping around so much like we see with video. It's really interesting, I'm curious to know more research on this, but that's where we are now and what we're learning about the power, as you say, in the intimacy of podcasting.

[00:26:35] Bonni: If anyone's interested in the body of research and some of the data that- I'm saying research, what I really mean is data analytics. The phrase that one of the companies has coined is called the share of the ear.

Many of us have heard of market share, how much market share does Apple have versus computers that have Windows installed? What's that market share look like? What's the market share of a certain brand of this versus the other?

We're used to hearing market share, but this is a company that looks at where are our ears going? As in what percentage of us are listening to the radio? What percentage of us are listening to podcasts and even more granularly in the world of podcasts, where do we tend to listen to them, and for how long?

I will link to Edison research that has that share of the research. It's more if you're really want to geek out on the world of what's happening in terms of market share and where people are listening. I think it's worth browsing. I always find it interesting when I go and take a peek at it.

I don't peek at it every year, but I just was up there the other day because someone interviewed me about podcasting and I thought, I'd go and see what they've been up to lately.

It's just a fascinating thing. Well, we said we would end the episode talking about- I started by saying, "Don't create a podcast." and now I'm going to say, "Do create a podcast."

Barbi, what are some good examples of when it's going to be worth it to invest the time and the resources and occasionally money, although you can get by with some less expensive equipment, but when is this thing called creating my own podcast going to be worth it in your mind?

[00:28:19] Barbi: That's such a great question, and coming at it from being a faculty member, it's really important to think about how the process of creating a podcast, as well as the content of the podcast connects to your learning outcomes and your course goals. You want to make sure that those things are in alignment because otherwise it just doesn't make sense, and then you're going to get frustrated, your students are going to get frustrated.

You really want to take a close look at that. I know I've had a lot of guests on my show who have talked about the importance of helping students learn what they're calling transferable skills. The ability to be comfortable with technology and know-how to create things using technology. Not just use it as a place for finding research, but actually leveraging it to create something.

If that is one of your goals is for students to be able to do that, then great. Podcast as a creation, as an assignment, could absolutely fit within that. I've also had several podcasts guests who have created podcasts on their own, but I've had more of them co-create podcasts with their students, and some of those podcasts live beyond the scope of the course.

I know in particular there's been a couple, their topic is related to science or health. The students, they started the podcast in the course, they learned how it went. It might've been a limited series and then they kept it going. That's just been amazing to hear.

You may just never know what kind of spark you might light in a student once you give them the tools and the resources to create something like this. I think that's number one, is just really thinking about how does the process of creating a podcast as well as the content really connect to those learning outcomes and those goals? If creating a podcast yourself is part of the goal here, then it's important to ask why. You don't want to do it just to say, "Oh, okay. Well, now my audio version of my lecture is available for students." That's not really good enough.

We want to make sure that if you're using the audio medium that whatever it is you're sharing in your lecture, it fits within that medium. Like you were just talking about storytelling, which is so powerful in audio. Can that be a way that you use podcasts in your course where you share the story on the podcast but then your lecture and your follow up and your facilitation of it happens during class time so to speak?

There's a lot of different ways you can do this. One of the great things about podcasts is they come in all shapes and sizes. You mentioned a 15-minute podcast, there's 2-minute podcast, there's daily podcasts, there's delimited series podcast. Maybe you only do it for the first half of the semester or just for one semester.

There's so many ways, it doesn't have to be a weekly hour-long podcast. You can do something very creative if you wanted to within your course. I do think you have to think about how does this supports my learning outcomes and how does it help my students be successful in this course and beyond.

[00:31:16] Bonni: I have found some people, we're coming to this again, don't fully recognize the barriers that people could potentially experience. My suggestion would be either the whole class is going to do this and maybe each group takes an episode.

You're literally making one episode across as an 8-week term or is it a 16- it depends on how your quarters or your terms are structured but rather than everybody is going to in two weeks make an episode- it's a lot more work needs to go into it to getting everybody up to the level where they feel like they can contribute. I would either say, it's got to be over a longer stretch of time than you might realize.

Some universities actually have it whether it's in their library or through another resource on campus where they'll help your students with editing the audio and all of that. There's a lot of work that needs to go into it like that. That's going to take some time and we want to be careful not to make assumptions, "Oh, everyone's edited audio before. Surely they've done that."

Though these things, if you're going to ask someone who's never done it before, that is going to be pretty time-intensive and you want to make sure that there are the supports to do it. What I have found helpful, Barbi, is if I'm not, I'm reluctant to go all-in because of just we're not what working very well and it wasn't even me that wanted to do it, it was the class that wanted to do it and I went along with it but it caused a lot of friction where people just- It was too short of a time and they got angry with each other and the process and all of that.

Rather than that not to give it as an option for this assignment that maps to the learning outcomes that is about getting these transferable skills more comfortable with technology, you could do a podcast episode or you could do this and give them multiple avenues where if they want to go for it, "Oh, my gosh. How fun is that when they have that kind of agency to explore something that they've always wanted to do?"

I had that most recently when I taught this doctoral class on technology and leadership and these women were just completely jazzed. They created a logo for their podcast, they had the whole thing. It's so fun when you see people really catch fire with what's possible and they're not doing it because they have to. That was so fun.

I was thinking, "My gosh, you really took it so far," and it's because they really wanted to and they planned on continuing it even after the class was over. That's just the best of all world, isn't it? When they're just so wrapped up in what's possible with this new thing.

[00:33:55] Barbi: I will say that I love that you are bringing in choice. That's been a very common theme on my podcast and we're talking about student motivation and engagement, assessment, creativity, and being able to offer choice to students, I think is just so powerful. You can have them.

As you said you clearly had a group of students who were super excited about the podcast platform and so they jumped in and created something amazing. The same thing could be said for a student who wants to start a YouTube channel and just gets really excited about it and maybe their learning curve is not as steep as somebody who just does not care about that medium.

If you want to get down to the nitty-gritty, I spend between 2 and 5 hours editing my podcast for a 30-minute episode. It can take a long time depending on how many things we have to edit down and cut down. I have edited all 100 episodes of my podcast myself, I have not hired out yet.

That's something that I wanted to do eventually but I wanted to learn the process so I would know what's involved and it is a lot of work but I love it. I really, really enjoy it. I'm excited about it.

I think if I were a student in a classroom right now, say, would return back to school and I was given the choice to say, "Hey, Barbi. You want to write this paper or do this YouTube video series or a podcast?" I would jump all on an assignment about a podcast because I have the skills and the tools and I know how to do it and I would love to experiment even more and advance that opportunity to share that with my colleagues and other students.

I love that you're giving students choice. If we're talking about creating a podcast here, that sounds like we're talking about two different options. One, is a faculty member creating a podcast within his or her or their course or students creating a podcast as an assignment?

A lot that could be done there. A lot of creativity can happen in the classroom. I guess it just depends on what are learning outcomes again? What is the goal? What are we trying to do here and then how can you leverage students' interests and professional goals as well?

[00:35:55] Bonni: Barbi, I'm so glad that you mentioned the timeframe that you use because you mentioned you've done the editing on all 100 episodes, so you're now spending between 2 and 5 hours to get that 30-minute episode out there. You've been at this for a while. [chuckles]

[00:36:11] Barbi: Yes.

[00:36:12] Bonni: I think those estimates, we, fortunately, were able to outsource our editing some time ago and then we also outsource things like actually putting the audio file up on our podcast host platform. I don't do that. That we're fortunate.

My husband also has a podcast so we're fortunate that we're able to pay other people to do that for us now. I think that your two to five hours, if I totaled up all time that we're paying those two individuals to do that work, I'm probably right in the same ballpark as you probably closer to four to five if I include the other things like we make quote graphics and the show notes and all that stuff.

[00:36:48] Barbi: Show notes, yes.

[00:36:50] Bonni: Well, and that's not even in my case, including the interview and setting up the interview and prepping for the interview. Mine's probably, I don't know. It depends on if I'm reading the book or not?

[laughter]

[00:37:02] Barbi: I can include all that. Sometimes there is the prep, there's finding the speakers, there's the guests and doing the research on them. Yes, there's a lot into it but just the actual.

I took a course to learn how to do podcasting and I spent about six weeks taking that course working through it at my own pace so that I had it on the end. This doesn't even include like how to get up the speed with the technology and the tools and how to structure a really good interview and conversation.

There's a lot that goes into it, there's a lot you can streamline. Again, you don't have 100 weeks in a semester, so you have to really concentrate and think about, "Is this worth the time? What are we going to do here?" Like you say, it's something that could be an option or a choice.

[00:37:46] Bonni: I think this is going to be a great time for us to shift over to the recommendation segment because I know speaking of editing, our podcast editor jokes and says that sometimes we pay him too much money for editing for length and we could just buy ourselves a clock. Haha. Thanks, Andrew. [laughs]

I'm going to shift us over now to the time in the show where we recommend things but I'm going to continue on what you were just saying, Barbi. You mentioned taking a course and you made me think that I took a course not how to actually build the podcast because my husband went through a course about what equipment should you buy and how do you hook it all together and all the editing and stuff.

I ended up taking a course that Alex Blumberg did. Alex Blumberg is the founder of Gimlet Media and he used to be on This American Lif e years ago. He's a well-known podcaster and it was podcasting storytelling because that's the part of podcasting that is the most interesting to me is how do we get better at that?

Part of it was, how do we interview better? How do you take the raw footage and turn it into a story? It did have some behind-the-scenes thing. I just wanted to quickly share that I recommend the course if you're interested in podcasting but I also recommend his formula for really anything that you might choose to embark on that should hold people's attention.

He would say, "I'm telling a story about, fill in the blank. The story's interesting because, fill in the blank." It was fascinating and that's the entire course, Barbi. You've now taken the course, you can have your certificate. If you think about how many times when we don't do that as educators, we might do the first thing.

I'm telling a story about whatever in my discipline but we don't do the and it's interesting because. You could literally everything that we do as educators, that whole interesting piece because then we have to get good at understanding other people's context, understanding their needs, understanding how people learn.

There are so many places we could go with that and I've just thought about it so many times. Whether it's prepping for episodes, whether it's trying to create effective learning experiences of my own is I'm telling a story about, fill in the blank. It's interesting because, fill in the blank.

[00:40:12] Barbi: I just want to follow up and just say that if you can become a student of the format of podcasts that you listen to, that can be amazing. I've listened to podcasts where I'm like, "Nope." I check out in 30 seconds, just did not connect with me and other podcasts, I'll hang right in there for a full hour more.

I started to really look at the structure, like you said, how did they start it? How did they open? Do they open a curiosity loop and then close it at the end like, "What's going on there"? Is it casual? Is it more formal? What is going on, what is happening in that space that keeps me engaged as a listener?

There's the content, of course, there's also, as you said, the structure of the process like, what's going on there? I remember when I was taking the course on how to create a podcast, the person that I was taking the course through said that one of the best questions you can ask a guest is, tell me about a time when.

As soon as you do that, it switches the mode from, "I'm just going to tell you things," to, "Oh, well, now I'm going to tell you about an experience I had or a story." It's so much more engaging and it really pulls from them what you're looking for in an audio format, rather than just, "Okay, we're here's 10 things." Another tip out there for those who are thinking about maybe creating a podcast as part of your course, that's a good question to ask.

[00:41:25] Bonni: Oh, I love that. That applies so many spaces. That's such a great, I thought you were going to say, because one question I love is, what's something you've changed your mind about recently? That's another one.

[00:41:37] Barbi: That's a good one.

[00:41:38] Bonni: So many good things out of that. Barbi, what do you have to recommend for us today?

[00:41:42] Barbi: I have two things. The first one is just quick when you were mentioning taking clips of podcasts and putting them on wherever you want to post them on social media. The one that I use is called Headliner. Headliner is free and I can grab anywhere from 15 seconds to 10 minutes of a podcast. It creates a file for me that shows the waveform.

It'll also add the transcript, it'll add the title of the podcast. I can put video with it, whatever I want to do, and then upload it to social media and share. That's a great way to grab a quick clip and give a little teaser if you will, or grab a sound bite for an episode. It's called Headliner.

The other one I'll recommend is just where I am right now, which is I stumbled on the book by James Clear called Atomic Habits. I may be late getting to this and it may have been recommended by a listener in the past, but I have just found this book this summer, as I've embarked on reorganizing my house, it's just been chaos managing all the toys and all the things.

Then we've been all working from home for the past year and I'm like, "I've got to get control of my space." I stumbled on this book and I've probably listened to more podcast episodes with James Clear than I have reading his entire book, but he had the whole idea, that the biggest takeaway I'll share with listeners is, the idea is Atomic Habits, which just means how can you get yourself to get in the habit of doing the things that moves you towards the goals you want to achieve rather than the things that moves you away from them.

If you want to work out every day, what are the small things you can do and surround yourself with to make sure that you're successful in doing that habit every day? Like putting your shoes by the door or getting your water bottle filled the night before or whatever that is, laying out your workout clothes the night before. Whatever it is that makes it easy.

One of the biggest takeaways he said for me that's really connected with me as I'm redesigning and reorganizing my house is he said, "To become an architect of your environment." Instead of letting things get dictated for you in terms of how your house should be laid out, or your living room is organized or whatever, to really look at how you live in that space and how you want to live in that space and then design it so that it makes it easy for you to do the things you want to do.

The best example that I can give is like, I'm trying to make homeschooling more of a daily integrated experience for my son because we're not sending him to school right now with the pandemic. I have literally rearranged my entire living room to bring all of his books in, to bring all of the math manipulatives in.

I've combined it with his toys, so instead of it being in a separate place where we do school somewhere else in the house, everything is integrated and designed for this purpose. We can do it at any moment of day. Everything's designed around this habit of doing a little bit of school each day, but it doesn't have to be so formal.

There're so many other ways that you can do this, but I just think that for those who are really looking for a way to get control of chaos in your life and start new, productive, positive habits that taking a look at some of James Clear's work might be helpful.

[00:44:53] Bonni: Oh, I should totally go back and revisit my notes from the book. I really enjoyed reading it. I didn't put it together as much with my recent. I went a little nutty on reorganizing here, so I'm happy to connect with you on that topic and know that you're interested in that, Barbi.

Now, I'm thinking, "Oh, I should really kind of revisit the new ways I reorganized some of this stuff with habits in mind. I think I probably would discover some even better systems. Anytime you involve other people, when it's like- my husband took the kids and they went to Yellowstone a while back. I just had fun by myself organizing, but see, when they get back, they don't get into the systems, but I hadn't really thought to put the habits lens on it.

Thank you for that advice and it's a great book. I think people should pick it up. I'm going to check out Headliner too, that looks great. Well, Barbi, it's so nice to get to have a conversation where I ask you a question, and then you say something back as opposed to we're interacting on Twitter pretty regularly and then listening to your wonderful podcast as well. It's just been such a delight.

[00:45:59] Barbi: It has been. Thank you so much for just the time and the space to connect with you and share ideas. I actually wrote down quite a few notes. Thank you for this opportunity to learn something new and just to be able to connect with your audience and to just be able to share the work that we do with teaching and learning and supporting our educators in making great learning spaces for students.

[00:46:21] Bonni: If anyone listening is on Twitter and wants to let Barbi and I know what you maybe took away some of your notes, I know that I did enjoy it, and I'm sure Barbi would too, to just to hear it from you there. Barbi's Twitter account handle will be on the links in the show notes as well, so you can just click over and visit her on Twitter and have that conversation because she's very active there.

[music]

Thank you to Dr. Barbi Honeycutt for joining me for today's episode of Teaching in Higher Ed. If you'd like to visit the show notes, there are quite a lot of resources in this one, head on over to teachinginhighered.com/381, or get them in your inbox. In fact, not just today's episode, but the most recent episodes, show notes, along with some other goodies that I don't include anywhere else.

You can subscribe to my weekly update at teachinginhighered.com/subscribe. I'd love to have you engaging with me in that way and getting those extra recommendations again, that don't show up in any of the episodes. Thanks so much for being a part of the Teaching in Higher Ed community, and I'll see you next time.

[music]
[00:47:46] [END OF AUDIO] The transcript of this episode has been made possible through a financial contribution by the Association of College and University Educators (ACUE). ACUE is on a mission to ensure student success through quality instruction. In partnership with institutions of higher education nationwide, ACUE supports and credentials faculty members in the use of evidence-based teaching practices that drive student engagement, retention, and learning. Teaching in Higher Ed transcripts are created using a combination of an automated transcription service and human beings. This text likely will not represent the precise, word-for-word conversation that was had. The accuracy of the transcripts will vary. The authoritative record of the Teaching in Higher Ed podcasts is contained in the audio file

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How to Use Podcasts in Teaching, with Barbi Honeycutt - Teaching in Higher Ed

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00:00:00] Bonni Stachowiak: Today on episode number 381 of the Teaching in Higher Ed podcast, Barbi Honeycutt joins me to talk about how to use podcasts in teaching. [music] [00:00:13] Production Credit: Produced by Innovate Learning Maximizing Human Potential. [music] [00:00:22] Bonni: Welcome to this episode of Teaching in Higher Ed.

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Ten best practices for teaching online (English)

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Ten best practices for teaching online (English)

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Short list of 10 best practices for an effective and efficient teaching and learning experience online. Judith Boettcher has also written an extensive book about online teaching: The online teaching survival guide

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J. V. Boettcher, Ph.D.
Designing for Learning 2006 - 2022

Our knowledge about what works well in online teaching and learning has grown rapidly over the last 20 years and that is very good news. Yet it also means that it is easy to feel overwhelmed.

Here are ten best practices for anyone just getting started in the online environment. Research and experience suggest that these practices contribute to an effective, efficient and satisfying teaching and learning experience for both faculty and students. Using these practices can help develop confidence, comfort, and experience in teaching online.

Best Practice 1: Be Present at the Course Site

Liberal use of a faculty's use of communication tools such as announcements, discussion board postings, and forums communicate to the students that the faculty member cares about who they are, cares about their questions and concerns, and is generally "present" to do the mentoring and challenging that teaching is all about.

When faculty actively interact and engage students in a face-to-face classroom, the class develops as a learning community, developing intellectual and personal bonds. The same type of bonding happens in an online setting.

We have learned to quantify what it means to "be present." The "best online" faculty - according to students - are faculty who show their presence multiple times a week, and at best, daily. Setting clear expectations - as to when you will be present and when you will not - at the beginning of a course with course policies is very helpful, however, and can reduce the need for daily presence if that is not your particular style. Setting regular times when you can meet in a virtual classroom or be available by email or texting, and thus be available - almost in real time similar to office hours, can be invaluable.

Note: Students who feel abandoned or who feel alone may even post questions, such as "Is anybody there?" This is a very clear and unambiguous signal that not all is well.

Best Practice 2: Create a supportive online course community

A good strategy for developing a supportive online course community is to design a course with a balanced set of dialogues. This means designing a course so that the three dialogues of faculty to student, student to student and student to resource are about equal. In most online courses, the dialogue of faculty to student is provided with (1) mini-lectures in text or video or audio podcasts, (2) weekly coaching and reminder announcements and (3) explanations/interactions with the students.

Here are three strategies that can be used to encourage peer-to-peer, student-to-student engagement and thus the building of a course community. Note that an online instructor wants to develop three types of presence:social presence, teaching presence, and cognitive/content presence.

Launch the class with a personal introduction posting so that students can get to know one another and you get to know "where students' heads are." The types of info often shared by faculty and students include info on professional experiences, personal information such as family/friends/pets, and a photograph. Faculty also often include a note about their teaching philosophy and research projects.

Encourage use of a general open student forum for students to post and request help and assistance from each other through the various student-to-student tools, such as discussions, help areas, etc.

Set up small groups where students can assume responsibility for supportive mentoring of fellow students and summarizing key points of a class assignment. The students might work in groups of 2, 3 or 4. This strategy is similar to a study group.

Set up problem-solving forums or discussions boards, and assign students or student teams to monitor and support or direct questions.

Note: Learning within the setting of an online course community will work better for some students than for others. Some students may choose not to participate very actively at all; other students find it is the best way for them to learn in an online setting. The point of this is that for those students who need it, it is an essential part of how they learn. Vygotsky's theories remind us that we learn as social beings within a social context. The online community is part of what makes this happen for some students.

