Active Learning in the College Classroom (Paulson and Faust)
Active Learning Increases Student Performance in Science, Engineering, and Mathematics” (Proceedings of the National Academy of Sciences
Active Learning with Dr. Richard Felder (Duke Center for Instructional Technology)
ADDIE model (Analysis, Design, Development, Implementation, and Evaluation)
Advance organizers
Affinity research group (ARG) model
Alber, J.
Aldrich, H.
Allen, M.
Alsop, D.
Association of American Colleges and Universities
American Association of University Professors
American Psychologist
Ames, M.
“An Investigation into the Impact of Facebook Group sage on Students' Affect in Language Learning in a Thai Context”(International Journal of Teaching and Learning in Higher Education)
Analogies, asking students to create
Analyzing
Anderson, A. D.
Anderson, G.
Anderson, L. W.
Andrews, W.
Angelo, T. A.
Anki
Anseel, F.
Antonellis, Paul J., Jr. (Merrimack College)
Application
Applying
Aratani, L.
Arcadia University
Art of Changing the Brain (Zull)
Assessment; interconnected nature of goals, learning design, and Fig. 9.1; leveraging Bloom to align assessment; two different meanings of
Astin, A. W.
Asynchronous debates
Atlantic Monthly
Audacity
Ausubel, D. P.
Automatic Sync Technologies
Ayduk, O.
Ayoub, A.
B
Bach, R.
Badoo
Bain, K.
Bakhtin, M. M.
Baldwin, James Mark
Bandura, A.
Banga
Barbezat, D. P.
Barkley, E. F.
Barnard College
Barron, A. E.
Barzun, Jacques
Baton Rouge Community College
Bay Path University
Bean, J. C.
Beichner, R. J.
Beilock, S. L.
Bembenutty, H.
Beus, J.
Biggs, J.
Bill and Melinda Gates Foundation
Bjork, R.
Blackboard
Blakeslee, T.
Blendr
Bloom, B. S.
Bloom's taxonomy
Bohemian Gravity! (A Capella Science)
Bongey, S. B.
Born, J.
Borup, J.
Bostedo‐Conway, K.
Bowen, H.
Bowen, J. A. (Goucher College)
Boyer, K. P.
Branch, R. M.
Brent, R.
Briggs, C.
Brightspace
Brookfield, S. D.
Brookhart, S. M.
Brotherton, J. A.
Brown, M.
Brown, P. C.
Brown, Peter Scott (University of North Florida)
Brown University
Bruff, D.
Buchel, C.
Bumble
Burn, H. E.
Bush, M.
Butler, C.
C
Calandra, B.
Calibrated Peer Review (CPR; Regents of the University of California)
California College of the Arts
Cameron, B.
Camtasia
Cañas, A. J.
Canvas
Capstones
Carette, B.
Caring
Carless, D.
Carlson, S.
Carnegie Mellon University; Eberly Center
Carnes, M. C.
Case for Working with your Hands (Crawford)
Case studies
Cashin, W. E.
Cast for Education
Cavanagh, S. R.
Center for Teaching Excellence
Cepeda, N. J.
Chambliss, D. F.
Chan, L. K.
Change, motivating
Checklists
Cheers, C.
Cherubini, Jason (Goucher College)
Cheyne, J. A.
Chickering, A.
Chong, Alexandra
Christensen, C.
Christian, W.
Chronicle of Higher Education
Citrus College
Cizadlo, G.
Clark, R. C.
Classroom activities: clickers and polling; collaborative learning; confronting contradiction and motivating change; discovery; peer review writing; preclass assignments and incentives for; preclass assignments for; preclass preparation for discussion; problem solving; purposeful games for; reflection; revealing surprise; role playing, games, and simulations; studios and labs
Classroom Assessment Techniques: A Handbook for College Teachers (Angelo and Cross)
Classrooms, massively better; avoiding punitive measures; connecting with preclass assignments; creating prompts for writing and discussion; designing classroom activities; further resources for; key concepts for; lead better discussions; leading to answer; step‐by‐step guide for
Cognitive wrappers; adapting; key concepts; learning projects as; for writing. See also Critical thinking, metacognition, and cognitive wrappers
Coleman, J. R.
