Journeys in Educational Innovation and Summative Peer Review, Iteration 2: Getting Back on the Podium
Earlier in the year, I shared my bruising experiences of introducing ‘flipped assessment’ into my 2nd year Economics class. The experience caused a lot of soul searching and reflection on the unique nature of educational innovation.
The Highs and Lows of the Educational Innovator: of cobbles, haircuts, and flipped assessment (Pt. Three)
Here, I provide some reflections on what an innovative context needs. These thoughts are not exhaustive, but are given as a starting point for discussion.
The Highs and Lows of the Educational Innovator: of cobbles, haircuts, and flipped assessment (Pt. Two)
Despite the hard work in setting the system up, about a third of the students objected to the system, ultimately flicking mud at the unit altogether. The crown had slipped.
The Highs and Lows of the Educational Innovator: of cobbles, haircuts, and flipped assessment (Part One)
I teach a 100+ student second and masters year Economics unit at Monash University that I built from the ground up. Let me share a tale of blood and toil on the frontline of educational innovation.
As teachers, we all kind of hope that what – and how – we teach matters. We hope that students will journey with us through our classes and by the end of the journey, perhaps think a little differently about the world.
How useful is the online lecture? Used wisely and sparingly, online lecture can be used effectively to add another dimension to the classroom lecture.
Much has been written about integrating technology into a classroom. The question that is usually asked is, is it really necessary — is it really useful?
Recently I shared one article on the Facebook (FB) group, Learning innovation Circle (LIC) and asked for comments from the members. The article, “’Chalk and Talk’ Might be the Best Way to Teach After All”, sparked the idea for this brief article.