Best Practice 3: Share a set of very clear expectations for your students and for yourself as to (1) how you will communicate and (2) how much time students should be working on the course each week

This best practice cannot be overemphasized. Include on your course site a set of expectations for how students communicate and dialogue online and how they communicate with you. For example, many faculty tell students that they can expect a response within 24 hours during the week. Often before a major test or assignment, faculty will agree to hold special office hours by computer, being available either by chat/live classroom or email, or phone. In the interests of time and community, it is best to use a tool where responses and content can be shared with everyone and archived for flexibility in access and review.

This basic expectation of response time can easily be modified - so long as the change is communicated to the students. It is easy to know what to do, if we think about the students as family for the term. Students are very accepting of a faculty member's time and life requirements if they know what is going on. And students often step in and help each other even more when they know a faculty member is sick, traveling or otherwise not available.

Often students can agree to monitor course questions posted in the Open Forum or in the discussion boards for a week for example.

Online learning is just as intensive as learning face-to-face, and time to do the work needs to be scheduled and planned for, just as if one were attending face-to-face classes. Being clear as to how much effort and time will be required on a weekly basis keeps surprises to a minimum.

Best Practice 4: Use a variety of large group, small group, and individual work experiences

A community works well when there are a variety of activities and experiences. Online courses can be more enjoyable and effective when students have the opportunity to brainstorm and work through concepts and assignments with either one or two or more fellow students. At the same time some students work and learn best on their own. So, building in options and opportunities for students to work together and individually is highly recommended.

Working in teams is particularly effective when working on complex case studies or scenarios for the first time.

Best Practice 5: Use both synchronous and asynchronous activities

When online courses were first introduced, they were almost totally asynchronous - an updated version of the distance learning courses by correspondence. Now we have course management systems and virtual live classrooms and audio tools that make it possible to do almost everything we do in campus classrooms. Plus we can often engage learners in more collaborative and more reflective activities, and what happens is recorded and archived and there for review and occasionally revision.

Sometimes there is nothing better than a real-time interactive brainstorming and sharing discussion; other times the requirement to think, plan, write and summarize is what makes learning most effective for an individual. The variety of activities that are now possible online makes it possible to create many types of effective learning environments.

For example, in many financial and statistical courses, real time problem-solving and question and answer review sessions can be very effective learning experiences. While working professionals often choose to complete advanced degrees online so that they can make use of the asynchronous, anytime, anywhere features of a program, these same learners enjoy getting together from anywhere at a specific time to interact in real time.

Best Practice 6:Early in the term - about week 3, ask for informal feedback on "How is the course going?" and "Do you have any suggestions?"

Course evaluations have been called "post mortem" evaluations as they are done after the fact, and nothing can be changed to increase satisfaction or facilitate learning. Early feedback surveys or just informal discussions ask students to provide feedback on what is working well in a course and what might help them have a better course experience. This early feedback is done early in the course so corrections and modifications can be made. It is an easy opening for students who might have comments or suggestions or questions.

Best Practice 7: Prepare Discussion Posts that Invite Questions, Discussions, Reflections and Responses

Discussions in an online course are the equivalent of class discussions in a face-to-face class. A key difference, of course, is that these discussions are asynchronous, providing time for thought and reflection and requiring written /and or audio responses that become part of a course archive.

Discussions might be designed for one of the following purposes (Painter, et al., 2003; and Goodyear et al 2003, cited in Grogan, 2005):

Provide an open question and answer forum

Encourage critical or creative thinking

Reinforcing domain or procedural processes

Achieve social interaction and community building - have the students get to know each other personally and intellectually

Validating experiences

Supporting students in their own reflections and inquiries

Here are a few hints for discussion postings culled from many conversations with experienced online faculty.

Quick One-Liner Hints

Create open-ended questions that learners can explore and apply the concepts that they are learning

Model good Socratic-type probing and follow-up questions. Why do you think that? What is your reasoning? Is there an alternative strategy? Ask clarifying questions that encourage students to think about what they know and don't know.

Stagger due dates of the responses and consider mid-point summary and /or encouraging comments

Provide guidelines and instruction on responding to other students. For example, suggest a two-part response: (1) what you liked or agreed with or what resonated with you, and (2) a follow-up question such as what you are wondering about or curious about, etc.

Provide choices and options for students. Providing choices for students in questioning follows the principle of providing options for personalized and customized learning for students and a way of validating and affirming knowledge and skills. Working professionals are often grappling with many issues - providing choices and options makes it possible to link the learning more directly with their work experiences and needs.

Don't post questions soliciting basic facts, or questions for which there is an obvious yes/no response. The reason for this is obvious. Once one student responds, there is not much more to say! Very specific fact-based questions that you want to be sure that you students know are best used in practice quizzes.

Reminder: Log in to your course at least 4 times a week - answer email, monitor discussions, post reminders, and hold online office hours.

You may also want to peruse some of the hints about questioning from other ecoaching hints available at www.designingforlearning.info/services/writing/ecoach/index.htm.

Best Practice 8: Focus on content resources and applications and links to current events and examples that are easily accessed from learner's computers

If content is not digital, it is as if it does not exist for students. This means that the content that students will more likely use is that content and applications that are available from their computers. Students want to be learning anywhere, anytime and often while they are doing other things, such as driving, exercising, etc. Carrying around large, heavy textbooks and even laptops sometimes feels like an anachronism. Content that is mobile and can be accessed via smartphones, ipads, ipods, and mp3 players are welcome additions for many students.

For many courses and disciplines, however, textbooks are not yet available in digital form, so this best practice applies mostly to supplementary resources and to library resources. A reference document with detailed instructions on accessing library resources is included in most courses. Additionally, a key member of the instructional team is the library reference person assigned to supporting online learners.

Students enjoy seeing how what they are learning links to current news events. Thus, building into a course discussions and links to current events is often motivating to learners. So, this best practice includes the following: "Encourage students to help make the best use of the world of Internet resources." Here are some ideas.

Enlist student assistance in identifying high quality content that is available online. This can include tutorials, simulations and supplementary stat material online.

Incorporate into assignments and discussions how the various statistical tools are used in professional situations and in decision-making. Include examples of when and why they helped and perhaps when they went awry.

Best Practice 9: Combine core concept learning with customized and personalized learning

This best practice combines a number of basic learning principles, explained in length in other resources. Very briefly, it means that faculty identify the core concepts to be learned in a course - the performance goals - and then mentor learners through a set of increasingly complex and even customized projects applying these core concepts. Many online learners within professional certificate programs are working professionals. Supporting learners with their professional goals that are closely linked to the performance goals of a course and even beyond the course parameters is a win-win for the learners individually and as a class. How does one do this? Building in options and choices in assignments and special projects is a way to do this.

Another key principle that aids in concept learning comes from Vygotsky (1962, 1978). Vygotsky notes that concepts are not words, but rather organized and intricate knowledge clusters. This is a simple, but profound principle. This means that while we must teach in a linear fashion, presenting concepts individually and in small clusters, we need to apply concepts within case studies, problems and analyses that combine concepts and principles within a context. Effectively learning concepts - as we know from novice and expert studies - requires a focus on patterns and relationships and not individual facts or vocabulary.

When faced with a new field or discipline, students often focus on learning the vocabulary of a discipline, but this activity is often done in isolation from an understanding of the concepts that give the words meaning. Without the underlying concepts, words are akin to isolated "weeds" and "seeds" likely to be blown away by the winds of time, usually mere hours after an exam.

A popular new teaching and learning mantra advocates making students' thinking visible. Making our thinking visible requires students to create, talk, write, explain, analyze, judge, report and inquire. These types of activities make it clear to students themselves, to the faculty, and to fellow learners what students know or don't know, what they are puzzled about and about what they might be curious. Such activities stimulate student's growth from concept awareness to concept acquisition, building in that "series of intellectual operations" that Vygotsky believes is required for concept acquisition.

Discussion forums, blogging, journals and small group work are all excellent strategies for engaging learners in clarifying and enlarging their mental models or concepts and building links and identifying relationships.

Best Practice 10: Plan a good closing and wrap activity for the course

As courses come to a close, it is easy to forget the value of a good closing experience. In the final weeks of a course, students are likely to be stressed and not take the time to do the lists and the planning that can help reduce stress and provide a calming atmosphere. A favorite image of mine is from David Allen of Getting Things Done. Allen notes that making a list helps us to clear the "psychic ram" of our brains and we feel more relaxed and more in control. Once we have made our list and schedule, we don't have to continually remind ourselves of what needs to be done and when.

Here are a few hints for closing out a course experience with style and panache.

Take time to remind students of what's next and when assignments and readings are due. Announcements of this type provide a "To Do" list and schedule for the learners. And by implication this list provides a helpful "To Do" list and schedule for you. As always, it is good to post reminders and make references to the planning list in your comments. And update as you go.

Plan the ending of the course experience. A well-designed ending of a course provides opportunities for reflection and integration of useful knowledge. It is also a time to wrap up positive social and cognitive experiences.

End-of-course experiences often include student presentations, summaries and analyses. These reports and presentations provide insights into just what useful knowledge students are taking away from a course and a final opportunity for faculty to remind students of core concepts and fundamental principles.

Concluding Thoughts

Traditional courses have long focused on tools and techniques for the presentation of content. Traditional concerns from faculty focused on covering the material, getting through the book and meeting expectations so that faculty in other courses won't muse and wonder, "Didn't you learn these concepts from faculty X?" And "Didn't you study the work and contributions of ____ (Fill in your favorite who)"

A major drawback with designing for content as a priority is that it focuses attention on what the faculty member is doing, thinking and talking about and not on the interaction and engagement of students with the core concepts and skills of a course. The new focus on learners encourages a focus on learners as a priority. The new focus on the learner is to develop a habit of asking, what is going on inside the learner's head? How much of the content is being integrated into their knowledge base? How much of the content and the tools can he/she actually use? What are students thinking and how did they arrive at their respective positions?

Additionally, we are seeing a shift to looking at the student no only as an individual, but as an individual within the learning community. Other questions that we are now considering include: How is the learner supporting the community of learners and contributing to the overall growth of the group?

We have much to learn about teaching and learning and specifically about teaching online. The good news is that in 2011 we now know much more than what we did in 1990 or even 2000. The list of references that follow are starting points for both general teaching and for teaching online.

References

Boettcher, J.V. & Conrad, R. M. (2010) E-Coaching Success Tips http://www.designingforlearning.info/services/writing/ecoach/index.htm Accessed May 30, 2011. A library of over 80 tips developed over 2006 - 2010.

Boettcher, J. V. (2007). Ten Core Principles for Designing Effective Learning Environments: Insights from Brain Research and Pedagogical Theory. www.innovateonline.info/index.php?view=article&id=54. (February 16, 2009).

Boettcher, J. V., & Conrad, R. M. (2010). The Online Teaching Survival Guide: Simple and Practical Pedagogical Tips (1 ed.). San Francisco: Jossey Bass.

Conrad, R. M. and Donaldson, J. A. (2004). Engaging the online learner: Activities and resources for creative instruction, Jossey-Bass < www.josseybass.com> Pp. 123.

Fischer, K. Reiss, D. and Young, A. (2005). Ten tips for generating engaged online discussion. Austin, TX, University of Texas. http://wordsworth2.net/activelearning/ecacdiscustips.htm (Accessed August 27, 2007) A helpful set of concise tips that offer ideas and suggestions for being effective at facilitating discussions in electronic environments. More tips on getting started in online active learning are at < wordsworth2.net/activelearning/ecacteachtips.htm>.

Garrison, D. R., Anderson, T., and Archer, W. (2000). Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education. The Internet and Higher Education 2(2/3): 87 - 105.

Goodyear, P. (2002) Psychological foundations for networked learning. Networked learning: perspectives and issues. Pp. 49-75 2002. Springer-Verlag. New York, Inc.

Grogan, G. (2005). The Design of Online Discussions to Achieve Good Learning Results. Retrieved August 27, 2007 from www.elearningeuropa.info/index.php?page=doc&doc_id=6713&doclng=6&menuzone=1

Mabrito, M. 2004. Guidelines for establishing interactivity in online courses. Innovate 1 (2). Retrieved August 27, 2007 from www.innovateonline.info/index.php?view=article&id=12

Painter, C., Coffin C. & Hewings, A. (2003) Impacts of directed tutorial activities in computer conferencing: a case study. Distance Education 24(2): 159-174.

Pelz, B. (2004). (My) Three principles of effective online pedagogy. Journal of Asynchronous Learning Networks 8(3). Retrieved May 31, 2011from http://sloanconsortium.org/sites/default/files/v8n3_pelz_1.pdf. Requires login.

Vygotsky, L. S. (1962) Thought and language. (E. Hanfmann and G. Vakar, Trans.) Cambridge, MIT Press. pp. 344.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. pp. 159.

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Our knowledge about what works well in online teaching and learning has grown rapidly over the last 20 years and that is very good news. Yet it also means that it is easy to feel overwhelmed. Here are ten best practices for anyone just getting started in the online environment.

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Comment créer un examen. Quelques conseils de base de Carnegie Mellon University (anglais)

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How can you design fair, yet challenging, exams that accurately gauge student learning? Here are some general guidelines. There are also many resources, in print and on the web, that offer strategies for designing particular kinds of exams, such as multiple-choice.

Choose appropriate item types for your objectives.

Should you assign essay questions on your exams? Problem sets? Multiple-choice questions? It depends on your learning objectives. For example, if you want students to articulate or justify an economic argument, then multiple-choice questions are a poor choice because they do not require students to articulate anything. However, multiple-choice questions (if well-constructed) might effectively assess students' ability to recognize a logical economic argument or to distinguish it from an illogical one. If your goal is for students to match technical terms to their definitions, essay questions may not be as efficient a means of assessment as a simple matching task. There is no single best type of exam question: the important thing is that the questions reflect your learning objectives.

Highlight how the exam aligns with course objectives.

Identify which course objectives the exam addresses (e.g., "This exam assesses your ability to use sociological terminology appropriately, and to apply the principles we have learned in the course to date"). This helps students see how the components of the course align, reassures them about their ability to perform well (assuming they have done the required work), and activates relevant experiences and knowledge from earlier in the course.

Write instructions that are clear, explicit, and unambiguous.

Make sure that students know exactly what you want them to do. Be more explicit about your expectations than you may think is necessary. Otherwise, students may make assumptions that run them into trouble. For example, they may assume - perhaps based on experiences in another course - that an in-class exam is open book or that they can collaborate with classmates on a take-home exam, which you may not allow. Preferably, you should articulate these expectations to students before they take the exam as well as in the exam instructions. You also might want to explain in your instructions how fully you want students to answer questions (for example, to specify if you want answers to be written in paragraphs or bullet points or if you want students to show all steps in problem-solving.)

Write instructions that preview the exam.

Students' test-taking skills may not be very effective, leading them to use their time poorly during an exam. Instructions can prepare students for what they are about to be asked by previewing the format of the exam, including question type and point value (e.g., there will be 10 multiple-choice questions, each worth two points, and two essay questions, each worth 15 points). This helps students use their time more effectively during the exam.

Word questions clearly and simply.

Avoid complex and convoluted sentence constructions, double negatives, and idiomatic language that may be difficult for students, especially international students, to understand. Also, in multiple-choice questions, avoid using absolutes such as "never" or "always," which can lead to confusion.

Enlist a colleague or TA to read through your exam.

Sometimes instructions or questions that seem perfectly clear to you are not as clear as you believe. Thus, it can be a good idea to ask a colleague or TA to read through (or even take) your exam to make sure everything is clear and unambiguous.

Think about how long it will take students to complete the exam.

When students are under time pressure, they may make mistakes that have nothing to do with the extent of their learning. Thus, unless your goal is to assess how students perform under time pressure, it is important to design exams that can be reasonably completed in the time allotted. One way to determine how long an exam will take students to complete is to take it yourself and allow students triple the time it took you - or reduce the length or difficulty of the exam.

Consider the point value of different question types.

The point value you ascribe to different questions should be in line with their difficulty, as well as the length of time they are likely to take and the importance of the skills they assess. It is not always easy when you are an expert in the field to determine how difficult a question will be for students, so ask yourself: How many subskills are involved? Have students answered questions like this before, or will this be new to them? Are there common traps or misconceptions that students may fall into when answering this question? Needless to say, difficult and complex question types should be assigned higher point values than easier, simpler question types. Similarly, questions that assess pivotal knowledge and skills should be given higher point values than questions that assess less critical knowledge.

Think ahead to how you will score students' work.

When assigning point values, it is useful to think ahead to how you will score students' answers. Will you give partial credit if a student gets some elements of an answer right? If so, you might want to break the desired answer into components and decide how many points you would give a student for correctly answering each. Thinking this through in advance can make it considerably easier to assign partial credit when you do the actual grading. For example, if a short answer question involves four discrete components, assigning a point value that is divisible by four makes grading easier.

Creating objective test questions

Creating objective test questions - such as multiple-choice questions - can be difficult, but here are some general rules to remember that complement the strategies in the previous section.

Write objective test questions so that there is one and only one best answer.

Word questions clearly and simply, avoiding double negatives, idiomatic language, and absolutes such as "never" or "always."

Test only a single idea in each item.

Make sure wrong answers (distractors) are plausible.

Incorporate common student errors as distractors.

Make sure the position of the correct answer (e.g., A, B, C, D) varies randomly from item to item.

Include from three to five options for each item.

Make sure the length of response items is roughly the same for each question.

Keep the length of response items short.

Make sure there are no grammatical clues to the correct answer (e.g., the use of "a" or "an" can tip the test-taker off to an answer beginning with a vowel or consonant).

Format the exam so that response options are indented and in column form.

In multiple choice questions, use positive phrasing in the stem, avoiding words like "not" and "except." If this is unavoidable, highlight the negative words (e.g., "Which of the following is NOT an example of...?").

Avoid overlapping alternatives.

Avoid using "All of the above" and "None of the above" in responses. (In the case of "All of the above," students only need to know that two of the options are correct to answer the question. Conversely, students only need to eliminate one response to eliminate "All of the above" as an answer. Similarly, when "None of the above" is used as the correct answer choice, it tests students' ability to detect incorrect answers, but not whether they know the correct answer.)

CONTACT US to talk with an Eberly colleague in person!

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Creating Exams - Eberly Center - Carnegie Mellon University

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How can you design fair, yet challenging, exams that accurately gauge student learning? Here are some general guidelines. There are also many resources, in print and on the web, that offer strategies for designing particular kinds of exams, such as multiple-choice. Should you assign essay questions on your exams? Problem sets?

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Établir un contrat pédagogique avec vos étudiant-e-s

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Établir un contrat pédagogique avec vos étudiant-e-s

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Au début de l'enseignement, il est très utile d'établir un contrat avec les étudiant-e-s. Il s'agit de clarifier les objectifs,  les modalités d'enseignement et d'évaluation, les méthodes de travail, etc.
Il est aussi important de discuter les normes du groupe, comment on souhaite travailler ensemble. Pédagoscope et Emmanuel Sylvestre, Unil.

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Description

Le contrat pédagogique permet aux enseignats du supérieur de poser un cadre pour favoriser un climat constructif avec leurs étudiants. Cela permet d'indiquer aux étudiants que pour qu'ils puissent atteindre les objectifs fixés, les enseignants vont faire une part du travail (sélectionner le contenus, choisir les activités d'apprentissage les plus pertinentes, mettre à disposition des ressources, etc.) Mais que eux doivent également faire leur part de travail : prise de note durant les cours (même si les cours ont lieu en ligne) ; s'engager dans les activités.

Description

Le contrat pédagogique permet aux enseignats du supérieur de poser un cadre pour favoriser un climat constructif avec leurs étudiants. Cela permet d'indiquer aux étudiants que pour qu'ils puissent atteindre les objectifs fixés, les enseignants vont faire une part du travail (sélectionner le contenus, choisir les activités d'apprentissage les plus pertinentes, mettre à disposition des ressources, etc.) Mais que eux doivent également faire leur part de travail : prise de note durant les cours (même si les cours ont lieu en ligne) ; s'engager dans les activités.