Collaborative learning
CollegeHumor.com
Coltrain, John
Columbia University
Common language; example for
Conant, J. B.
Concept maps; and reflective writing
Concordia University, Ann Arbor
Concordia University Wisconsin
Contradiction, confronting
Cooper, J. M.
Copley, J.
Cordts, Marcia L. (University of Iowa)
Corkhill, B.
Council on Undergraduate Research Quarterly (The AffinityResearch Group Model)
Course design: clarify what you want your students to learn (step 1); consider advance organizer for class (step 5); consider checklist for assignment (step 4); create rubrics (step 3); write learning goals for students (step 2)
Coursera
Cowan, N.
Cowen, T.
CrashCourse (YouTube)
Crawford, M. B.
Creating
Critical thinking, metacognition, and cognitive wrappers; adapting cognitive wrappers; affinity research group (ARG) model for; assessing others to foster metacognition; cognitive wrapper template for; further resources for; key concepts; learning projects as cognitive wrappers; semantic networks as active learning strategy; step‐by‐step guide for; wrappers for writing
Croft, T.
Cross, K. P.
Cullen, D.
CyberLink YouCam
D
Daily lesson plans
Dale, C.
Daley, A.
Damasio, A.
Damasio, H.
Dartmouth
Davidson College
Davis, Miles
Debora, V. T.
DeFrancesco, V.
Dehaene, S.
Dekkers, J.
Delaware Technical Community College
Della Sala, S.
Dement, W.
Dempster, F. N.
Dennen, V. P.
Design Meets Disability (Pullin)
Designing, for brain and body
Desire2Learn
Dewar, M. T.
Dewey, J.
Dey, E. L.
Diekelmann, S.
Digital content: completing key preparatory tasks before recording; considering accessibility for; creating own; crowdsourcing video for; CyberLink YouCam for; determining how students will access audio and video files online; further resources for; key concepts for; selecting appropriate hardware for recording; selecting appropriate software for recording; step‐by‐step guide for creating own; use of Camtasia for; use of VoiceThread for; videos + textbooks + quizzes (example); YouTube channels for
Digital storytelling
Dinges, D. F.
Directed thought (Piaget)
Discernment
Discipline
Discovery, in classroom activities
D'Mello, S.
Dollar, C. B.
Donath, S.
Doolittle, P. E.
Down
Doyle, T.
Duckworth, A.
Duggan, M.
Duke Center for Instructional Technology
Dunlap, J. C.
Dweck, C.
Dwyer, F.
E
Eberly Center (Carnegie Mellon University)
E‐communication; asynchronous debates; be consistent; create your e‐communication schedule; determine which platform to use; distribute e‐communication policy; establish virtual office hours; find ways to talk face‐to‐face; further resources for; key concepts in; matching social media to learning goals; multitasking and student devices in classroom; starting with e‐mail; step‐by‐step guide for; use e‐communication for some basics; using Facebook for; using Google Plus for; using Pinterest for
E‐communication platforms: class website or blog; e‐mail; Facebook; Google; Instagram; LMS; Pinterest; text; Twitter
E‐communication policy template
Eddy, S. L.
Educating the Reflective Practitioner (Schön)
Education Arcade
EDUCAUSE; Center for Analysis and Research
edX
Eliot, C.
Ellis, S.
Engaging Ideas (Bean)
Entry point. See Instructions/entry point
“E‐portfolio Pedagogy, Technology, and Scholarship” (Educational Technology)
Epstein Educational Enterprises
“Eric Mazur Shows Interactive Teaching” (Mazur)
Ericson, Becky (George Mason University)
Erskine, John
Evaluating
Evans, C.
Exam Wrappers (Carnegie Mellon University)
“Experimenting with Facebook in the College Classroom” (Higher Ed Teaching Strategies from Magna Publications)
“Exploring the Relationship between Student‐Instructor Interaction on Twitter and Student Perceptions of Teacher Behaviors” (International Journal of Teaching and Learning in Higher Education)
Eynon, B.