Description

Le contrat pédagogique permet aux enseignats du supérieur de poser un cadre pour favoriser un climat constructif avec leurs étudiants. Cela permet d'indiquer aux étudiants que pour qu'ils puissent atteindre les objectifs fixés, les enseignants vont faire une part du travail (sélectionner le contenus, choisir les activités d'apprentissage les plus pertinentes, mettre à disposition des ressources, etc.) Mais que eux doivent également faire leur part de travail : prise de note durant les cours (même si les cours ont lieu en ligne) ; s'engager dans les activités.

Description

Le contrat pédagogique permet aux enseignats du supérieur de poser un cadre pour favoriser un climat constructif avec leurs étudiants. Cela permet d'indiquer aux étudiants que pour qu'ils puissent atteindre les objectifs fixés, les enseignants vont faire une part du travail (sélectionner le contenus, choisir les activités d'apprentissage les plus pertinentes, mettre à disposition des ressources, etc.) Mais que eux doivent également faire leur part de travail : prise de note durant les cours (même si les cours ont lieu en ligne) ; s'engager dans les activités.

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Le contrat pédagogique permet aux enseignats du supérieur de poser un cadre pour favoriser un climat constructif avec leurs étudiants. Cela permet d'indiquer aux étudiants que pour qu'ils puissent atteindre les objectifs fixés, les enseignants vont faire une part du travail (sélectionner le contenus, choisir les activités d'apprentissage les plus pertinentes, mettre à disposition des ressources, etc.)

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Une liste avec des idées des activités type brise-glace pour apprendre à se connaître et pour créer une sentiment d'appartenance dans son cours. Ecoutez aussi l'épisode du podcast Pédagogscope avec Julien Bobroff (15 minutes) .

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Les astuces de Julien Bobroff pour briser la glace | Pédagoscope

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Julien Bobroff , professeur de physique à l’Université de Paris-sud a fait le buzz avec une vidéo sur Facebook reprise par France inter.

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Dynamiser son cours -- des activités brise-glace proposées par HELHa, Haute Ecole Louvain en Hainaut

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Dynamiser son cours -- des activités brise-glace proposées par HELHa, Haute Ecole Louvain en Hainaut

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Soutenir les apprentissages
CAP HELHa

Le Speech de Julien Bobroff

physicien et enseignant à l'Université Paris-Saclay

Pour lutter contre les webcams fermées et les silences plombants, le professeur de physique Julien Bobroff a repensé ses visios pour motiver ses étudiant·e·s pendant la pandémie.

L'activité brise-glace est une brève activité, pouvant prendre une forme ludique, aussi appelée jeu-cadre, permettant aux participants d'un groupe de :

Un Jeu-cadre est un ensemble de règles vide de contenu. Ainsi un même jeu-cadre peut être utilisé dans une formation au management, dans une classe de collège ou dans une formation à la conduite d'une centrale électrique : mêmes règles mais contenu différent.

Qu'est-ce qu'une activité brise-glace ?

Faire connaissance et de créer des relations

Mettre l'apprenant à l'aise et en facilitant les interactions

Consolider les apprentissages

Dynamiser une séance

Partager d'idées

Cibler des objectifs

Des activités dynamiques pour créer et garder le lien avec mes étudiants

Un jeu-cadre est un ensemble de règles vide de contenu. Ainsi un même jeu-cadre peut être utilisé dans une formation au management, dans une classe de collège ou dans une formation à la conduite d'une centrale électrique : mêmes règles mais contenu différent.

Management et leardership

Travail en équipe

Gestion du changement

Créativité et innovation

- de diminuer le sentiment de solitude en brisant l'isolement;

- de contribuer au développement d'un sentiment d'appartenance (Thomas et Herbert, 2020);

- d'encourager la motivation et l'engagement des étudiants (McGrath et al., 2014).

Définissez clairement vos objectifs

Concluez avec un bref retour

Structurez avec des balises

Choisissez une activité

Animez de manière dynamique

Les questions à se poser :

Voulez-vous que les personnes se présentent ?

Qu'elles apprennent à mieux se connaître ?

Voulez-vous susciter la créativité ?

Voulez-vous résoudre un problème ?

Voulez-vous dynamiser votre présentation ?

Conseil :
En fonction des objectifs vi sés, choisissez une activité qui vous ressemble et avec laquelle vous êtes à l'aise.
Les questions à se poser :

Quelle sera la durée de votre activité ? 5-10 -15-35 minutes ?

Demanderez -vous avant le cours à vos étudiants de s'y préparer ou conserverez -vous l'effet de surprise ?

Prévoyez les contraintes et les exigences technologiques.

Conseils :

Expliquez le but de votre activité

Énoncez de façon succincte, claire et précise les consignes

Posez des questions ouvertes afin de favoriser les échanges

Conseils :

Revenez sur les objectifs atteints et explicitez les points éducatifs que l'activité a mis de l'avant.

L'activité brise- glace n'est pas que ludique : elle introduit à l'approche pédagogique mise de l'avant dans le cours.

Remerciez les participants de leur participation!

Write a subtitle

Comment rendre un tour de table interactif ?

Cette activité permet aux participants de faire connaissance en synchrone

1. Par petits groupes, demandez de trouver, en cinq minutes, le plus de choses que tous les membres du groupe ont en commun (mis à part le fait qu'ils sont tous dans le même cours ou le même programme).

2. Au retour, demandez aux membres de chaque groupe de dire combien de points ils ont en commun et de présenter les points les plus intéressants.

Consigne : À travers le " Forum" ou un mur collaboratif "Whitboard" ou "Padlet" , demandez à l'étudiant de parcours scolaire, passion, compétences maîtrisées, ce que j'aime en formation, pourquoi j'ai choisis cette formation, etc.

Nombre : variable (20-30)
Temps : 15'
Consigne : "Découvrez les différents items du Padlet, complétez-le et trouvez-vous des points communs."
Étapes :
- construire le Padlet avec le nombre d'items du Bingo (20 questions)
- laisser les étudiants compléter leur réponse sous 5 questions au choix
- repérer les réponses communes
- celui qui voit 5 prénoms qui ont au moins une caractéristique commune crie "Bingo"

1. Demander aux étudiants de choisir les termes qui les représentent le mieux.

2. Demander d'expliquer.

Nombre : en petit ou grand groupe

1. Après une petite recherche sur Internet, demander aux étudiants de choisir une citation de Friedrich Nietzsche qui leur ressemble.

2. En petit groupe : demander d'expliquer. En grand groupe, partager les citations sur le mur collaboratif (Padlet, Lino, ...)

Write a subtitle

Tag your self

Météo du jour

Comment permettre à chacun de s'exprimer ?

Le mur des émotions

Crache ta valda !

Et vous, quelles sont vos idées pour prendre le pouls ?

Faire un rapide sondage avec l'outil Wooclap en demandant aux participants leur état d'esprit :

en un mot pour en faire un nuage de mots

en choisissant l'émoticône de leur choix

En savoir plus sur Wooclap à la HELHa

En début de formation, à l'aide de l'application Wooclap, chaque participant pointe (de manière anonyme) le personnage qui correspond le mieux à son état d'esprit.

En fin de séance, on refait la photo du groupe et les participants qui le souhaitent commentent leur évolution.

Un exemple d'utilisation de mur des émotions en ligne avec Wooclap
Permet aux participant de discuter de situations conflictuelles tout en préservant un cadre bienveillant.

Chaque participant note sur des Post-it (= Valda) du "Withboard" de TEAMS un élément qui le préoccupe/dérange dans le cadre du sujet abordé puis va les mettre sur l'arbre à Valda.

À tour de rôle, les participants décrochent de l'arbre une Valda dont ils ne sont pas auteur et la présentent au groupe en commençant la phrase par: " MOI, ce qui me préoccupe / dérange, c'est ... ".

Le reste du groupe peut réagir jusqu'à obtenir une parfaite compréhension de la problématique.

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Les confinés

Diviser le groupe en équipe de cinq personnes et p
" Si vous aviez la possibilité d' apporter avec vous cinq objets pour un confinement sur une île dé serte, lesquels choisiriez -vous ?"
Chaque é quipe doit aboutir à un consensus, sachant que le total de cinq objets est pour toute l 'équipe, pas par personne.

Cette activité permet de dé couvrir les valeurs et straté gies de r ésolution des probl èmes de ses partenaires tout en favorisant le travail d' équipe.

Cette année, je veux...

Ces activités permettent de soutenir

Diviser le groupe en équipe de cinq personnes et p

Cette activité permet de dé couvrir les valeurs et straté gies de r ésolution des probl èmes de ses partenaires tout en favorisant le travail d' équipe.

Demandez à chaque participant de compléter une phrase telle que " Cette année, je veux..." Ou, " l'action la plus intéressante à laquelle j'ai participé était..."

Cette activité permet aiguiser l'intérêt des participants les uns des autres.

Write a subtitle

Comment favoriser et soutenir l'engagement dans les apprentissages ?

La petite conférence

Monsieur/Madame

Ces activités permettent de soutenir

se remémorer des points particuliers de l'exposéet les transformer en questions ouvertes (qui peuvent avoir plusieurs réponses) ou fermées (une seule réponse possible).

Les participants proposent des réponses aux questions posées et les comparent.

Cette réflexion leur apporte une meilleure compréhension des concepts et principes abordés.

L'objectif est de familiariser les participants avec un document de référence, leur permettant de d'y retrouver rapidement l'information souhaitée.

Nombre de participants : variable (idéalement 20)

Expliquer les rôles

Insister sur l'importance de ne pas émettre de jugement sur les personnes mais de rapporter des informations objectives

Répartir les rôles

Après l'activité, un moment de retour sur l'activité (métacognitif)

Voir la description des rôles
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La machine à voyager

Comment susciter ou relancer l'attention des apprenants ?

Ces activités permettent de soutenir

Le bocal à poissons

Une énigme ou la découverte d'un objet insolite , c'est un bon moyen pour se chauffer le cerveau et générer des interactions.

Soumettez votre énigme ou déposez la photos d'un objet insolite en guise d'introduction à votre cours et laissez les participants vous poser des questions et ne répondez que par oui ou par non.

Pour apprendre comment animer une réunion et à imposer ses arguments face à un participant qui n'est pas du même avis.

: petits groupes de maximum 15 participants, y compris animateur et scripte. Nombre de participants
Timing : max. 1h, d'où nécessité d'un thème accrocheur.
Consigne générale en une phrase : "Débattez-vous"

Étapes de la réalisation :

Chaque groupe se voit attribuer un thème évoqué au cours et sur lequel il doit débattre. Les thèmes peuvent être décidés le cours précédent.

Chaque groupe a un animateur désigné pour éventuellement relancer le débat (et qui aurait préparé davantage les différents questions qu'il pourrait poser).

La discussion se lance au départ avec 3 ou 5 étudiants épinglés. Lorsque ces étudiants ont terminé d'avancer leurs arguments et ne savent plus réagir face aux questions de l'animateur et aux arguments des autres, ils sollicitent l'aide d'un des observateurs du groupe pour les aider et prendre leur place. Ayant assisté au débat, le nouvel intervenant peut apporter une nouvelle idée pour enrichir le débat qui alors se relance.

Pour pimenter un peu le débat, on peut lancer des arguments chocs qui vont d'office faire réagir les participants. Ex.: dans le cadre d'un cours de B1 médecine : "J'ai moins d'empathie à soigner un patient qui fume, parce que sa maladie n'est pas légitime, mais est due à ses choix".

L'enseignant peut également prendre la place d'un des intervenants pour amener un élément qui débloquera le débat ou le réorientera.

Au final, l'objectif est d'arriver à un consensus.

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Aujourd'hui, j'ai appris...

Ni plus, ni moins

Questions pour un champion

Aujourd'hui, j'ai appris... est une technique qui permet de questionner les apprenants sur ce qu'ils ont appris lors d'une leçon.

L'enseignant les invite à réfléchir spécifiquement aux apprentissages réalisés pour ensuite les exprimer par écrit puis, verbalement.

Les étudiants synthétisent individuellement les idées essentielles à retenir en rédigeant un petit texte de X mots, ni plus, ni moins. La contrainte du nombre de mots est de forcer la concision et la précision.

Rédigez en 25 mots votre définition du concept d'esprit critique à partir des différents éléments vus ce jour.

Les synthèses sont partagées et discutées en grand groupe.

Flash-back

Ecrire sur un mur et en nombre limité de mots les points essentiels du cours précédent ou ce qu'on a appris de neuf.

Choix au hasard par le prof de quelques interventions et interactions à ce propos avec le groupe

KIT DE FACILITATION pour concevoir des activités collaboratives

Verdy J., Van Bach K.D., Aribaut G.,Université de Montréal, Centre de pédagogie universitaire

OUTILS D'ANIMATION pour créer de l'interaction dans un groupe

La Cellule d'Accompagnement Pédagogique vous propose des ressources et des formations adaptées à besoins.

Besoin d'un conseil pour animer vos cours en ligne ? cap@helha.be

Aujourd'hui, j'ai appris...est une technique qui permet de questionner les élèves sur ce qu'ils ont appris lors d'une leçon.

L'enseignant les invite à réfléchir spécifiquement aux apprentissages réalisés pour ensuite les exprimer par écrit puis, verbalement.

Les élèves développent ainsi leur capacité à identifier et à résumer les concepts importants.

https://www.mieux-apprendre.com/ma-editions/les-livres/

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Soutenir les apprentissages CAP HELHa Le Speech de Julien Bobroff physicien et enseignant à l'Université Paris-Saclay Pour lutter contre les webcams fermées et les silences plombants, le professeur de physique Julien Bobroff a repensé ses visios pour motiver ses étudiant·e·s pendant la pandémie.

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In the online teaching environment building community takes a little more effort that when we meet our students face-to-face. Harvard University page filled with advice and ideas for how to create community with your students.

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Build Community in Your Online Course: Remote Teaching

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6 Ways to Effectively Manage Class Discussion When Some Students Are In Person and Others Are Online

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6 Ways to Effectively Manage Class Discussion When Some Students Are In Person and Others Are Online

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Harvard Business Publishing

There is also an interesting podcast about this at Lecture breakers Episode 44

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As hybrid classrooms become the norm in many higher ed institutions, educators should remember that the skills you have built while teaching in traditional classrooms continue to be crucial and, frankly, more important than any hybrid-specific expertise. Adding remote students to a physical classroom does introduce complexities, but hybrid teaching can be done well with some planning and adaptation. This is true whether you are teaching set groups of remote and in-person students or accommodating the occasional remote student unable to be in the physical classroom.

If you receive pushback from students who feel the hybrid format is suboptimal, remind them that this way of working is the reality in most organizations, and it will continue to be. For instance, many business trips will be replaced by virtual attendees calling into meetings where others are gathered in a physical conference room. Therefore, this is excellent experience for students-they will learn how to be productive within the constraints of a hybrid environment. You don't need to spend a lot of time discussing the hybrid process if you prefer not to; however, it is helpful to narrate what you are doing, explain why when appropriate, empathize with students' struggles, and remind them of the benefits.

In this guide to teaching in the hybrid environment, I'll share how to set up your technology for optimal student participation, how to clarify expectations for how the class will run, and how to seamlessly manage class discussion.

A Classroom Setup That Connects Remote and In-Person Students

Whether you are teaching in a purpose-built hybrid classroom or a traditional classroom with some dedicated hardware to support the incorporation of remote students, there are several technologies you can consider using to help facilitate discussions among in-person and remote students.

Screens to display remote students. Assuming your remote students have their cameras turned on, it is crucial that you and the students in the physical classroom can see them. The emerging standard is to place large monitors at the back of the classroom. These do not need to be expensive, high-end monitors-relatively inexpensive TVs will work quite well. In many classrooms, the remote student gallery is directly behind many of the students in the physical classroom. This can work well, but you can ensure that in-person students see their classmates by displaying the gallery in the front of the room, allowing laptops in the classroom, or simply encouraging students to watch the monitors and speak to the camera when possible. If your room is not equipped with such monitors, find another way to display the video of remote students-perhaps using a projector. In the worst case, bring a tablet or laptop into the classroom and log in as a participant so that you can see the remote students.

Additional cameras for in-person students. In hybrid classrooms, cameras are often more focused (literally) on the faculty than on the students. However, remote students should ideally be able to see in-person students when they are speaking in the physical classroom. If there are no cameras to show students or the cameras are inadequate, consider bringing an additional camera or two into the room. Alternatively, you can have students in the physical classroom log in to the videoconference with their computers and enable their cameras. If bringing laptops is not realistic or desired, smartphones can also provide high-quality video. Be sure to check that the network capability in the room and perhaps in adjacent rooms can support all your students on the videoconferencing platform simultaneously.

Microphones to enhance room audio. In-ceiling microphones pick up room audio well, including faculty and student voices, with no intrusion. But these do require some construction work and audio-visual integration. If you do not have the budget or do not expect to need the hybrid room long-term, there are lower-cost ways to get excellent audio. Tabletop microphones intended for videoconference meeting rooms can work, as can having individual students in the room connect to the online platform from their personal devices. However, in the case of students using individual microphones, headsets may be helpful to avoid issues with echo. Or you can invest in one or more high-quality, relatively inexpensive wireless microphones to be passed to students who are speaking in class, and you can even wear one yourself as you move around the room. For a bit more money, you may consider a "throwable" microphone, which adds an element of levity and can give students more control over who speaks next.

6 Ways to Manage Discussion in Hybrid Classrooms

Once you have your room set up, it's time to establish your expectations for how class will run (see sidebar) and plan how you will approach class discussion. To help set yourself-and your students-up for success, let's look at six ways to better manage these discussions.

1. Play to the camera and the physical room

Many faculty who teach in hybrid environments advocate for teaching to the camera rather than the students in the room as a way of keeping remote students engaged. This is understandable; you may want to make more eye contact with remote students than with those in the room, as they are more likely to be distracted-just as you might focus more on students in the back of a large classroom. But remember the following:

In a traditional classroom, if you move around not all students will see your face at all times and this is considered entirely normal. This same principle can be extended to remote students.

Remote students prefer hybrid classes to purely online ones, in part because of the engagement in the physical classroom. Making eye contact with those in the physical room is part of that engagement.

If you only play to the camera, you lose opportunities for in-person engagement. Balance your attention to be sure you are connecting with all students, in person and remote. Encourage students to address both in-person and remote peers similarly. This is a great opportunity to elicit more student-to-student discussion rather than interactions just with you.

Make use of the physical space in the classroom to the extent feasible. Step away from the podium and move around the room. Perhaps teach some of the class while seated with the students-this is a great way to send a clear signal that everyone is sharing the space and it breaks up the monotony of your set front-of-the-room camera shot.

Then, when you want students speaking with one another, get off camera entirely by turning off your feed or just stepping out of view. Have students who are presenting or making a crucial point come into "your" space. Have them use the board or share their screens during discussions, not just when reporting group work or making formal presentations.

2. Create balance and a sense of community

When calling on students, strive for a balance that is roughly proportionate to the percentage of remote students; that is, if 40 percent of your students are remote, call on remote students roughly 40 percent of the time. This becomes more challenging the greater the imbalance between the number of students in the physical classroom and the number of students remote. If only four of your 40 students are attending remotely, it can become easy to forget about them, as only a couple of remote students might speak in an 80-minute class.

Acknowledge the remote students to remind them that you know they are there, if even if they have a small share of airtime due to limited numbers. Narrate and incorporate things happening both on the remote student gallery and in the physical classroom, for example, "Pat, I could see you shaking your head no," or "Kim, you seemed taken aback." Encourage your students to pay similar attention to each other.

You can even assign roles to individual students and to groups of students. For example, make the "audience" of a role play act as board members, shareholders, or other stakeholders. But be careful to resist the temptation to regularly pit the remote students against the students in the physical classroom, and don't always give remote students different roles than those in the physical classroom. This will help create a sense that there's one classroom community despite the physical separation.

Another way to create a greater sense of community and energy is to consider encouraging all remote students who have good audio to keep their microphones open. This allows for laughter, groans, and other reactions from remote students to be heard, which raises the bar on attentiveness. But perhaps continue to enforce hand raising when students want to speak.

3. Encourage hand raising and use chat when helpful

We don't want to hear only from the loudest voices, the quickest thinkers in the language being used, or those most comfortable speaking up in the discussion. We want to manage the airtime among all participants. Having students raise their hands to speak addresses these issues and gives you an opportunity to use your knowledge of the students to better facilitate the discussion.

Hand-raising management in videoconferencing tools are handy, keeping track of the order of raises in a single location. If your students in the physical classroom are not always going to be connected to the videoconferencing software, you will be looking for physical hands locally and some of the value of digital hand raising will be lost. You may want to consider having remote students signal that they would like to speak by raising their real hands on camera. Of course, if you have audio-only remote students, you will need to provide them with a way to signal you.

Chat can be a powerful tool for drawing out reticent students, getting information from many students in parallel, and tracking the path of the conversation. But keeping chat open means having students in the physical classroom looking more at their devices than at each other. Consider allowing it at times, either through the videoconferencing tool or a third-party student response system (there are many robust free ones) that students can use as a phone app, reducing drain on the network compared to logging in to the videoconferencing system.

4. Employ breakout rooms thoughtfully

The easiest solution for breakout rooms is to have groups be composed of either in-person groups in the physical classroom or remote-only virtual groups. But this can make remote students feel excluded from the classroom, create missed opportunities for value-adding variance in the composition of the groups, and deprive all students of the experience of managing a hybrid small group.

Instead, try mixing up the groups. In-person students can share a single laptop per group if not all students have a device with them or if your room's network cannot support all students logging in simultaneously. You can also manage strain on network capability in the physical classroom by reducing the number of students sending video during breakouts. One camera is plenty for a small group, and they can use audio connections on separate devices as needed, desired, or feasible.

"You don't need to spend a lot of time discussing the hybrid process if you prefer not to; however, it is helpful to narrate what you are doing, explain why when appropriate, empathize with students' struggles, and remind them of the benefits."

When in breakouts with students both in person and remote, it's certainly preferable to have all students in the physical classroom use earphones. If students' hardware have traditional 3.5 mm headphone jacks, inexpensive splitters could be provided to allow multiple students to connect headphones to a single device. A smartphone can also work quite well, assuming students do not need to be working with a shared screen or document. The audio from the phone speaker is more disruptive than voices in the classroom, but it can be manageable, particularly if there is a limited number of groups or there is ample space to spread out in the physical classroom or to other locations.

5. Use available boards and tablets effectively

Your camera setup may allow writing on physical boards or easels at the front of the classroom to be visible to remote students. Be sure to test beforehand whether your writing is legible to those online-you may need to write a bit larger than if your only viewers were in person. Your classroom may also have a digital board, but the writing space on these is often limited; be sure to learn ahead of time how to create new blank boards and return to previous ones if you will be using them.

If you prefer to type or write at a table, you can easily share the output. You can also connect tablets wirelessly, allowing you to move about the room and still write on a board everyone can see. Depending on how your classroom and videoconferencing are set up, you may be able to link your computer to the existing room setup. If not, you can log your computer in to the videoconference separately. This can make using applications much easier than setting up the classroom machine for each session.

6. Welcome extra help in the classroom

Teaching assistants are a wonderful resource in a hybrid classroom. If your room is equipped with multiple video options, a teaching assistant can work as a video producer, selecting camera angles and optimizing audio. A teaching assistant can also monitor remote students and the chat window, as well as provide technical support, mute microphones when there's background noise, and facilitate screen sharing.

If you do not have a dedicated teaching assistant, you can perform some or all of these roles yourself. You need to decide which functions add enough value to be worth your limited attention. You may also have students help; the support role can be rotated among students and, with a bit of guidance, they can enhance the flow of discussion and gain a greater sense of ownership in the process.

Let Technology and Instinct Be Your Guide

By leveraging technology and making conscious choices about our processes in the classroom, we can build great, rewarding hybrid class discussions. Don't focus on the limitations of the technology. The keys to success are the same as they have always been: motivate students to prepare, be engaged yourself, ask good questions, listen well, and trust your students.

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As hybrid classrooms become the norm in many higher ed institutions, educators should remember that the skills you have built while teaching in traditional classrooms continue to be crucial and, frankly, more important than any hybrid-specific expertise. Adding remote students to a physical classroom does introduce complexities, but hybrid teaching can be done well with some planning and adaptation.

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Quick tips: Idées sur des activités pour améliorer la participation

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Quick tips: Idées sur des activités pour améliorer la participation

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Dans le blog du The Center of Innovative teaching and learning de University of Indiana at Bloomington vous pouvez consulter la série d'articles avec des "Quick Tips" pour améliorer la participation de vos étudiant-e-s.
Vous y trouverez aussi les 5 quick tips sur "What to keep after returning to face-to-face teaching":
Tip 1: Collaborative tools for student interaction
Tip 2: Undergraduate teaching assistants
Tip 3: Back channel (chat) for informal communication
Tip 4: Breakout rooms for collaborative learning
Tip 5: Recordings of class sessions and course content

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Posts by John Paul KanwitJohn Paul Kanwit

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Posts by Michael ValliantMichael Valliant

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When you're teaching online, you likely use Zoom breakout rooms to create engagement and get your students thinking more in-depth about a complex idea. Maybe you bop around in the breakout rooms, listening to great ideas and students chattering. However, when you return to the shared space and ask students to share what they discussed...

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Si vous avez 30 minutes, je vous recommande d'écouter cette épisode du podcast Teaching in higher ed  avec James Lang sur l'attention. Comment garder l'attention des étudiant-e-s et pourquoi c'est si difficile!

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[00:00:00] Bonni Stachowiak: Today on episode number 332, James M. Lang is back this time to talk about his book, Distracted: Why Students Can't Focus and What You Can Do About It.

[00:00:14] Production Credit: Produced by Innovate Learning, maximizing human potential.

[00:00:23] Bonni: Hello, and welcome to this episode of Teaching in Higher Ed I'm Bonni Stachowiak, and this is the space where we explore the art and science of being more effective at facilitating learning. We also share ways to improve our productivity approaches so we can have more peace in our lives and be even more present for our students.

James Lang is a professor of English and the director of the Center for Teaching Excellence at Assumption College. He's the author of five books, the most recent of which you're hearing about today, Distracted: Why Students Can't Focus and What You Can Do About It. He's also the author of Small Teaching: Everyday Lessons from the Science of Learning and Cheating Lessons: Learning from Academic Dishonesty, and On Course: A Week-by-Week Guide to Your First Semester of College Teaching. I'm so glad to have James Lang back for today's episode about a book I really treasure, Distracted. James Lang, welcome back to Teaching in Higher Ed.

[00:01:31] James Lang: Thank you, Bonni. I'm glad to be here again.

[00:01:34] Bonni: You quote someone in the very beginning of your book and that is the poet Mary Oliver. Do you want to read it or shall? Do you have it memorized?

[00:01:42] James: I don't have it in front of me now.

[00:01:45] Bonni: All right. Well, good because I just love it every time. She writes instructions for living a life. Pay attention, be astonished, tell about it. Why did you start your book that way?

[00:02:01] James: One of the main ideas of the book is to just to try to convince people that attention is something that we should value in education and not take for granted. I think what we've been doing historically is we have identified attention as something that should be like a given in the classroom that students should pay attention. When they're distracted, they're sort of falling away from the norm. I'm trying to argue in the book that actually in the long history of distraction, the biology of research on attention and distraction, teach us that actually attention is a challenging achievement, especially when we're trying to pay attention to something that's difficult, the kind of hard cognitive work we ask students to do in the classroom and in their studying.

In order to convince teachers of that, I want to show that attention is a really important value in our lives, too. Like learning to pay attention to other human beings around us, learning to pay attention to the world, feeling a sense of wonder, like all of these sorts of amazing complexities of the world and all the things that we can learn and do. The more we are attentive to those things and feel astonished about them and want to share them with one another, I think that makes the world a better place and I think it can make our classrooms better learning experiences for our students.

I kind of argue that the three parts of that, and Mary Oliver's quote, pay attention part one, like we need this sort of remember to give our attention to each other and the world be astonished as important because that promotes wonder and curiosity and we know those things are good for learning and then tell about it, like just in the same way that we ask students to tell us about what they've learned through our assessments and through our discussions. Share with us when you paid attention and you found something wonderful there tell me about it. I think that's a pretty good encapsulation of the kind of learning we want to promote in higher education.

[00:03:52] Bonni: In one of your other books called Cheating lessons, you completely transformed the way that I perceive cheating and a lack of academic integrity. I still remember you came on the podcast and also reading in your book of how many of you sped on the way to work, the hands go up, and all of that. I used to really attribute cheating as something that was being done to me. I also think that that's kind of the way that you've tried to break some of the fallacy around attention. I don't know if you've seen these graphics before, but there's a whole big graphic actually there's a number of versions of them about faulty logic that we use. Logical fallacies, there's the Strawman theory and the slippery slope fallacy and the anecdotal evidence fallacy. One that really comes up in your work so much is this attribution theory.

We explain the lack of attention as something that is, again like cheating, being done to us. With distractions, you question what we attribute our students, our learners, ourselves, and our lack of ability to focus on our classes. Talk a little bit about how you try to wrestle that apart, what we're attributing to attention or lack thereof that probably doesn't belong there.

[00:05:10] James: As soon as I started to think about like attention and distraction as issues that were important to understand and reflect upon in relationship to the classroom, I just started like paying attention to people around me and lots of different environments and situations in which people were expected to use their attention in service of learning or their relationships or whatever. What I just noticed over and over again was how difficult it was for people to sustain their attention to something over long periods of time, especially when it was something that maybe was like being asked of them rather than something that was being sort of internally driven by them. The more that I saw, the more it came to seem to me, as I said earlier, that there's a way in my mind in which we should think about like we kind of swim in an ocean of distraction all the time.

Our minds are turning, there's things happening all around us. These sort of moments of attention kind of rise like islands out of the ocean. Those are things that are valuable and important and they help us do all kinds of stuff. They help us love one another, they help us do our work and our studying and learning and accomplish things, but we shouldn't take that for granted. We should recognize that attention is a challenge for any anyone and that therefore we have to be deliberate about structuring the situations, which are going to support attention. That is a very parallel argument to the one I make about academic integrity and they're always arguing that we faculty can do a better job of structuring environments that support integrity and I'm really making a very parallel argument here that we can do a better job of structuring environments that support attention.

The other part of that to me too is that if we recognize what the research tells us about attention, then it's challenging, but it's an achievement that it's easy, it's fragile, it's easily lost. We can also just be more empathetic and we can be more kind of aware of the fact that when a student attention wanders, maybe there's something in the environment contributing to that, but it can also just be because something terrible is going on in that student's life. Like we're all having experiencing lots of sort of challenging issues right now in our lives and in our classes and all that stuff. There's a lot of pull toward distraction right now. I think if we think about the structure, like what are we doing in our classes that support attention? Then we also just think about the sort of emotional empathetic side of it. How are we making sure that we're being reasonable, we're being accommodating, we're recognizing that students are challenged and their attention? If we can do both those things, I think we will make a big difference to how much attention is happening in our classrooms or in our online courses.

[00:07:49] Bonni: Even if you hadn't been paying attention, it would still come at you and that is the great tech ban debate. This comes up, what would you say every three months, every six months and we just rehash. We don't want to spend that much time on it, but can you give us the great tech ban debate and say 15 seconds? What usually comes up on both sides? Either side.

[00:08:13] James: I think both sides have a reasonable argument that they want to make. On the one hand, people want to ban technology because they believe attention is important and they see the devices in the room stealing attention away from their students. The part of me that recognizes and understands the value in that argument is that I do believe we have an obligation in the classroom to attend to one another. It's a community of learners. We all benefit when we're thinking together, paying attention, if there are five students who are checked out on their devices, I'm not going to get the great contributions that those five students have the potential to make to my discussion. Like I recognize the value of- the people who are making that they have good intentions. The other side is that we can have it kind of no policy whatsoever about technology.

The students are adults and they should be able to do whatever they want to do. I recognize the truth of that as well. We should be able to trust you and says, adults. Many of them want to use their devices to learn and they can be really valuable in that process. At the same time, what we do know from the research is that a student distracted on a device can actually draw in the attention of other students. When students are using their devices to do other things, it's not just affecting that student, it's potentially affecting the other students around that student. If we try to stake out a position like what our policy is going to be in the classroom, I think we have to take into account both parts of this. We need to be aware of the fact that devices are helpful learning tools, they're necessary learning tools for some students, but we also need to be aware of the fact that they do have the potential to draw students out of the room and to decrease the contributions that those students have the potential to make to the discussion. Fundamentally I kind of argue for a context-driven approach, and that there are times in the classroom when everyone should be free to use what they want. The devices are available to them that we might be using them, either like we're all using them for a purpose, or people get to choose whether or not to use them. There may well be times when especially in a smaller class, I'm going to put us in a circle. There's no need to take notes. We're going to talk about what this means to our lives.

In those moments, I want us to be able to just pay attention to one another and not be looking at something else. I think every faculty has to make this decision for themselves. I don't think there are clear answers one way or another. I'm against tech bands, and I'm against bands of tech bands. I really think we have to let the context determine what it is that we're doing in terms of our policy. Just the last thing I'll say about this we can make students our partners in that process.

One of the things I think we should do is be educating students about attention and distraction in the classroom, helping them to understand that their device use potentially affects others around them. Then once we've done that, then I think we can say, "Okay, now I want you to work with me to try and make sure that attention is a value here, that we pay attention to one another, and to the, of course, content that we're working with on that day."

[00:11:17] Bonni: I see two benefits to having a context-driven approach. One is very obvious in the way that you phrased it and that is, I can adapt what I'm attempting to shape as a norm in our class, based on a context and what might help facilitate learning better. The second one you also talk about in your book, and I can't say it as sophisticated as you did, but I call it changing it up. Even the very act of shifting from one context to another can drive more attention.

[00:11:50] James: Absolutely. One of the major things I argue in the book is for thinking about the structure of the class. One of the things we know from the attention research is that change can renew attention. In the book, I talk about the importance of thinking like a playwright or teaching like a playwright. A playwright is someone who has to hold the attention of an audience over the course of a couple of hours. Well, how do they do that? They do it by making regular changes and renewals in what's happening on the stage.

There are breaks. There are intermissions. There are acts and scenes. The act ends in a quiet moment and begins with a bang. We've got 2,000 years of experience of people thinking about how to sustain someone's attention through the course of a couple of hours. I think teachers can learn from that. One of the things we learned from that is, we try to make sure that there's a change in variety happening in the classroom.

I was talking about, well students sitting in a lecture for 15 minutes are going to get bored and check out. You can get equally bored and checked out of a discussion going on for two hours. It's just, you need to be able to have opportunities to pause, to catch your cognitive breath, and then get started again. What you are initially saying is the context-driven policy gives you an opportunity to do that where you say, "Okay. I'm going to lecture for 15 minutes, and you can take notes however you want. Then I want us to everybody close up, and we're going to talk about it for 15 minutes. Then we'll finish with a writing activity and you can do that online or with your laptop. It's a way of just being thoughtful about what's happening in the classroom in general, but then also about the devices.

[00:13:26] Bonni: It's so important for us to be self-aware in this process, too. You talked about in teaching lessons where you didn't go into teaching to become a police officer, so why would you try to take on that role in that particular context. For me, it's almost feels gimmicky, except that it really works. The approaches that I use, they work every time. If I'm teaching in-person, and I say, "Okay. I want you to go explore these three questions with someone else in the class and go just for a quick five-minute walk." No one's on their phones during that time.

I don't have to say, "Put your phones away." It's just if I tell you to go stand up and go for a quick walk, or if you've got some a gallery walk set up or if it's a thing- Sometimes you may want to take the phone, "Okay, I've got a gallery of things that have QR codes." If you go and you put your phone up to the QR code, it's going to play one of your responses to a flipgrid thing and you can see who won the best or what- I don't know. I was like to do a lot of best things, but you can have the phone come out and the phone go away without you having to be the enforcer of that just by the very virtue of what you select as structuring. You talk about that structuring.

[00:14:40] James: Yes. I think for me, there's something even more important about this issue, attention, than there is about academic integrity, which is in both cases, as you said, someone could say, "Well, you're having to do a lot of dancing around with the structure and everything in order to make this work." The truth is one of the things that I also came away from the research with is earning does not happen without attention. It's the first thing that has to happen in order for someone to learn something.

If we're not paying attention to attention, nothing else matters in a way. The process has to start with attention. I actually think it's the first thing we should be thinking about as we're trying to envision how a class period is going to unfold. The first thing you have to do is get their attention. Then, if 30 minutes go by, and you've got to plan for 30 minutes, but the last 20 minutes, you're just going to wing it and nothing really comes up.

Again, the depths the point at which they might go to their distractions, and that time is just not going to be useful to them. I do think it's worth being a little bit more deliberate than we often are about the structure. We're going to do 20 minutes of this, 20 minutes of that and finish with 10 minutes of that. It has all kinds of virtues in terms of attention, but also making sure that students are getting exposed to a variety of different learning activities, forcing us to be deliberate about our pedagogical choices. I think there's lots of reasons to think along these lines.

[00:16:06] Bonni: One of my favorite most intriguing ways to think about structuring attention has to do with curiosity. Would you share some of the examples that you discovered or just some of your own thoughts about how can we structure things to really grab people through curiosity?

[00:16:25] James: Yes. Quite a long time ago, when I was first reading the work of Ken Vane, and listening to him give some workshops, one of the things that he always said was, when you look at what great lecturers do, the way they often start a great lecture, not even just an education, but if you're watching a lecture or a public lecture, or something like that, or a TED talk, they often start with the description of an intriguing problem or question. That's the first thing they do they tell you a story and that story is designed to like, make you curious about a problem, or to throw out a question that people have been struggling with for a long time and that's how they begin.

That, to me, is a nice sort of exemplar of what it looks like to try and lead with curiosity to try and begin by peeking the curiosity of students. There's lots of different ways that we can do that. One of my favorites, simple everyday examples that I talk about in the book is one of my colleagues, who teaches microbiology. When she comes into the classroom, every day, there's a new microbe up on the screen and the question of the day is always the same.

There's six things that apply to all microbes and the students, the first thing they do is, "Okay, find out everything you can about this microbe and report on these six things." I observed, you're doing this in class, and the students jumped into it. They jumped on right to work. People weren't doing other things. They were looking up the stuff about the microbe, and then she would solicit there what they found, and they put it all together on the board and that's how every class began.

It began with this question. Tell me about this fascinating thing that I have here on the screen, and then let's learn about it together. That was always the segue into whatever they're going to be doing for that class period. Just thinking about how we can begin with questions, with problems, with things that are going to capture- stories, things that capture people's attention I think that's the way we try to get to this building of curiosity in students.

[00:18:21] Bonni: Another aspect of how we can structure attention that you have taught me so much about both yourself but also introducing me to other experts in this area, like Pooja Agarwal, that is assessed attention. How can we structure learning to happen to gain more attention through assessment?

[00:18:41] James: This is something that I wrestle with a little bit because there's a large movement now to step away from too much assessment and grading. I think there's a lot of value to that. In the book series that I added, we have a book coming out and on grading. I think there's a lot of validity to the arguments that people are making and critique of grading and assessment.

At the same time, one of the first times I gave a lecture on attention and distraction while I was working on the book, I threw out to the audience. When I did this when I was first giving workshops and lectures on distraction, I would always say to the audience, "Okay. Let's brainstorm a little bit together. When do your students pay the most attention in your class?" One of the first times I did this, a physicist raised his hand and said when they're taking a test, and I thought, "That's a really interesting point."

We have to think carefully about how we use tests and quizzes but at the same time, it's clear that the assessment process focuses the attention of students. If that focusing attention helps them learn and if the assessment is well designed, in my view, those things come together and can produce learning. The other way to think about this for me is that students are taking five different classes. They got all kinds of stuff going on in their lives. One of the things that we do when we put an assessment in front of them is to say, "Look, this activity here going to point you to what's really important and if you complete it in good faith, this is going to really help you learn." I should be able to use my assessments in order to promote attention in a way that promotes learning. For this reason, I argue in the book that- Well, most of us use higher stakes assessments like tests and quizzes.