F
Facebook
Faillenot, I.
Failure: accepting; acknowledging; avoiding; embracing, and modeling change
Family Educational Rights and Privacy Act (FERPA)
Faust, J. L.
Feedback: FIDeLity best practices for; grading and; online exams; screencasting; sequencing; structured, with pecha kucha; video
Felder, R. M.
Feldman, K. A.
Fernández, G.
Fernandez, V.
FERPA. See Family Educational Rights and Privacy Act (FERPA)
FIDeLity (acronym; Fink)
Field, P.
Fink, L. D.
Fitzgerald, Ella
Flash cards
Flavell, J. H.
Florida Institute for Human and Machine Cognition
Focus
Fostering Critical Reflection in Adulthood (Mezirow)
Foundational knowledge
Fox, Ann M.
Franks, V. W.
Fredricksen, E. E.
Free Book Notes
FreeConferenceCall
Freeman, S.
FreeMind
FreeOnlineGames.com
Friedman‐Wheeler, Dara (Goucher College)
From Brain to Mind (Zull)
G
Gaab, N.
Gagné, R.
Gais, S.
Gallup‐Healthways Well‐Being 5
Gallup–Purdue
Gambino, L. M.
GameNode.com
Games; purposeful
Gamson, Z.
GarageBand (Apple)
Garland, Red
Gartner, Inc.
Garvin, D.
Gates, A. Q.
Gates Foundation
Gavrin, A.
Gee, J. P.
Geist, J. R.
General Education in a Free Society (Harvard University)
Generation Z
George Mason University
Georgia Gwinnett College
Gerdes, D.
Gillespie, Dizzy
Goal sheets
Goals: harmonizing cognitive and content; identifying learning; matching social media to learning; as organizational structure; providing clear; writing learning, for your students
Godeanu‐Kenworthy, Oana (Miami University)
Goldstein, D. S.
Goober
Goodman, Rae Jean B. (U.S. Naval Academy)
Google; Apps for Education; Arts and Culture Project; Books; Docs; Drive; Education; Forms; Group; Hangout; Plus; Scholar
Goucher College
Grace, M.
Grading and feedback; calculating grades; considering type of feedback to be provided; frequent performance and feedback cycles; further resources for; interconnected nature of goals, learning design, and assessment Fig. 9.1; key concepts for; learning to use online grade book; leveraging Bloom to align assessments; peer review of in‐class performances; providing clear goals, rubrics, and assignments for; screencasting feedback; step‐by‐step guide for; structured feedback with pecha kucha; trying video feedback; writing less and sequencing feedback
Grading and Performance Rubrics (Eberly Center for Teaching Excellence and Educational Innovation)
Graham, C. R.
Graham, M. J.
Grand Valley State University
Great Jobs Great Lives (Gallup‐Purdue)
Grinberg, E.
Gross, D.
GroupMe
Guide to Rating Critical and Integrative Thinking (Washington State University)
Gurin, P.
Gustafson, K. L.
H
Hafer, G. R.
Hake, R. R.
Hamilton, R. W.
Harmon‐Jones, E.
Harnish, J.
Harrity, M. B.
Hart Research Associates
Harvard University; Law School
Henaff, M. A.
Henderson, M. D.
Hessler, Brooke, California College of the Arts
Hewlett Foundation
Hinge
Hiss, W. C.
History of France (Google video search) Fig. 2.2
Hitch
Hodgin, G. L.
Hogan, K.
Holiday, Billie
Homework. See Preclass assignments
Homework logs
Hootsuite
Hopman, R. J.
Hot or Not (dating site)
How About We (dating site)
How to Create and Use Rubrics for Formative Assessment and Grading (Brookhart)
How We Think (Dewey)
Hu, C.
Huber, M. T.
Hugg, R.
Hughes, C.
Human dimension
Human relationships: accepting failure; acknowledge failure; avoiding failure; be intentional about encouragement and praise; be transparent and build trust; becoming approachable; being human; design your own humanity and authenticity into your pedagogy; developing student self‐efficacy; embracing failure and modeling change; further resources for; key concepts in; model change; pedagogy as; prepare to fail; six common active learning mistakes Tab. 13.1; step‐by‐step guide for
Hunt, A. N.