I even suggest that there are times and places and reasons when students are doing everyday participatory work in class to reward students with like low stakes participation type grades, not just participation grades for raising your hand and saying something but if we're doing a worksheet or they're doing some solving problems, or they're doing a connection notebook activity. Lets students know. This is valuable. I value you doing it. I want this to contribute to your grade and that can help orient the attention of students who have incredibly complex and busy lives. We're helping them say, "If you put your attention here, it's going to give you the most bang for your buck."

[00:20:59] Bonni: This is an unfair example for me to give a little bit because I've only actually met with my students this term twice, because we had a holiday in there. We're all still getting to know each other. They are remarkable in the sense of the quantity of them that are deciding not to turn their cameras on. I've always- I shouldn't say I've always. I have changed my mind over time about that is their prerogative, that is not for me to control.

I used to with doctoral students require it and I just don't even at that level anymore. It's just that's their prerogative. It is, as someone who gets so much information from facial expressions. It is a little bit of just like, "Okay, we're all getting to know each other here and I'm not sure if I'm reaching you." I just did something very simple, which is to pull up, there's Quizlet, they have the flashcards app, and they have this fun game called Quizlet live. In fact, I was even getting there.

What happened was, I started out with just, "Oh, this is Quizlet in case you've never heard of it before. Let me send you a link to it. You could go see how you can look through the cards this way but you also could play these games." I go and I start playing one of the games, that's a matching game, a definition with a term and I start playing it. They're already playing it and they're beating my high score. I said, "I'm going to stop talking for a moment because you keep beating my high score." It was just such a funny way to be- They're there. I don't feel like they're there but they're totally there.

When you do this assessed attention, there's no points. Then we did the Quizlet live, there's no points. Why would I want to grab a screenshot and have one more administrative task? They're there, though. When you do those low stakes, or no stakes, especially in an online environment, if you're electing and I would say this is another podcast episode, but don't force your students to turn their camera on as a means of assessing their civil attention. That's not going to get you in good places. It's wild, how assessment can really do that, especially if you mix assessed attention with curious attention and you model that so well, through prediction too. I still feel like there's so much further I could travel with prediction as a means for both assessing and getting me super curious. It doesn't matter about the topic.

[00:23:24] James: If you think about the assessment and intention is no that should be layered over all the other good stuff you're doing. Ideally, you're doing lots of different stuff, and you're making it as engaging as possible. The assessment provides that final layer that you can add on to the things that you're already doing. The other place that it can really help, it might help those students who are more likely to check out.

Your great students are going to do everything that you've asked them no matter what. It's the students who are a little bit, maybe uncertain about themselves, who would rather hang back and not participate. That's actually probably the worst thing they can do for their learning that the assessment might just give them the little nudge they need to get over to cross the threshold into participation.

Again, I'm talking super low stakes here. You were here. You did it great. You're going to get some credit for that. It can really help those students that I think actually most need help from us in terms of how to succeed in college. That's why I argue that we can use assessment in support of attention. Now of course, we can do all the other things that we want to do as we're thinking about how to assess ethically and empathetically, but I think we can do all that and still get the benefits of assessment for attention.

[00:24:41] Bonni: We've looked at things that we can do to structure our teaching and to help foster attention. I'm sure you're talking to a lot of people and if you're not you're talking to one right now. My goodness, is attention just really hard as a person right now. What advice do you have just, how do we pay attention more during times when it is harder than I can ever remember it being in my life?

[00:25:11] James: Obviously, one of the things that the research on distraction tells us is it's not just devices that distract us. Everything distracts us. Our worries and anxieties that can distract us or a global pandemic can distract us. A kid running around in the background distracts us. The distractions are endemic to the human condition, and they're everywhere.

It's especially intense right now, because we are going through such- We have larger global anxieties about everything, but also because so many people are adjusting to new forms of teaching and new ways of interacting with our students. It absolutely is very intense right now, in terms of thinking about the distractions that bedevil us. The only thing I can really recommend to people is twofold.

First of all, just be empathetic with yourself, to recognize that distractions are pulling us right now. I think people beat themselves up about it sometimes and about the fact that they can't seem to pay attention in a time like this. I just think that's perfectly normal, be empathetic with yourself about it and that's going to help you be empathetic with your students about it.

The second thing is to just do- There's no other way it says, pay attention to it. Start noticing, when are you attentive, and when are you distracted. The more you're aware of it, and the more you observe it in other people, and what situations that happens in and what situations it doesn't happen in, the more you will be able to craft your own solutions to the problem.

I've learned over the past six months, that I used to be able to be so focused on my writing. It didn't matter if I had other tabs open on my computer and stuff. I would still stay pretty focused. I have found that over the last six months, I have to close everything out now. I have to close out all my browser tabs and my email and everything. I spend an hour writing and then I come back and I look for 15 minutes and all the stuff that I've been missing. Then I just keep doing that over and over again.

I learned that because I've been thinking a lot about attention and I paid attention to what other people were doing and things that I was seeing. If you just try to become as self-aware as possible about your attention patterns, and the things that you see other people doing, you're most likely to get to solutions that are going to be effective for you. People talk about technology fast. They're things that are going to work for some people, not for others, nothing is going to be a universal solution to this. You really have to think about becoming self-aware and finding out what works for you.

[00:27:43] Bonni: Earlier in the episode, Jim and I spoke about changing things up and I'm going to change things up just briefly to thank today's sponsor, and that is SaneBox. If you head over to sanebox.com/tihe as in Teaching in Higher Ed, you can find out more about the service a free trial you could take advantage of, and a $25 credit toward a SaneBox subscription.

SanBbox is absolutely essential in the way that I manage my email. You can hook up a Google account, office 365, iCloud or any email address. What it does is scan the headers, the subject line of the emails, not the contents of it and it smartly sorts them so that you can focus on the most important emails that are sitting there and the rest of them get tucked away for such a time as you want to see the latest advertisement or newsletter or what have you.

It's really easy to get started and just start right away being able to better manage your email but it has additional features too. There's such a feature as Do Not Disturb, which banishes annoying senders. It reminds you to follow up and more. One of the things I like to do is I want to find out if someone's replied to me within a reasonable amount of time of whatever it is I'm requesting.

You can specify the number of days that if they haven't replied to you. It'll ping you again to do some more follow-up with them. It's a really easy to use service. It's really smart. They say they've been keeping email sane since 2010 and I would have to agree with that. They are a sponsor, but I also pay to use the service and it is a great investment for helping me be more productive in managing my email. Thank you, SaneBox, for sponsoring today's episode, and please head on over to sanebox.com/tihe.

This is the time in the show where we each get to share our recommendations and spoiler alert, my recommendation is your book. It's called Distracted: Why Students Can't Focus and What You Can Do About It. I wanted to tie back to something that you just said about it being normal. I have just been really unable to do any sustained reading since the pandemic hit and it's something I do feel pretty guilty about. First of all, your book came to me during that time and was the first time I could just get completely enveloped in it. It was such a delight to read. I love how you structure all your books just that you just carry me through a play write. That's really what you do. I can't recommend it enough. First, if you're having trouble focusing, reading, this will not be an issue for you, I suspect, if you were to pick this book up, and so many tangible practical ways that we could structure attention both for ourselves, you mentioned that and the final bit of it is also talking about attention as a community, which I really appreciate it too.

I really want to recommend it and want to thank you for writing the book that I could just devour. It's so much fun to read and so rewarding too because it really felt like I could make so much of it tangible. That is my recommendation. A side note, by the way. I love what you're saying about becoming more aware. Well, of course, I'm having trouble reading sustained periods of time, when I pick up my iPad, which happens to have the Kindle app, or in your case, it was a PDF so I was using a different app. I was just one tap away from the world of distraction, whether you want to Doom scroll, or whether you want a little humor to take you away from it all. Low and behold, Jim. If I actually read on my Kindle, which I can email documents to. Low and behold, I never get tempted to do anything else because all I can do on a Kindle a physical e-reader. All I can do is read there's nothing and if there is anything else, please don't tell me. That's all I ever want to do.

[00:31:38] James: Yes. Well, and one thing that you know about that productivity time, there are of course, times when we're doing something, it's okay to be interrupted. When I'm just composing emails, responding to them, it's fine. I can be interrupted and go to Twitter back and forth. There's nothing wrong with that. It's just but again, I just have to recognize, okay, when I'm doing those things, it's fine. I Leave all my tabs open. When I'm doing something that I really want to focus on that's when I close them out, and I try to be more focused.

[00:32:02] Bonni: Yes. I know you have something to recommend for us today, too.

[00:32:04] James: Yes. I recently discovered, and this is a relatively recent book. I think the name is pronounced Stanislas Dehaene. The book is called How We Learn: Why Brains Learn Better Than Any Machine . . . for Now. It's a really terrific introduction to the way in which people are trying to create machines which replicate what the human brain does. The author argues while that so far, that science is essentially in its infancy because of the complexity of the human brain and because of all the kind of things that we do that machines have not been able to replicate. As a part of that, he goes through a really accessible but extremely thoroughly researched account of the learning process. I love to read books about how people learn. I've read many dozens of them and this one is really introducing new ideas to me, including a whole chapter about attention and its importance to learning. I really recommend this one, How We Learn: Why Brains Learn Better Than Any Machine . . . for Now.

[00:33:09] Bonni: Jim, it's always such a pleasure to get to talk to you. Thank you for this book. Thank you for your generosity as a teacher. You are a teacher to so many of us, and I'm just excited for the next time you come back and we get to have our next conversation.

[00:33:22] James: Thank you, Bonni. Enjoy it as always.

[00:33:27] Bonni: Thanks so much for James M. Lang for joining me on today's episode to talk about your book, Distracted: Why Students Can't Focus and What You Can Do About It. If you'd like to go access the show notes they're over @teachinginhighered.com/332 as in 332.

Jim, I always enjoy our conversations. I learned so much from you and I just so appreciate your generosity as an educator. Thanks to all of you for listening. I love being part of this community with you and us all getting to learn and equip each other to become better teachers, and part of that is going to be the approaches that we can discover from this book in today's conversation. Pay attention, be astonished, and tell about it. Thanks, Mary Oliver, and thanks to all of you. See you next time.

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[00:34:26] [END OF AUDIO] The transcript of this episode has been made possible through a financial contribution by the Association of College and University Educators (ACUE). ACUE is on a mission to ensure student success through quality instruction. In partnership with institutions of higher education nationwide, ACUE supports and credentials faculty members in the use of evidence-based teaching practices that drive student engagement, retention, and learning. Teaching in Higher Ed transcripts are created using a combination of an automated transcription service and human beings. This text likely will not represent the precise, word-for-word conversation that was had. The accuracy of the transcripts will vary. The authoritative record of the Teaching in Higher Ed podcasts is contained in the audio file.

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Distracted, with James Lang - Teaching in Higher Ed

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00:00:00] Bonni Stachowiak: Today on episode number 332, James M. Lang is back this time to talk about his book, Distracted: Why Students Can't Focus and What You Can Do About It. [00:00:14] Production Credit: Produced by Innovate Learning, maximizing human potential.

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Un article de Unidistance sur comment créer un scénario pédagogique (une feuille de route d'activités de votre session)
Je trouve intéressante l'idée qu'à l'Unidistance, les enseignant-e-s partagent le scénario pédagogique avec les étudiant-e-s, donc le déroulement et les attentes deviennent très clairs.

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Modèle de scénario pédagogique (Excel)
Nous vous proposons un modèle, sur Excel, qui vous permettra de scénariser plus facilement votre module. Nous avons choisi Excel puisque c'est un outil facile d'accès, que beaucoup maîtrisent un minimum et que c'est une ressource sur laquelle on peut travailler sans connexion. En utilisant un outil de collaboration en ligne, vous pourrez également scénariser votre module à plusieurs.

Dans ce fichier vous découvrirez les éléments suivants :

Un axe temporel, que vous pouvez découper en semaines, en période, en mois, voire combiner différentes temporalités (indiquer les périodes et les semaines, par exemple). Choisissez ce qui vous semble le plus pertinent pour votre module.

Une ligne des thèmes que vous allez aborder. Chaque thème utilise une couleur et toutes les ressources, les activités ou les évaluations liées à ce thème arboreront la même couleur.

Une ligne des ressources que vous comptez mettre à disposition. Vous pouvez dresser une liste des ressources générales que vous utiliserez durant tout le module, ou encore placer précisément sur l'axe temporel une ressource liée à un thème ou à une activité en particulier.

Une ligne pour les activités et productions de l'étudiant·e : nous avons choisi ici de regrouper les activités d'apprentissage, les évaluations formatives ainsi que les évaluations sommatives. Tous ces éléments sont des activités de l'étudiant·e où on lui demande un travail et une production et toutes ces activités mènent à l'apprentissage. Ainsi, pour différencier ces éléments entre eux, une légende vous indique que les activités d'apprentissage ont un fond blanc et un contour coloré (lié au thème auquel elles font référence), les évaluations formatives ont un fond hachuré tandis que les évaluations sommatives ont un fond de couleur (toujours lié au thème) ainsi que l'indication de la pondération dans la note finale. Pour chaque élément, vous pouvez également préciser la modalité sociale de l'activité (travail individuel, travail de groupe, activité regroupant toute la cohorte ou encore modalité de réalisation laissée au choix de l'étudiant) ainsi que la modalité de feedback rendu à l'étudiant (par mail, via Moodle, en visioconférence ou encore par une correction par les pairs).

Une ligne pour les interactions : que ce soient des forums, un regroupement en présence ou à distance, des échanges asynchrones, un travail collaboratif, etc. vous pourrez présenter ici toutes les interactions nécessaires et proposées entre vous et vos étudiant·e·s ou uniquement entre vos étudiant·e·s. Trois symboles indiqueront si le regroupement se fait en ligne, en présence ou de manière bimodale. Vous pouvez également préciser si vos séances sont enregistrées.

Une légende est intégrée directement au document. Elle remplit plusieurs fonctions :

Les codes couleur, les symboles, les hachures, etc. sont clairs pour tous ceux qui liront votre scénario puisque leur signification est directement précisée dans la légende.

Elle vous permet de gagner du temps puisque vous pouvez directement copier les éléments de la légende et les copier sur votre axe temporel, avant de faire vos modifications (couleur, contenu, etc.). Pour les personnes un peu moins à l'aise avec Excel, quelques conseils et images présentent comment utiliser efficacement cette légende (comment sélectionner plusieurs éléments en même temps, comment les regrouper ou les dissocier, modifier le contour ou le fond d'une forme, etc.)

La légende vous propose les éléments suivants :

Les thèmes que vous allez aborder

Les activités d'apprentissage (fond blanc et contour coloré), les évaluations formatives (fond hachuré) et les évaluations sommatives (fond coloré)

La forme sociale des différentes activités peut également être précisée : est-ce que le travail se fait individuellement, en groupe, en classe complète ou au choix ? Cette information est particulièrement importante pour les objets d'évaluation.

La modalité sociale des regroupements pour indiquer si les regroupements se font en présence, en ligne ou de façon bimodale.

Vous avez la possibilité d'indiquer quand vos séances sont enregistrées.

Vous pouvez préciser de quelle manière vous pensez donner un feedback aux travaux de vos étudiants (par mail, directement via Moodle, via une rencontre synchrone, etc.) Le feedback est essentiel pour l'étudiant puisqu'il lui permet de comprendre ce qu'il peut améliorer.

Enfin, les flèches vous permettront d'indiquer des liens entre les activités : quels thèmes sont liés, quelle cohérence et quelle dépendance entre les différents éléments.

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Créer un scénario pédagogique · UniDistance Suisse

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Vous aimeriez créer un scénario pédagogique pour votre module mais vous ne savez pas par où commencer, vous ne savez pas quoi y mettre ni quel outil utiliser ? Voici quelques conseils et un modèle qui vous permettront de créer plus facilement un scénario utile, complet et compréhensible.

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Calculer la charge de travail des étudiant-e-s

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Calculer la charge de travail des étudiant-e-s

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Use the workload estimator developed by Betsy Barre and colleagues at Wake Forest University to calculate how many hours your students work on your class each week.
Une version plus simple offert par l'Université de Lausanne.

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Workload Estimator 2.0 - Center for the Advancement of Teaching

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The Center for the Advancement of Teaching aims to advance passionate, reflective, and evidence-informed teaching. We contribute to Wake Forest's distinctive mission by encouraging the development of teacher-student relationships that prepare all students to live examined, purposeful lives. Learn More >>

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Un modèle en 4 étapes pour mettre en place son enseignement

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Un modèle en 4 étapes pour mettre en place son enseignement

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Les 4 étapes de Robert D. Austin, Harvard University:

1. Struggle: Present a Challenge for Your Students to Grapple With

2. Structure: Encourage Students to Categorize What They Know

3. Systemize: Guide Students Through Connecting Structured Information

4. Synthesize: Establish Student Consensus and Draw Conclusions

Si vous avez le temps (environ 1 heure), le webinar avec Robert Austin est très intéressant au sujet de l'enseignement post-pandemie

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Right now, business school educators have a unique opportunity to enhance how we teach. Our experiences over the last year and a half have stretched our thinking around what really engages students-and our post-pandemic course design should reflect that work.

Many educators are rushing to go "back to normal," eager to return to interacting with students face to face. But going back to in-person learning doesn't mean ignoring what we learned last year. Even as we gradually reopen physical classrooms, we can use the techniques we've experimented with to develop better learning experiences.

Here, I'll discuss a framework I use to help work these enhanced learning experiences into my course design. I've found that this process ensures I develop my courses in a way that optimizes student discovery and empowers students to really own their learning.

A Model That Makes Students Earn What They Learn

I'd first like to discuss what I believe makes up the structure of an effective course. Whether students are online or in person, I've found their most meaningful experiences are those in which they have the following experiences:

They are actively engaged

They feel responsible for their own learning

They have significant control over their experience

Achieving this requires us as educators to yield some control, guiding the learning experience with a lighter touch. David Kolb's experiential learning model (Figure 1) suggests that learners need to go through a "journey of discovery," where they feel they've earned the understanding of the lesson through the experiential process of getting there. Kolb's cycle is made up of four primary steps:

1. Having a concrete experience. In case teaching, for example, students experience the process of assessing and solving a business problem.

2. Forming reflections and observations. Students then engage in class discussions, which facilitate the forming of observations and reflections informed by that experience.

3. Using those observations and reflections to arrive at generalizations. After the case has been thoroughly discussed, instructors can introduce the intended concepts or theories of the case and help students connect the dots.

4. Testing those generalizations. This new knowledge can be tested through traditional assessment methods or even through a new case study, thus restarting the cycle.

Depending on the content of the course, students can go through this cycle multiple times, building on these former experiences to develop a deeper and more nuanced understanding of the content. Moreover, the ability to derive observations and knowledge from experience is a skill students will use throughout their careers.

The 4-S Framework for Student-Centered Course Design

One of the key elements of the experiential learning model is that it requires a certain level of self-discovery and autonomous learning. To apply the foundations of this model to my own coursework, I like to use a four-step framework: struggle, structure, systemize, and synthesize. And I use different digital teaching methods and technologies to support each phase.

1. Struggle: Present a Challenge for Your Students to Grapple With

I like to see students begin the learning process by struggling. I do this by presenting them with too much or too little information-this could be in the form of a case, a simulation, or videos, for example-and having them, on their own, think through the following questions:

What is happening here? What is the problem?

What information do I have? Is it relevant?

What information do I need?

For example, I often kick things off with a "mini-case" that provides a real-world example of the topic we are discussing, presented in a narrative form. This step can be done in person, but there is also a wealth of digital tools that provide students with simulated cases or digital workspaces. These can be supported by short videos to provide context and introduce protagonists.

2. Structure: Encourage Students to Categorize What They Know

After students have struggled a bit on their own, I might step in and encourage them to structure and categorize the information they already know to determine if and how it applies to the problem. I ask them to consider the following questions:

How can I categorize information and relate it usefully?

What can I analyze to generate needed information?

This structuring also helps students determine what additional information they still need to gain. Through this analysis, they may end up changing their minds about what they previously thought. These surprises, reversals, and counterintuitive realizations make learning points more memorable.

To help students with this process, I use virtual or in-person group work, online discussions, and other activities that center on student-driven exploration and dialogue. For example, I might follow up with the same mini-case from earlier using asynchronous discussion boards, where students can build on their initial reactions, queuing them up for more involved synchronous group work.

3. Systemize: Guide Students Through Connecting Structured Information

I eventually guide students toward systemizing this new information into overarching frameworks. Doing so allows them to start to see general principles emerging. This could be facilitated through live discussions that build off points raised and emerging themes from earlier online asynchronous discussion, or by inviting students to reflect on conclusions reached while doing group work.

4. Synthesize: Establish Student Consensus and Draw Conclusions

Once students have reflected, I then step in more directly to help them synthesize their new frameworks through group consensus to solidify the overall key takeaways of the lesson. This might involve presenting a synthesized model of the key information through live instruction, an edited video lesson, or other instructor-driven activities. I may even introduce what I like to call "rescue frameworks" in the form of instructor-led analysis to help fill in any gaps in student understanding-"rescue" because students recognize that the frameworks save them from future struggles like the ones they've just experienced and grab onto them like a tired swimmer when thrown a life preserver.

As with Kolb's model, you can repeat this process-struggle, structure, systemize, and synthesize-as often as necessary and refine the findings until they meet your learning objectives. You can see this framework applied in the image below (Figure 2). As the illustration shows, different forms of both digital and in-person learning can be inserted where they would best guide students through the process.

Creating a Narrative and the Space for Students to Discover on Their Own

One advantage of this framework is that it's an inherently narrative process. I believe that good courses are plotted, just as good books or movies are. At the beginning of a good story, the audience struggles with the problem of determining what will happen and how the characters will get out of their predicaments. These problems are explored and addressed throughout the story until a satisfying conclusion is reached. Similarly, at the beginning of an effective lesson, students struggle with a question or problem that has been presented to them. They then examine and explore that problem until it's solved.

Your students already have a reflex for this narrative process-it's simply a matter of giving them enough agency over the process so that the discoveries become their own. It's also about knowing how much and how little you should intervene. This framework also ties in well with the experiential learning model by encouraging direct interaction with the material, thus supporting deeper understanding and longer retention.

Designing Experiences and Letting Go

It's all about getting students to that moment when they change their minds. They came in thinking one thing and, through interaction with their peers and through the skillful guidance of their teacher, they come around to a different perspective. Not because they were overwhelmed by contradictory facts, but because they decided something new for themselves.

Learning experiences can have this kind of dramatic structure, although it requires us to let go of some of the control we've traditionally held on to. We can still be engaged in the designing process, and the tools and technologies that we've experimented with can help us move in that direction and drive us to design learning experiences where students are actively engaged and feel more responsible for their own learning.

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A 4-Step Framework for Post-Pandemic Course Design

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Right now, business school educators have a unique opportunity to enhance how we teach. Our experiences over the last year and a half have stretched our thinking around what really engages students-and our post-pandemic course design should reflect that work. Many educators are rushing to go "back to normal," eager to return to interacting with students face to face.

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Exemples de scénarios pédagogiques en ligne

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Exemples de scénarios pédagogiques en ligne

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Vidéos courtes avec des exemples de scénarios pédagogiques.
Le Cnam - Living Lab Sofa

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Le Cnam - Living Lab Sofa - Le Laboratoire des usages sociaux éducatifs du numerique

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Scénarios pédagogiques : Exemples - Le Cnam - Living Lab Sofa

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Scénario pédagogique : l'utilisation du storytelling pour analyser une situation professionnelle.

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Page de UniGe avec des idées sur comment améliorer l'interactivité dans son cours

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Favoriser l'interactivité dans un cours universitaire est un vrai défi, en particulier dans un contexte d'enseignement à distance ou hybride dans lequel le contact avec les étudiant-e-s n'est pas aussi direct qu'en présentiel.

Malgré la distance, les outils e-learning et le processus de scénarisation pédagogique peuvent vous aider à passer d'un exposé " magistral " traditionnel dans lequel les étudiant.es sont passifs/ves et réceptionnent la connaissance, à un exposé " interactif " où vos étudiant-es deviennent acteurs et actrices du cours en participant activement. Cela va notamment vous permettre de susciter de l'intérêt pour votre discipline, de maintenir l'attention de vos étudiant-es et de les motiver à apprendre régulièrement (par rapport à un simple bachotage intensif préexamen).

Comment mettre en place ces exposés interactifs ? De manière générale, nous vous conseillons d'alléger fortement la quantité de contenu que vous présentez, c'est l'occasion de repenser votre cours et d'avoir recours à de la classe inversée (des concepts présentés avant les séances). Grâce au temps ainsi dégagé, vous allez pouvoir en parallèle à vos présentations de contenus théoriques " classiques ", intégrer des activités pédagogiques pour mobiliser ponctuellement vos étudiant-es sur une thématique particulière. Ces activités plus ou moins complexes et chronophages sont à adapter à vos objectifs pédagogiques.

Des exemples de plateformes et applications e-learning pour...

Mentimeter & Wooclap : Applications web permettant de choisir parmi un vaste panel de questions (QCM, nuage de mot, questions visuelles...) [version gratuite limitée].

Votamatic : Application web permettant de créer des sondages (QCM, vrai-faux).

Pingo : Application web permettant de créer des sondages (QCM, vrai-faux) mais aussi de poser des questions ouvertes et d'organiser les réponses sous forme de nuages de mots-clés.

Padlet : Plate-forme collaborative permettant de partager différents types de contenu multimédia et de les structurer. Contacter le pôle e-learning pour utiliser la licence de site de l'UNIGE.

Beekee : Plate-forme type réseau social qui permet dans une perspective constructiviste de la connaissance de suivre l'apprentissage de vos étudiants en favorisant les interactions.

Speak-Up : Plate-forme permettant aux étudiants de poser des questions de façon anonyme. Possibilité d'enlever l'anonymat avec l'intégration sur Moodle.

Smart Notebook : Logiciel de présentation pré-installé dans un grand nombre d'auditoires et de salles de séminaires de l'UNIGE pouvant être utilisé comme une plate-forme interactive. Large panel de fonctionnalités et d'activités pédagogiques. Contacter le pôle e-learning pour une installation sur un poste de travail.

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Enseigner à distance Enseigner à distance

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Favoriser l'interactivité dans un cours universitaire est un vrai défi, en particulier dans un contexte d'enseignement à distance ou hybride dans lequel le contact avec les étudiant-e-s n'est pas aussi direct qu'en présentiel.

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Let this list of evidence-based strategies help you plan your class. Clemson University.
In this pdf you can get ideas on how to implement the strategies.

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Evidence Based Teaching Strategies | Clemson University, South Carolina

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Des compléments brefs et faciles à intégrer dans les cours

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Des compléments brefs et faciles à intégrer dans les cours

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Sur cette page de UniGE, cliquez sur le titre "Des compléments brefs et faciles à intégrer dans les cours" pour trouver des idées d'activités.

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Intégrer un MOOC à son enseignement peut être une occasion de varier le type d'activités et les ressources que vous proposez à vos étudiant-es. Un MOOC est en effet structuré en plusieurs éléments d'apprentissage qui sont " prêts à l'emploi " et généralement de bonne qualité. Ainsi, le temps passé en présentiel ou en visioconférence peut être consacré à des discussions plus approfondies, à la clarification de contenu ou à la mise en place d'activités interactives. Un cours de deux heures par exemple, peut ainsi être découpé en plusieurs parties ou plusieurs activités à la place d'un discours ou d'un enregistrement continu. Cela permet non seulement d'éviter un effet de fatigue lié à une utilisation intensive des outils de visioconférence, mais aura également pour effet de favoriser un apprentissage actif chez vos étudiant-es.

Nous vous proposons ci-dessous trois scénarios intégrant un MOOC dans l'enseignement universitaire et correspondant à des niveaux de complexité progressifs dans leur mise en œuvre (option légère, intermédiaire, avancée). Les thématiques des cours utilisées pour ces exemples sont relativement peu importantes, et nous vous encourageons plutôt à aborder ces exemples au regard de votre public (nombre d'étudiant-es, niveau), de l'articulation entre moments de travail synchrones/asynchrones que vous envisagez et du temps dont vous disposez pour repenser votre cours.

Vous trouverez également plus bas sur cette page des techniques permettant de favoriser un apprentissage plus actif chez vos étudiant-es en utilisant d'autres ressources (lectures, cours enregistrés à l'avance, cartes conceptuelles, outils de vote, etc.).

La plateforme de MOOCs Coursera a souhaité soutenir les universités en leur offrant un accès gratuit à l'ensemble de son catalogue de cours jusqu'au 30 septembre 2020. Compte tenu du fait que le suivi de cours proposés par la plateforme Coursera implique pour les étudiant-es de s'enregistrer auprès de Coursera et la communication de leurs données personnelles à Coursera, mais également à l'organisme qui propose le cours en question, le suivi du cours ne peut être proposé que de manière facultative et non être rendu obligatoire. Les étudiant-es doivent en effet pouvoir décider librement de suivre ou non les cours proposés.
Liste des MOOCs à disposition des étudiant-es de l'UNIGE

Cet exemple de cours traite des bases statistiques et des statistiques inférentielles. Dans ce premier cas de figure, un MOOC complet est mobilisé assez simplement en alternance avec des séances de Travaux Pratiques. Les vidéos, lectures et exercices pratiques de chaque module du MOOC servent à entraîner les bases de la statistique. Une fois ces bases traitées, les séances d'enseignement magistral reprennent et abordent les statistiques inférentielles.

Modalités d'enseignement
Cours donné à une centaine d'étudiant-es de bachelor. Peut être envisagé à distance comme en présence.

Matériel externe
MOOC Basic Statistics - University of Amsterdam

Cette proposition consiste en un extrait de déroulement d'un cours de bachelor en FAPSE sur la Psychologie sociale. Le tableau rend compte de l'articulation de l'enseignement sur 4 semaines. Pour cet exemple, un seul module de MOOC est utilisé. Le scénario suit le principe de "classe inversée" (une grande partie des apports théoriques est fournie en amont du cours plénière, grâce au MOOC). Les méthodes d'apprentissage actif sont encouragées par cette scénarisation.

Modalités d'enseignement
Cours donné à environ 200 étudiant-es de bachelor. Les séances plénières peuvent se dérouler en présentiel ou à distance (à travers des outils de visioconférence).

Matériel externe
MOOC Social Psychology - Wesleyan University

Ce cours traite des bases en game design et en création de jeux vidéo pédagogiques. Dans ce troisième cas de figure, l'intégration du MOOC dans l'enseignement a été plus ambitieuse. Un MOOC de 4 modules traitant du game design (vidéos, lectures, exercices pratiques et évaluations par les pairs) est utilisé pendant 4 semaines comme matière principale du cours. Si les bases théoriques autour du jeu vidéo pédagogique sont abordées par l'enseignant-e durant les phases synchrones, l'essentiel de la théorie autour du game design est abordé quant à lui durant le MOOC.
Dans celui-ci, les étudiant-es doivent produire un certain nombre d'éléments nécessaires à la conception de jeux vidéo. Ce cours profite de la structure que le MOOC propose déjà pour modifier légèrement les activités en tâches de production de jeux vidéo pédagogiques (et non ludiques uniquement).

Modalités d'enseignement
Cours donné à une trentaine d'étudiant-es de master. Peut être envisagé à distance comme en présence.

Matériel externe
MOOC Principles of Game Design - Michigan State University

Martin Pohl a enseigné le cours "Particules et Noyaux" à l'Université de Genève de 2012 à 2017, cours d'introduction obligatoire en 3ème année de bachelor en physique.

En 2015, après une réponse positive du Rectorat pour son projet de MOOC sur la physique des particules, Martin Pohl, intéressé par la méthode de Peer Instruction d'Eric Mazur, décide d'utiliser son MOOC en classe inversée. Le manque d'enthousiasme, tant du côté de l'enseignant que des étudiant-es, décident le professeur à revoir son enseignement de cours.

Dorénavant, sa classe est inversée et beaucoup plus dynamique. Après avoir visionné 3-4 vidéos du MOOC, les étudiant-es arrivent préparé-es en classe avec des questions et des problèmes qui sont ensuite débattus et approfondis en classe. Cette méthode crée beaucoup plus d'interaction entre l'enseignant et les étudiant-es, mais également entre les étudiant-es.

Et les résultats sont très positifs : les étudiants et étudiantes sont plus actifs et actives, l'enseignant a le sentiment de se renouveler car chaque cours est différent. L'évaluation de fin de cours est beaucoup mieux notée par les étudiant-es et leurs résultats à l'examen sont meilleurs.

Dans ce cas, le MOOC couvre 25% du total du matériel de cours. Mais il est également possible d'utiliser d'autres supports pour la classe inversée, tels que des livres, des manuels, des ressources ouvertes présentes sur le web, ou d'autres MOOCs de l'Université de Genève ou externes.

Dans cette vidéo, le Professeur Martin Pohl et son assistante Noemi Calace nous parlent de la mise en place de la classe inversée.

Consultez la version longue de l'entretien.

Durant un apprentissage actif, les étudiant-es sont amené-es à réfléchir, créer et résoudre des problèmes. Certaines théories d'apprentissages postulent que les individus apprennent en construisant leurs propres connaissances. Ils relient ainsi les nouvelles idées et expériences aux connaissances et expériences existantes pour former une nouvelle compréhension ou une compréhension améliorée.

Les enseignant-es qui favorisent un apprentissage actif demandent souvent explicitement aux étudiant-es d'établir des liens entre les nouvelles informations et leurs modèles mentaux actuels, ce qui a pour but d'élargir leur compréhension. Ils et elles peuvent également dans d'autres cas concevoir des activités d'apprentissage qui permettent aux étudiant-es de se confronter à leurs préconceptions éventuellement erronées, et de les aider ensuite à reconstruire leurs modèles mentaux sur la base d'une compréhension plus précise.

Les stratégies d'apprentissage actives peuvent être soit des activités rapides entre des moments de transmission, ou alors des activités qui durent tout le cours.

Les techniques ci-dessous sont simples à mettre en place lorsqu'on souhaite commencer à intégrer des formes d'apprentissage actif au sein de son enseignement. Cela nécessite peu de changement tout en donnant la possibilité aux étudiant-es d'organiser et de clarifier leur pensée. Lorsque vous commencez à intégrer ces pratiques, il est recommandé d'expliquer à vos étudiant-es pourquoi vous le faites ; parler à vos étudiant-es de leur apprentissage permet non seulement de créer un environnement de classe favorable, mais peut également les aider à développer leurs compétences métacognitives (et donc leur capacité à devenir des apprenant-es indépendant-es).

Faites une pause de deux minutes toutes les 12 à 18 minutes, en encourageant les étudiant-es à discuter et à retravailler leurs notes par deux.

Exercice de récupération :

Faites une pause de deux ou trois minutes toutes les 15 minutes, en demandant aux étudiant-es d'écrire tout ce dont ils se souviennent des éléments présentés précédemment. Encouragez les questions.
Cette approche incite les étudiant-es à récupérer des informations dans leur mémoire, ce qui améliore la mémoire à long terme, la capacité d'apprendre les nouvelles matières à venir et la capacité de traduire les informations dans de nouveaux domaines. (Brame and Biel, 2015)

Demandez aux étudiant-es de prédire le résultat d'une démonstration, en discutant brièvement avec un-e autre étudiant-e. Après la démonstration, demandez-leur de discuter du résultat observé et de la manière dont il a pu différer de leur prédiction ; faites suivre ensuite de votre explication.

Réfléchir - se mettre à deux - partager :

Posez une question ouverte aux étudiant-es. Demandez-leur de passer une minute ou deux à y réfléchir et à noter une réponse. Demander ensuite aux étudiant-es de former des duos pour discuter des réponses. Rassembler tous les étudiant-es après quelques minutes et leur demander de partager la réponse de l'étudiant-e avec qui ils ou elles ont discuté.
En demandant d'expliquer leur réponse et d'examiner de manière critique les réponses de leur voisin-e, cela permet aux étudiant-es d'articuler de nouvelles connexions mentales.

Instruction par les pairs :

Cette technique est une adaptation de la précédente qui implique l'usage d'un outil de vote tel que Votamatic ( https://votamatic.unige.ch/).

Posez une question à choix multiple basée sur un concept. Demandez aux étudiant-es de réfléchir à leur réponse et de voter avant de se mettre avec un ou une autre étudiant-e pour en discuter. Encouragez les étudiant-es à modifier leurs réponses après la discussion, le cas échéant, et partagez les résultats de la classe en révélant un graphique des réponses de l'ensemble des étudiant-es. Utilisez le graphique comme stimulus pour la discussion en classe.

Posez une question aux étudiant-es qui les amène à réfléchir sur leur apprentissage ou à faire preuve d'esprit critique. Faites-leur écrire pendant une minute. Demandez aux étudiant-es de partager leurs réponses, afin de stimuler la discussion, ou de rassembler toutes les réponses afin d'informer les futures sessions de classe.
Tout comme l'approche "Réfléchir - se mettre à deux - partager", celle-ci encourage les étudiant-es à articuler et à réfléchir aux nouvelles acquisitions cognitives. (Angelo et Cross, 1993 ; Handelsman et al., 2007)

Donnez aux étudiant-es les étapes d'un processus sur des bandes de papier qui sont mélangées ; demandez-leur de travailler ensemble afin de reconstruire la séquence appropriée.
Cette approche peut renforcer les processus de pensée logique des élèves et tester leur modèle mental d'un processus. (Handelsman et al., 2007), voir ci-dessous un exemple provenant de l'Université Aarhus.

Les cartes conceptuelles sont des représentations visuelles d'un ensemble de concepts reliés sémantiquement. Les concepts sont placés dans des nœuds (souvent des cercles), et les relations entre eux sont indiquées par des flèches étiquetées reliant les concepts.

Pour que les étudiant-es créent une carte conceptuelle, identifiez les concepts clés à cartographier soit en petits groupes ou au sein de toute la classe. Demandez aux étudiant-es de déterminer la relation générale entre les concepts et de les disposer deux par deux, en dessinant des flèches entre les concepts apparentés et en les étiquetant avec une phrase courte décrivant la relation. Plusieurs logiciels sont disponibles gratuitement (par exemple : Framindmap et Freemind). Vous trouverez également plus d'information sur les cartes conceptuelles dans cet article du blog CIEL)
Cette approche permet aux étudiant-es de construire une représentation externe de leur modèle mental d'un processus. Un exemple est présenté ci-dessous.

Les mini-cartes sont comme les cartes conceptuelles, mais les étudiant-es reçoivent une liste relativement courte de termes (généralement 10 ou moins) à intégrer dans leur carte. Pour utiliser cette approche, fournissez aux étudiant-es une liste de concepts majeurs ou de termes spécifiques et demandez-leur de travailler en groupes de deux ou trois pour organiser les termes dans une structure logique, en montrant les relations avec les flèches et les mots. Demandez aux groupes de se porter volontaires pour partager leurs mini-cartes et clarifier les points de confusion.

Catégorisation de grilles :

Présentez aux étudiant-es une grille composée de plusieurs catégories importantes, ainsi qu'une liste de termes, d'images, d'équations ou d'autres éléments mélangés. Demandez aux étudiant-es de classer rapidement les termes dans les bonnes catégories de la grille. Demandez à des volontaires de partager leurs grilles et de répondre aux questions qui surgissent.

Questions d'examen générées par les élèves :

Fournissez aux étudiant-es une copie de vos objectifs d'apprentissage pour une unité particulière et un schéma résumant la taxonomie de Bloom (avec des verbes représentatifs associés à chaque catégorie).

Demandez à des groupes d'étudiant-es de créer des questions d'examen correspondant à vos objectifs d'apprentissage et aux différents niveaux de la taxonomie. Proposez à chaque groupe de partager sa question préférée à l'ensemble de la classe ou de distribuer toutes les questions générées par les étudiant-es à la classe comme guide d'étude.
Cette technique très engageante aide les étudiant-es à considérer de manière critique un problème difficile et les encourage à faire preuve de créativité dans la recherche de solutions. La nature "réelle" des problèmes peut inciter les élèves à les approfondir. (Handelsman et al., 2007)

Activités de prise de décision :

Demandez aux étudiant-es de s'imaginer dans le rôle de décideurs politiques qui doivent prendre et justifier des décisions difficiles. Fournissez une brève description d'un problème épineux, demandez-leur de travailler en groupes pour parvenir à une décision, puis demandez aux groupes de partager leurs décisions et d'expliquer leur raisonnement.