Hutchings, P.
I
Immordino‐Yang, M. H.
Indiana University, South Bend
Indiana University‐Purdue University, Indianapolis
Information and Technical Assistance on the Americans with Disabilities Act (U.S. Department of Justice)
Inside Higher Ed.
Instagram
Instructions/entry point; assignment; consider reading summary sites; creating entry point; designing reading assignments; entry points for deep learning; entry points into sensitive subjects; further resources for; key concepts for; making instructions personal, conditional, and motivating; providing better; step‐by‐step guide for; turning what matters to students into what matters to you; understanding what matters to your students; using Google Drive for; using Google Forms for; using technology for questioning
Integrated courses and sequence; breaking down your learning outcomes; building “beehive”; course‐level design; create course learning outcomes; design sequence and activities for individual units of learning modules; designing sequence; further resources for; harmonize cognitive and content goals; honeycomb diagram for course design Fig. 11.2; isolation and integration; key components of integrated course design Fig. 11.1; key concepts in; learning goal example for Honeycomb #1; learning goal example for Honeycomb #2; look for connections; make honey; one honeycomb cell Fig. 11.6; organizing topics into thematic structure Fig. 11.3; step‐by‐step guide for; Teaching Naked design process Fig. 11.5; Teaching Naked design process: micro cycle; Teaching Naked macro‐course design template Exhibit 11.1
Integrated learning and integrated experiences; art history major; classrooms and learning spaces; collaborate on integrative curriculum; common rubrics; consider classroom design and environment; critical and integrative thinking; emphasize diet, water, and exercise; e‐portfolios and student retention software; e‐portfolios for; further resources for; general education and change; incorporate emotion into design; introductory courses; key concepts in; provide common rubrics; scaffolded general education curriculum; SCALE‐UP classroom for 72 students Fig. 12.1; step‐by‐step guide for; structure of majors; talk about brain; time for reflection; use of e‐portfolios
Integration
Integrative curriculum
International Journal of ePortfolio
International Journal of Teaching and Learning in Higher Education
Intrator, S. M.
Introduction to Rubrics (Stevens and Levi)
Introspective observation (James)
iRubric
iTunes
J
James, William
Jankowski, N.
Jensen, F. E.
Jenson, J. C.
JiTT. See Just‐in‐time teaching (JiTT)
Johnson‐Laird, P. N.
Join.me
Jonsson, A.
Jordt, H.
Journal of Advanced Academics
Journal of Effective Teaching
Journal of Interactive Technology and Pedagogy
Journal on Excellence in College Teaching
Juncosa, Barbara (Citrus College)
Just‐in‐time teaching (JiTT)
K
Kahoot!
Kalnbach, L.
Kaltura
Karnad, A.
Karpicke, J. D.
Kaufman, Jason (Minnesota State University, Mankato)
Kegan, R.
Kennison, Kendall (Goucher College)
Kephart, K.
Kersten, I.H.P.
Keyek‐Fransen, D.
Khan, Salman
Khan Academy; Smarthistory
Khan videos, assigning
Kinzie, J.
Kirschner, P. A.
Klein, K.
Knowlton, D. S.
“Known Fragmentations and Needed Frameworks” (Journal on Excellence in College Teaching)
Kohlberg, Lawrence
Kolowich, S.
Kosoff, M.
Kraehling, Gretchen (McDaniel College)
Krathwohl, D. R.
Krolak‐Salmon, P.
Kuehn, B. M.
Kuh, G. D.
L
Labs
Lahey, L. L.
Lambert, K.
Lane, C.
Langer, E. J.
“Last Word: An Interview with Harris Cooper“ (Journal of Advanced Academics)
Lavern, Sarah (Concordia University Wisconsin)
Learn, learning how to
Learning: behaviors; and technology
Learning Goals Inventory (Barkley and Major)
Learning management systems (LMS)
Learning outcomes; progressive; reinforcing; sequencing, with activities
Learning projects, as cognitive wrappers
“Leave It in the Bag” (Inside Higher Ed.)