Contenu, forme et fonctions :

Les étudiant-es, en petits groupes, sont invités à analyser soigneusement un objet particulier - comme un poème, une histoire, un essai, un panneau d'affichage, une image ou un graphique - et à identifier le "quoi" (le contenu), le "comment" (la forme) et la fonction (le pourquoi).

Tout comme les activités de prise de décision, l'apprentissage basé sur des cas pratiques présente aux étudiant-es des situations réelles qui nécessitent qu'ils ou elles appliquent leurs connaissances afin de trouver une solution. Fournir aux étudiant-es un cas, en leur demandant d'évaluer quelles sont les informations pertinentes dont ils disposent déjà, quelles sont les autres informations dont ils peuvent avoir besoin, et quel impact leurs décisions peuvent avoir.
Traduit et adapté de : Brame, C., (2016). Active learning. Vanderbilt University Center for Teaching.
Extrait le 22 juin 2020 de https://cft.vanderbilt.edu/active-learning/.
Donnez aux petits groupes (3 à 5) d'étudiant-es le temps d'examiner les réponses, en circulant pour poser des questions et apporter une aide si nécessaire. Donnez aux groupes la possibilité de partager leurs réponses.

De plus amples informations et des exemples de cas sont disponibles au National Center for Case Study Teaching in Science, sur le site web Case Method Website of UC-Santa Barbara, et au World History Sources.

Ambrose, S.A., Bridges, M.W., DiPietro, M., Lovett, M.C., Norman, M.K., and Mayer, R.E. (2010). How learning works: seven research-based principles for smart teaching. San Francisco: Jossey-Bass.

Angelo, T.A. and Cross, K.P. (1993). Classroom assessment techniques: a handbook for college teachers. San Francisco: Jossey-Bass.

Barkley, E. (2010). Student engagement techniques: a handbook for college faculty. San Francisco: Jossey-Bass.

Bonwell, C. C., and Eison, J.A. (1991). Active learning: creating excitement in the classroom. ASH#-ERIC Higher Education Report No. 1, Washington, D.C.: The George Washington University, School of Education and Human Development.

Brame, C.J. and Biel, R. (2015). Test-enhanced learning: the potential for testing to promote greater learning in undergraduate science courses. CBE Life Sciences Education, 14, 1-12.

Bransford, J.D., Brown, A.L., and Cocking, R.R. (Eds.) (1999). How people learn: Brain, mind, experience, and school. Washington, D.C.: National Academy Press.

Carr, R., Palmer, S., and Hagel, P. (2015). Active learning: the importance of developing a comprehensive measure. Active Learning in Higher Education 16, 173-186.

Chickering, A.W. and Gamson, Z.F. (1987). Seven principles for good practice in undergraduate education. AAHE Bulletin March 1987, 3-7

Crouch, C.H. and Mazur, E. (2001). Peer instruction: ten years of experience and results. Am. Journal of Physics 69, 970-977.

Fagen, A.P., Crouch, C.H., and Mazur, E. (2002). Peer instruction: results from a range of classrooms. Physics Teacher 40, 206-209.

Freeman, S., Eddy, S.L., McDonough, M., Smith, M.K., Okoroafor, N., Jordt, H., and Wenderoth, M.P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences USA 111, 8410-8415.

Haak, D.C., HilleRisLambers, J., Pitre, E., and Freeman, S. (2011). Increased structure and active learning reduce the achievement gap in introductory biology. Science 332, 1213-1216.

Hake, R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics 66, 64-74.

Handelsman, J., Miller, S., and Pfund, C. (2007). Scientific teaching. New York: W.H. Freeman.

Hyman, R.T. (1980). Improving discussion leadership. New York: Columbia University Teachers College Press.

Laws, P., Rosborough P, and Poodry, F. (1999).Women's responses to an activity-based introductory physics program. American Journal of Physics 67, S32-S37.

Lorenzo, M., Crouch, C.H., Mazur, E. (2006). Reducing the gender gap in the physics classroom. American Journal of Physics 74, 118-122.

Lumpkin, A., Achen, R., and Dodd,R. (2015). Student perceptions of active learning. College Student Journal 49, 121-133.

Novak, J.D. and Canas, A.J. (2008). The theory underlying concept maps and how to construct and use them. Technical Report IHMC CmapTools 2006-01 Rev 2008-01 (retrieved from http://cmap.ihmc.us/docs/theory-of-concept-maps).

Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education 93, 223-231.

Rowe, M.B. (1980). Pausing principles and their effects on reasoning in science. In Teaching the Sciences, edited by F. B. Brawer. New Directions for Community Colleges No. 31. San Francisco: Jossey-Bass.

Ruhl, K., Hughes, C.A., and Schloss, P.J. (1987). Using the Pause Procedure to enhance lecture rcall. Teacher Education and Special Education 10, 14-18.

Ruiz-Primo, M.A., Briggs, D., Iverson, H., Talbot, R., Shepard, L.A. (2011). Impact of undergraduate science course innovations on learning. Science 331, 1269-1270.

Schneider, M. (2001). Encouragement of women physics majors at Grinnell College: A case study. Phys. Teach. 39, 280-282.

Springer, L., Stanne, M.E., Donovan, S.S. (1999). Effects of small-group learning on undergraduates in science, mathematics, engineering, and technology. Rev. Educ. Res. 69, 21-51.

Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.

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Intégrer un MOOC à son enseignement peut être une occasion de varier le type d'activités et les ressources que vous proposez à vos étudiant-es. Un MOOC est en effet structuré en plusieurs éléments d'apprentissage qui sont " prêts à l'emploi " et généralement de bonne qualité.

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Implementing group work in the classroom (English)

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Implementing group work in the classroom (English)

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Group work is an excellent opportunity for students to be active and engage with the material (this can also be done in remote teaching using breakout rooms in Webex). Peer instruction, students explaining to each other, is also a very good way of learning. University of Waterloo

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Implementing Group Work in the Classroom | Centre for Teaching Excellence

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Group work can be an effective method to motivate students, encourage active learning, and develop key critical-thinking, communication, and decision-making sk

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100 activités génériques de pédagogie active - Fiches complètes

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100 activités génériques de pédagogie active - Fiches complètes

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100 fiches pratiques pour vous aider à rendre votre enseignement plus actif. Une excellente ressource.
Vous trouverez la liste complète ici. Ci-dessous, vous trouverez le site ou on peut chercher selon des critères (travail en groupe, durée de l'activité, nombre de participant-e-s). Par le Polytechnique Montréal

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La Toile de questions sert à faciliter l'élaboration de questions liées aux notions abordées. Les élèves sont amenés à structurer leur pensée autour de mots-clés. Par cette technique, les élèves construisent une toile, un réseau de questions qui permettent de clarifier concrètement les notions qui posent problème ou de réviser certains concepts.

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Examples of Classroom Assessment Techniques - MGH Institute (English)

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Examples of Classroom Assessment Techniques - MGH Institute (English)

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Webpage with many ideas for activities that can be adapted for online teaching

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There are hundreds of variations of classroom assessment techniques. Below are some of the more commonly known techniques:

3-2-1 Format

Basic Strategy

The 3-2-1 format is a quick reflective activity similar to think-pair-share. It encourages students to reflect on a course experience and organize their thoughts and identify areas of confusion or concern.

Why would you use it?

Similar to minute papers, muddiest point, and think-pair-share, the 3-2-1 Format can be a helpful tool for getting students to organize their thoughts, and promote reflection and metacognition. This activity provides an easy way to check for understanding and gauge student interest. It is also an effective way to promote discuss or review material.

When can you use it?

This activity would traditionally be introduced toward the end of a lesson or after a lecture. It could also be used in response to an assigned reading.

How does it work?

In reaction to presented content, students are asked to take a few moments and jot down:

Students are then asked to share their ideas in pairs or small groups. Use the responses to help guide teaching decisions. Consider areas of curriculum that need to be reviewed again or specific concepts or activities that are most interesting for students.

Alternative versions

Use 3-2-1 Format to transition into class discussion.

Student can complete 3-2-1 as individuals, pairs, or small groups.

Make the 3-2-1 questions content specific (differences, similarities, etc.)

Have students focus 3-2-1 on main ideas (most important ideas, supporting details, etc.)

Online options

3-2-1 Format could easily be adapted into an online discussion board activity.

Focused Listing

Basic Strategy

Focus Listing activity focuses on one concept, term, or topic. Students are asked to provide several ideas related closely with the one concept, term, or topic.

Why would you use?

The purpose of this activity is to help instructors determine what students are able to recall for the main points of a lesson. The preparation and follow-up for a Focused Listing activity is minimal. The Focused Listing activity can help students in several ways:

When can you use?

Before, during or after a lesson; works well in classes of all sizes. Focused listings are great follow ups to short presentations during which participants are asked to absorb information that is new and that is vital to the discussion to follow. The listing works well to introduce a topic, as an exercise joining/synthesizing two sets of information (lecture plus follow up reading, two lectures), and as something to return to as a wrap up so that participants can compare before/after thinking.

How does it work?

1. Select an important topic or concept that's just been studied or is just about to be studied; write it in a word or brief phrase.

2. Write the word or phrase at the top of a sheet of paper as the heading for a "Focused List" of related terms important to understanding that topic.

3. Set a limit for either number of items to list (5 to 10) or limit the amount of time (2 to 3 minutes) to list the points.

4. Test it yourself (keep to your own limits)--write a list of important words and phrases you recall that are related to or included within the heading you wrote down.

5. Look over your list quickly; add any items you may have left out. Determine if any modifications need to be made to this activity, e.g. number of items required or length of time.

6. If your test convinces you that the topic is important and well defined have the students complete the exercise. Be sure to increase the time limits you set for yourself, however, since you are the 'expert' and students are the 'novice' learners.

7. Collect their anonymous responses and review the answers by sorting them into piles of appropriate or inappropriate to determine how well students are recalling the main points.

8. At the beginning of the next class session, review with the students the findings of the activity. List the points or ideas you developed and include some of the ideas students provided that were not on your list, but were still relevant.

Alternate versions

Use your list as the "master list" and have students compare their lists to it. Look for matches, missing items (on any list), clarification needs, additional teaching and learning opportunities.

Assign this as a small group activity

Online Options

Muddiest Point

Basic Strategy

Muddiest Point is probably the simplest classroom assessment technique available. It is a quick monitoring technique in which students are asked to take a few minutes to write down the most difficult or confusing part of a lesson, lecture, or reading. It is simple to create and facilitate. In fact, it only takes 15 minutes to collect and scan approximately 100 muddiest points. While it is easy to use, be careful not to over-use this or any single assessment technique. Over using one technique can fatigue students and devalue the process.

Why would you use?

1. You can quickly check for understanding. This assessment gives you a picture of misconceptions and confusion that still exists in the students' minds.

2. Students can increase their understanding of their own learning. This assessment provides students with a metacognitive opportunity to think about their own learning. This is especially helpful with new information and complicated procedures.

When can you use?

Use this assessment technique any time, after students have had an opportunity for learning to progress them toward the learning target. This technique is especially helpful if students seem to be having difficulty grasping a concept or process.

How does it work?

1. Determine what feedback you want. Do you want to ask a question that encompasses the entire class session or one self-contained segment? Do you want to ask a questions related to a specific lecture, discussion, or presentation? Figure out what is of most value or where students struggle the most.

2. Reserve a few minutes at the end of the class session. Leave enough time to ask the question, have students respond, and to collect the responses.

3. Let students know how much time they will have to answer the question and when you will follow up with the results and provide feedback.

4. With so many students using laptops and tablets, it is plausible students will not have extra sheets of paper. Plan on distributing slips of paper or index cards for students to write on.

5. Collect the responses as or before students leave.

6. Respond to the students' feedback during the next class meeting. Share with students how responses will be used as a guide to plan the next instruction.

Alternate versions

This strategy can be presented in many forms:

Online Options

One Minute Paper

Basic Strategy

One minute paper is a popular introductory active learning strategy that requires minimal preparation on the part of the instructor. During a one minute paper exercise students are given one minute to write a response to a prompt or question posed by the instructor. Minute papers can segue into a discussion or simply be collected for review by the instructor.

Why would you use it?

1. Minute papers provide immediate feedback and allow quick response to students.

2. This exercise can be easily facilitated for any class size.

3. Allows students who are less vocal to participate.

When can you use it?

This technique is probably best used in lecture or discussion however it can easily be adapted to other settings such as labs, clinicals, or homework assignments. While this technique is flexible it is not universally applicable. Not all learning experiences can be assessed by a technique that asks students to note significant points or open questions. Be cognizant of your goal when choosing a classroom assessment technique.

How does it work?

1. Decide what you want to focus on, where you want students to reflect on a topic.

2. Write Minute Paper prompts that fit your class and meet your goal. The prompts are the heart of one minute papers.

3. Set aside 5-10 minutes to facilitate, as well as time later to discuss the results.

4. Share the question with students.

5. After the chosen topic or activity is completed, hand out scraps of paper or index cards for students to record their response.

6. Let students know how much time they will have, what kinds of responses you are looking for (words, bullets, short sentences), and when they can expect feedback.

7. Collect the responses as or before students leave.

8. Tabulate the responses and make note of useful comments.

9. Respond to the students' feedback during the next class meeting. Share with students how responses will be used as a guide to plan the next instruction.
Sample Minute Paper prompts:
Questions Designed to Assess Student Interests: For you, what interesting questions remain unanswered about today's topic?

Identifying Perceived Relevance of Course Concepts: During today's class, what idea(s) struck you as things you could or should put into practice?

Assess Student Attitudes/Opinions: Were there any ideas expressed in today's class that caused you to reconsider or change your personal? opinions, viewpoints, or values?

Checking Student Comprehension: What did you perceive to be the major purpose or objective of today's class?

Assessing Conceptual Connections (Cross-Concept Integration): Did you see any relationships between today's topic and other topics previously covered in this course?

Alternative versions

Online options

Think-Pair-Share

Basic Strategy

Think-pair-share can be a great technique for facilitating discussion. It is a quick and simple technique to adopt. Faculty present a question or challenge, students reflect quietly and then partner with someone to discuss. A think-pair-share session could be 5 to 15 minutes.

Why would you use?

This exercise engages the class with content on multiple levels. It can help organize prior knowledge, deepen the level of content analysis, and improves the quality of student contributions. Think-pair-share is a popular technique because sharing ideas with a peer in a group of two is "low risk" compared to sharing an individual idea with an entire class.

When can you use?

Use think-pair-share when you want students to talk over new ideas or critically think about concepts presented in the lesson. This technique can be easily used 'on the fly' and works in small or large classes.

How does it work?

1. Develop an engaging question or problem, ideally one with many viable potential responses

2. Have a plan for how to present the question (worksheet, PPT slide, etc.) and how you will facilitate students reporting out to the whole group.

3. Pose a question to students.

4. Students reflect on and write brief notes for one minute in response to the question.

5. Students pair up with someone sitting near them and share their answers verbally for two to three minutes. Alternatively, they may also work together to create one best answer.

6. Randomly choose a few pairs of students to give 30 second summaries of individual or joint answers.

Alternate versions

Online Options

Concept Mapping

Basic Strategy

Concept maps are drawings or diagrams used to help students organize and represent knowledge of a subject. Concept maps begin with a main idea (or concept) and then branch out to show how that main idea can be broken down into specific topics.

Why would you use?

This activity provides an observable action of the student's patterns of understanding related to a central idea or concept. Concept mapping serves several purposes:

Helps students brainstorm and generate new ideas

Encourages students to discover new concepts and the propositions that connect them

Allows students to more clearly communicate ideas, thoughts and information

Helps students integrate new concepts with older concepts

Enables students to gain enhanced knowledge of any topic and evaluate the information

When can you use?

Concept maps require a lot of cognitive work on the part of the student, and a lot of preparation and analysis on the part of the instructor. Be sure you have tested the concept map activity yourself and given the class the appropriate amount of time to complete the activity. Usually this means twice the amount of time it took you, the expert, to complete. This activity is useful in any course with high theoretical content, courses with large amounts of facts and principles.

How does it work?

1. Select the concept/theme you wish students to use as a starting point.

2. Create a concept map:

1. Identify related key words or phrases. Write down words and key phrases.

2. Rank the concepts (key words) from the most abstract/general to the most concrete/specific.

3. Cluster concepts that function at similar level of abstraction and those that interrelate closely. Start to determine the ways the various concepts are related to each other and write that on the lines connecting the concepts.

4. Arrange concepts into a diagram.

5. Continue identifying the ways the various concepts are related to each other and write that on the lines connecting the concepts.

3. Add second and third level associations, if appropriate.

4. Good maps usually result from three to many revisions.

5. After students have completed the concept maps, present your own example to the students and walk through it with them step-by-step, explaining your thinking as you created the concept map.

Important Consideration for Using Concept Maps Best Practices for Using Concept Maps:

1. Create your own concept map first, before assigning one to your students.

2. If students are new to concept maps, students will need training and continual practice. Together as a class, create a simple concept map on a concept everyone is familiar wit. For example, use an easy topic like, "What are birds?"

Alternate versions

Use a top down approach, working from general to specific or use a free association approach by brainstorming nodes and then develop links and relationships.

Assign a concept map as a small group activity to alleviate anxiety.

Extend the activity by having students write an explanatory essay based on their maps.

Construct a concept map and then remove all of the concept labels (keep the links!). Ask students to replace the labels in a way that makes structural sense.

Create a concept map and then remove concepts from the nodes (about one-third of them). These deleted concepts are placed in a numbered list on the map and students choose among them.

Provide a list of concept labels (10 to 20) and ask students to construct their maps using only these labels. The focus here is on the linking relationships, and the evolution of structural complexity of students' knowledge frameworks.

Online Options

Jigsaw

Basic Strategy

Jigsaw involves students doing individual research on a subset of a given subject area, and then piecing their research together with other students "to build the whole picture". Jigsaw exercises challenge students to engage in reciprocal teaching and can be a popular activity for courses that rely on heavy transference of information.

Jigsaw requires a moderate to high amount of faculty preparation and takes a fair amount of class time. Do not overuse this technique, as repeating too often can feel contrived (it is not very flexible). It should be used no more than twice per semester.

Why would you use?

Jigsaw is a variation on a simpler activity in which students come and present directly to their group on a topic of research. By adding the intermediate task of meeting as an "expert group" ensures some quality of ideas and materials. This technique also gives individual students a chance to build confidence in a subject area before presenting to peers.

When can you use?

Jigsaw can be used in a single class session or across multiple sessions.

How does it work?

1. Identify a concept area (the whole puzzle) which contains roughly 4-6 subtopics (pieces of the puzzle).

2. Divide the class into teams of 4-6 students (the number of students on a team should be equivalent to the number of subtopics).

3. Assign each student on the teams a different subtopic. Allow sufficient time for students to "develop expertise", doing their own reading and research. Jigsaw falls apart if students are not prepared. Assigning questions, reading logs, study guides or reaction papers helps to ensure preparation. Consider asking for a summary of their readings by a certain date.

4. Students return to class and consult with the same content experts from the other teams. They are asked to discuss the topic as a group and how best to present it to their respective teams, possibly through creating review sheets / summary guide / examples/ list of resources etc.

5. Students return to their original teams where they are then asked to present/teach the topic to their team.

6. Conclude with whole class reflection / discussion.

Listen to Kelly Macauley, Clinical Instructor in Physical Therapy, talk about how she has used this activity in her class:
Kelly's written instructions (.DOCX)
Kelly's classroom map (.PPT)
Alternate versions

Online Options

Memory Matrix

Basic strategy

Memory Matrix is a simple, two-dimensional table divided into rows and columns. The table is used to organize information and identify relationships in the content. Some cells in the table are intentionally left blank where students are asked to fill in the blank cells, demonstrating their understanding of the content. There is moderate investment of time required on behalf of faculty to create the matrix and then analyze the results.

Why would you use?

The technique provides a structure for students to organize and synthesize complicated information. This exercise works well with large amounts of content and can simplify complex, dynamic systems of information. Faculty can identify prior or incorrect knowledge.

When can you use?

Memory matrix is simple to implement and easy to use during instruction however there is some up-front preparation that must be completed. Consider content carefully. Content needs to appropriately align with column and row organization. This exercise is effective after lectures, videos, reading assignments, etc.

How does it work?

1. Carefully choose your content topic. Make sure the content can be organized in a table with rows and columns.

2. Create a simple matrix. Make one completed matrix to use as a key. This will make the analysis much easier. Also create a blank matrix for students to fill in.

3. Explain the purpose of the exercise.

4. Let students know how much time they will have, what kinds of responses you are looking for (words, bullets, short sentences), and when they can expect feedback.

5. Handout blank or partially filled matrix. Have students work on in class, individually or in groups. Provide practice matrices or examples if this is the first time you are presenting a memory matrix.

6. Students complete the matrix and hand-in.

7. Review and analyze results

Analysis: Scan the completed matrices and compare to your key matrix. correct responses vs incorrect responses - focus on patterns in the responses.

Results: Record the number of each correct or incorrect response into an Excel spreadsheet (or any data management system) where data can be reported in a variety of methods. Look for common misconceptions or errors. This could indicate recall problems, difficultly categorizing information, or insufficient teaching focus on a particular topic or category.

8. Provide feedback and clear misconceptions at next class meeting

Alternative versions

Cells can be manipulated in any number of ways. For instance, leave the cells blank or fill the cells in and leave the column heading blank.

Matrix can be completed by individuals, in pairs, small teams, as a class.

Online options

Quiz Show

Basic Strategy

Quiz Show uses quiz game show format (e.g. Jeopardy or Who Wants to Be a Millionaire) to rapidly move through a series of questions with students. This strategy is popular for introducing game mechanics (points, competition) into a classroom activity.

Why would you use?

Quiz Show is popular for review sessions for reinforcing important information or but is usually not considered a good way to introduce content. The game format of a quiz show activity can be to keep students engaged although it should be used in moderation as it lacks authenticity to real world applications of knowledge.

When can you use?

Quiz Show is popular for review sessions before major assessment events. Quiz show could be used in short 5-10 minute segments or could easily fill an hour session.

How does it work?

Present a grid (or list) of questions on a whiteboard or PowerPoint. When crafting questions be mindful of the standard advice on writing multiple choice questions. Depending on class size you would likely divide students into groups. Student can be given a "bell" to ring in, or simply rotate between students. Quiz show is more appropriate for short answer questions not open ended questions.

Alternate versions

Students answer individually

Use in combination with clickers

Students write and submit questions in advance

Pub trivia mode: multiple questions in small groups, answered in writing rather than first to buzz in

Online Options

Quiz Show Review does not adapt easily to online learning environments.
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Examples of Classroom Assessment Techniques

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There are hundreds of variations of classroom assessment techniques. Below are some of the more commonly known techniques: The 3-2-1 format is a quick reflective activity similar to think-pair-share. It encourages students to reflect on a course experience and organize their thoughts and identify areas of confusion or concern.

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A five-part series of articles presenting 21 ways to structure online discussions! Great ressource from Faculty Focus with nice examples and clear descriptions.
Part 1
Part 2
Part 3
Part 4
Part 5

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Faculty Focus | Higher Ed Teaching & Learning

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21 Ways to Structure an Online Discussion, Part 1

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In part 1, we’ll explore activities to structure an online discussion to encourage learners to apply the concepts they have learned in class.

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Découvrez les témoignages Post-covid de "6 enseignants du supérieur de la Haute Ecole Spécialisée de Suisse Occidentale (HES-SO)  partagent leurs impressions et leur ressenti dans cet épisode du podcast de l’enseignement supérieur"

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La crise sanitaire a forcé les enseignants du monde entier à passer à un enseignement distance dans l’urgence. Mais où en est-on quelques mois après un retour à un enseignement pour le plus souvent complètement en présentiel ? Comment les enseignants du supérieur ont-ils repris leur enseignement ? Quelles forces ont-ils développé et mettent-ils désormais en œuvre dans leur enseignement ? Que souhaitent-ils demander à leur institution pour ne pas perdre les bénéfices de l’expérience acquise ? Entre résilience et motivation nouvelle, 6 enseignants du supérieur de la Haute Ecole Spécialisée de Suisse Occidentale (HES-SO) partagent leurs impressions et leur ressenti dans cet épisode du podcast de l’enseignement supérieur

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OBS: Comment rendre son cours plus dynamique à l'aide d'OBS

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OBS: Comment rendre son cours plus dynamique à l'aide d'OBS

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Une vidéo courte mais vraiment bien fait sur comment faire une capsule vidéo dynamique pour son cours.
Par Julien Bobroff ( La Physique Autrement ), Frédéric Bouquet, Jeanne Parmentier & Valentine Duru. Institut Villebon Georges Charpak | Université Paris-Saclay

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Comment rendre vos cours à distance ou exposés plus dynamiques avec le logiciel OBS

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Things to think about when you make teaching videos! Short article from Vanderbilt university.

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Cite this guide: Brame, C.J. (2015). Effective educational videos. Retrieved [todaysdate] from http://cft.vanderbilt.edu/guides-sub-pages/effective-educational-videos/.

Video has become an important part of higher education. It is integrated as part of traditional courses, serves as a cornerstone of many blended courses, and is often the main information delivery mechanism in MOOCs. Several meta-analyses have shown that technology can enhance learning (e.g., Schmid et al., 2014), and multiple studies have shown that video, specifically, can be a highly effective educational tool (e.g., Kay, 2012; Allen and Smith, 2012; Lloyd and Robertson, 2012; Rackaway, 2012; Hsin and Cigas, 2013). In order for video to serve as a productive part of a learning experience, however, it is important for the instructor to consider three elements for video design and implementation:

Together, these considerations provide a solid base for the development and use of video as an effective educational tool.

Cognitive load

One of the primary considerations when constructing educational materials, including video, is cognitive load. Cognitive Load Theory, initially articulated by Sweller and colleagues (1988, 1989, 1994), suggests that memory has several components (see the figure). Sensory memory is transient, collecting information from the environment. Information from sensory memory may be selected for temporary storage and processing in working memory, which has very limited capacity. This processing is a prerequisite for encoding into long-term memory, which has virtually unlimited capacity. Because working memory is very limited, the learner must be selective about what information from sensory memory to pay attention to during the learning process, an observation that has important implications for creating educational materials.

Based on this model of memory, Cognitive Load Theory suggests that any learning experience has three components (see the figure). The first of these is intrinsic load, which is inherent to the subject under study and is determined in part by the degrees of connectivity within the subject. The common example given to illustrate a subject with low intrinsic load is a word pair (e.g., blue = azul), whereas grammar is a subject with a high intrinsic load due to its many levels of connectivity and conditional relationships. The second component of any learning experience is germane load, which is the level of cognitive activity necessary to reach the desired learning outcome- e.g., to make the comparisons, do the analysis, elucidate the steps necessary to master the lesson. The ultimate goal of these activities is for the learner to incorporate the subject under study into a schema of richly connected ideas. The third component of a learning experience is extraneous load, which is cognitive effort that does not help the learner toward the desired learning outcome. It is often characterized as load that arises from a poorly designed lesson (e.g., confusing instructions, extra information), but may also be load that arises due to stereotype threat or imposter syndrome. These concepts are more fully articulated and to some extent critiqued in an excellent review by de Jong (2010).

These definitions have implications for design of educational materials and experiences. Specifically, instructors should seek to minimize extraneous cognitive load and should consider the intrinsic cognitive load of the subject when constructing learning experiences, carefully structuring them when the material has high intrinsic load. Because working memory has a limited capacity, and information must be processed by working memory to be encoded in long term memory, it's important to prompt working memory to accept, process, and send to long-term memory only the most crucial information (Ibrahim et al., 2012).

Cognitive Theory of Multimedia Learning

The Cognitive Theory of Multimedia Learning builds on the Cognitive Load Theory, noting that working memory has two channels for information acquisition and processing: a visual/pictorial channel and an auditory/verbal processing channel (Mayer and Moreno, 2003). Although each channel has limited capacity, the use of the two channels can facilitate the integration of new information into existing cognitive structures. By using both channels, working memory's capacity is maximized-but either channel can be overwhelmed by high cognitive load. Thus design strategies that manage the cognitive load for both channels in multimedia learning materials promise to enhance learning. In addition to the two key assumptions of dual-channel processing and limited working memory capacity, the Cognitive Theory of Multimedia Learning also articulates the goal of any learning as "meaningful learning," which requires cognitive processing that includes paying attention to the presented material, mentally organizing the presented material into a coherent structure, and integrating the presented material with existing knowledge (Mayer and Moreno 2003) ¹.

Recommendations

These theories give rise to several recommendations about educational videos. Based on the premise that effective learning experiences minimize extraneous cognitive load, optimize germane cognitive load, and manage intrinsic cognitive lead, four effective practices emerge:

Signaling, which is also known as cueing (deKoning et al., 2009), is the use of on-screen text or symbols to highlight important information. For example, signaling may be provided by the appearance of two or three key words (e.g., Mayer and Johnson, 2008; Ibrahim et al., 2012), a change in color or contrast (e.g., deKoning et al., 2009), or a symbol that draws attention to a region of a screen (e.g., an arrow; deKoning et al., 2009). By highlighting the key information, it helps direct learner attention, thus targeting particular elements of the video for processing in the working memory. This can reduce extraneous load by helping novice learners with the task of determining which elements within a complex tool are important, and it can also increase germane load by emphasizing the organization of and connections within the information. Mayer and Moreno (2003) and deKoning et al. (2009) have shown that this approach improves students ability to retain and transfer new knowledge from animations, and Ibrahim et al. (2012) have shown that these effects extend to video.

Segmenting is the chunking of information to allow learners to engage with small pieces of new information as well as to give them control over the flow of new information. As such, it manages intrinsic load and can also increase germane load by emphasizing the structure of the information. Segmenting can be accomplished both by making shorter videos and by including "click forward" pauses within a video, such as using YouTube Annotate or HapYak to provide students with a question and prompting them to click forward after completion. Both types of segmenting have been shown to be important for student engagement with videos (Guo et al., 2014; Zhang et al., 2005), and learning from video (Ibrahim 2012; Zhang et al., 2006).

Weeding is the elimination of interesting but extraneous information from the video, that is, information that does not contribute to the learning goal. For example, music, complex backgrounds, or extra features within an animation require the learner to judge whether he should be paying attention to them, which increases extraneous load and can reduce learning. Importantly, information that increases extraneous load changes as the learner moves from novice toward expert status. That is, information that may be extraneous for a novice learner may actually be helpful for a more expert-like learner, while information that is essential for a novice may serve as an already-known distraction for an expert. Thus, it's important that the instructor consider her learners when weeding educational videos, including information that is necessary for their processing but eliminating information that they don't need to reach the learning goal and that may overload their working memory. Ibrahim (2012) has shown that this treatment can improve retention and transfer of new information from video.

Matching modality is the process of using both the audio/verbal channel and the visual/pictorial channel to convey new information, fitting the particular type of information to the most appropriate channel. For example, showing an animation of a process on screen while narrating it uses both channels to elucidate the process, thus giving the learner dual and complementary streams of information to highlight features that should be processed in working memory. In contrast, showing the animation while also showing printed text uses only the visual channel and thus overloads this channel and impedes learning (Mayer and Moreno, 2003). In another example, using a "talking head" video to explain a complex process makes productive use only of the verbal channel (because watching the speaker does not convey additional information), whereas a Khan-style tutorial that provides symbolic sketches to illustrate the verbal explanation uses both channels to give complementary information. Using both channels to convey appropriate and complementary information has been shown to increase students' retention and ability to transfer information (Mayer and Moreno, 2003) and to increase student engagement with videos (Thomson et al., 2014; Guo et al., 2014).

The table below gives a brief summary of how and why to use these practices.

Student engagement

One of the most important aspects of creating educational videos is to include elements that help promote student engagement. If students don't watch the videos, they can't learn from them. Lessons on promoting student engagement derive from earlier research on multimedia instruction as well as more recent work on videos used within MOOCs.

Keep it short. Guo and colleagues examined the length of time students watched streaming videos within four edX MOOCs, analyzing results from 6.9 million video watching sessions (2014). They observed that the median engagement time for videos less than six minutes long was close to 100%-that is, students tended to watch the whole video (although there are significant outliers; see the paper for more complete information). As videos lengthened, however, student engagement dropped off, such that the median engagement time with 9-12 minute videos was ~50% and the median engagement time with 12-40 minute videos was ~20%. In fact, the maximum median engagement time for a video of any length was six minutes. Making videos longer than 6-9 minutes is therefore likely to be wasted effort.

Use a conversational style. Called the personalization principle by Richard Meyer, the use of conversational rather than formal language during multimedia instruction has been shown to have a large effect on students' learning, perhaps because a conversational style encourages students to develop sense of social partnership with the narrator that leads to greater engagement and effort (Meyer, 2008).

Speak relatively quickly and with enthusiasm.In their study examining student engagement with MOOC videos, Guo and colleagues observed that student engagement was dependent on the narrator's speaking rate, with student engagement increasing as speaking rate increased (2014). It can be tempting for video narrators to speak slowly to help ensure that students grasp important ideas, but including in-video questions , "chapters", and speed control can give students control over this feature-and increasing narrator speed appears to promote student interest.

Make sure the material feels like it is for these students in this class. One of the benefits for instructors in creating educational videos is the ability to reuse them for other classes and other semesters. When reusing videos, it's important to package them with text outside the video to contextualize them for the particular class for which they are being used. Further, it's important to create them for the type of environment in which they will be used. Guo and colleagues examined student engagement with MOOC videos that were created by chopping up videotaped lectures that had been presented in a face-to-face class (Guo et al., 2014). Student engagement was significantly less than when lectures were created with the MOOC environment in mind.

Match modality. While this consideration is important for managing cognitive load, it is also relevant to promoting student engagement. When telling a story, it can be very effective to show the storyteller's face or to show an animation of the story (see Jay Clayton example).When solving a problem, Khan academy-style videos are particularly helpful, showing students step-by-step with narration how to work through the problem (Guo et al., 2014). When teaching about an invisible phenomenon, it can be helpful to provide an illustration. In each case, providing visual elements that add to the lesson can not only promote student understanding but also engagement with the lesson.

Active learning

To help students get the most out of an educational video, it's important to provide tools to help them process the information and to monitor their own understanding. There are multiple ways to do this effectively.

Use guiding questions. Lawson and colleagues examined the impact of guiding questions on students' learning from a video about social psychology in an introductory psychology class (2006). Building on work from Kreiner (1997), they had students in some sections of the course watch the video with no special instructions, while students in other sections of the course were provided with eight guiding questions to consider while watching. The students who answered the guiding questions while watching the video scored significantly higher on a later test.

Use interactive features that give students control. Zhang and colleagues compared the impact of interactive and non-interactive video on students learning in a computer science course (2006). Students who were able to control movement through the video, selecting important sections to review and moving backwards when desired, demonstrated better achievement of learning outcomes and greater satisfaction. One simple way to achieve this level of interactivity is by using YouTube Annotate, HapYak, or another tool to introduce labeled "chapters" into a video. This not only has the benefit of giving students control, but also can demonstrate the organization, increasing the germane load of the lesson.

Integrate questions into the video. Tools like HapYak can allow instructors to incorporate questions directly into video and to give feedback based on student response. Vural compared the effect of video with embedded questions to interactive video without embedded questions in pre-service teachers, finding that the embedded questions improved the students' performance on subsequent quizzes (2013).

Make video part of a larger homework assignment. Faizan Zubair and Mary Keithly are each part of theBOLD Fellows program at Vanderbilt University, in which graduate students develop online learning materials for incorporation into a faculty mentor's course. Faizan developed videos on that were embedded in a larger homework assignment in Paul Laibinis' Chemical Engineering class, and found that students valued the videos and that the videos improved students' understanding of difficult concepts when compared to a semester when the videos were not used in conjunction with the homework. Mary worked with Kathy Friedman to develop videos and follow-up questions to serve as pre-class preparation in a genetics class. Although there was no apparent change to learning outcomes in the class, students valued the videos and post-video questions as learning tools and thought that they were effective for promoting student understanding.

The important thing to keep in mind is that watching a video can be a passive experience, much as reading can be. To make the most of our educational videos, we need to help students do the processing and self-evaluation that will lead to the learning we want to see. The particular way you do this should be guided by goals of the course and the norms of your discipline.

Summary

Videos can be an effective tool in your teaching tool kit. When incorporating videos into a lesson, it's important to keep in mind the three key components of cognitive load, elements that impact engagement, and elements that promote active learning. Luckily, consideration of these elements converges on a few recommendations:

Keep videos brief and targeted on learning goals.

Use audio and visual elements to convey appropriate parts of an explanation; make them complementary rather than redundant.

Use signaling to highlight important ideas or concepts.

Use a conversational, enthusiastic style to enhance engagement.

Embed videos in a context of active learning by using guiding questions, interactive elements, or associated homework assignments.

References

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deJong T (2010). Cognitive load theory, educational research, and instructional design: Some food for thought. Instructional Science 38, 105-134.

Guo PJ, Kim J, and Robin R (2014). How video production affects student engagement: An empirical study of MOOC videos. ACM Conference on Learning at Scale (L@S 2014); found at http://groups.csail.mit.edu/uid/other-pubs/las2014-pguo-engagement.pdf.

Hsin WJ and Cigas J (2013). Short videos improve student learning in online education. Journal of Computing Sciences in Colleges 28, 253-259.

Ibrahim M, Antonenko PD, Greenwood CM, and Wheeler D (2012). Effects of segmenting, signaling, and weeding on learning from educational video. Learning, Media and Technology 37, 220-235.

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Kreiner DS (1997). Guided notes and interactive methods for teaching with videotapes. Teaching of Psychology 24, 183-185.

Lawson TJ, Bodle JH, Houlette MA, and Haubner RR (2006). Guiding questions enhance student learning from educational videos. Teaching of Psychology 33, 31-33.

Lloyd SA and Robertson CL (2012). Screencast tutorials enhance student learning of statistics. Teaching of Psychology 39, 67-71.

Mayer RE (2001). Multimedia learning. New York: Cambridge University Press.

Mayer RE (2008). Applying the science of learning: Evidence-based principles for the design of multimedia instruction. Cognition and Instruction 19, 177-213.

Mayer RE and Johnson CI (2008). Revising the redundancy principle in multimedia learning. Journal of Educational Psychology 100, 380-386.

Mayer RE and Moreno R (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist 38, 43-52.

Rackaway C (2012). Video killed the textbook star? Use of multimedia supplements to enhance student learning. Journal of Political Science Education 8, 189-200.

Schmid RF, Bernard RM, Borokhovski E, Tamim RM, Abrami PC, Surkes MA, Wade CA, and Woods J. (2014). The effects of technology use in postsecondary education: A meta-analysis of classroom applications. Computers & Education, 72, 271-291.

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Thomsen A, Bridgstock R, and Willems C (2014). 'Teachers flipping out' beyond the online lecture: Maximising the educational potential of video. Journal of Learning Design 7, 67-78.

Vural OF (2013). The impact of a question-embedded video-based learning tool on e-learning. Educational Sciences: Theory and Practice 13, 1315-1323.

Zhang D, Zhou L, Briggs RO, and Nunamaker JF Jr. (2006). Instructional video in e-learning: Assessing the impact of interactive video on learning effectiveness. Information & Management 43, 15-27.

¹ Mayer and Moreno talk about essential processing, incidental processing, and representational holding as rough equivalents of germane load, extraneous load, and intrinsic load.
Cite this guide:
Brame, C.J. (2015). Effective educational videos. Retrieved [todaysdate] from http://cft.vanderbilt.edu/guides-sub-pages/effective-educational-videos/.

This teaching guide is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

# data[].attributes.attachment_link.description
by Cynthia J. Brame Print Version Cite this guide: Brame, C.J. (2015). Effective educational videos. Retrieved [todaysdate] from http://cft.vanderbilt.edu/guides-sub-pages/effective-educational-videos/. Video has become an important part of higher education. It is integrated as part of traditional courses, serves as a cornerstone of many blended courses, and is often the main information delivery mechanism in MOOCs.