Lee, M. J.
Lenoir‐Rhyne University
Leupen, Sarah (University of Maryland, Baltimore County)
Leveraging the ePortfolio for Integrative Learning (Reynolds and Patton)
Levi, A. J.
Lievens, F.
Livingston, J. A.
LMS. See Learning management systems
Loch, B.
Lonn, S.
Lorenzo, M.
Lovejoy, Arthur
Lovett, M. C.
Lowenthal, P. R.
Lowman, J.
Lulu
Luna, G.
M
Maas, J. B.
Mahoney, E.
Maislin, G.
Majestro, Regina (Spaulding University)
Major, C. H.
Make it Stick: the Science of Successful Learning (Brown, Roediger, and McDaniel)
Malhotra, N.
Mapping Learning Outcomes (Jankowski)
Marra, T.
Marrs, K.
Massy, W. F.
Matney, M.
Maxwell, M.
Mayer, R. E.
Mazur, E.
Mazur Group
McArthur, J. A.
McCarthy, J.
McColl, A.
McComb, Veronica (Lenoir‐Rhyne University)
McCorkle, Sarah (Wake Forest University)
McDaniel, M.
McDaniel College
McDonough, M.
McGuire, S.
McKay, Gretchen Kreahling (McDaniel College)
Means, Tawnya (University of Florida)
Medina, J.
Memory and Cognition
Menand, L.
Menary, R.
“Mental Models and Cognitive Change” (Journal of Cognitive Psychology)
Merlot (merlot.org)
Merriënboer, J. J. G.
Merrimack College
Merville, A.
Metacognition. See Critical thinking, metacognition, and cognitive wrappers
Metacognition, assessing others to foster
Metacognition: An Overview (Livingston)
“Metacognition and Cognitive Monitoring” (American Psychologist)
Meyers, C.
Mezirow, J.
Miami University
Michigan Technological University
Microassignments
Miller, Alice (Goucher College)
Miller, Mary (Baton Rouge Community College)
Millis, B. J.
Mills, A. (Otterbein University)
Mills, J.
Mindful learning
Mindset Kit
MiniClip.com
Minnesota State University, Mankato
Mischel, W.
Mitchell, Mathew (University of San Francisco)
Model of Learning Objectives (Center for Excellence in Learning and Teaching, Iowa State University)
Mölle, M.
Molzow, I
MOOCs (massive open online courses)
Moore, Katherine (Arcadia University)
Moreno, P. A.
Morgan, Paul (Spaulding University)
Morris, C.
Morris, R. G. M.
Mortensen, Chris (University of Florida)
Motivation
Movie Maker (Windows)
Moyano‐Camihort, K.
MPortfolio Project
Mueller, P. A.
Mullington, J. M.
N
“Napping May Not Be Such a No‐No” (Harvard Health Letter), xix
National Science Foundation
National Teaching and Learning Forum Newsletter
New Media Consortium
New Science of Learning (Doyle and Zakrajsek)
Newcomb, T. M.
Newport, Shelby (University of Michigan, Flint)
Nine Alternatives to Lecturing (Center for Teaching Excellence)
Nine Events of Instruction (Gagné)
Norming
Northeastern Illinois University
Novak, G.
Novak, J. D.
Nutt, A. E.
Nygard, S.
O
OERs (open education resources)
OkCupid
Okoroafor, N.
Online content: adding analysis to; assigning Khan Videos (example); example for adding analysis; example for finding better content; finding, for first exposure; finding better; further resources in; investigating games and other learning tools; key concepts in; scientific videos (example); search for video; step‐by‐step guide for use of; student use of devices for academic work‐2014 Fig. 2.1; students curating content (example)
Online exams: feedback; for feedback through LMS; further responses for; grades, thinking, and learning; immediate feedback assessment technique for feedback; to improve student preparation for class; just‐in‐time teaching and process‐oriented guided inquiry learning; just‐in‐time teaching (JiTT) for; key concepts for; and online quizzing before class; reason for multiple choice; selecting controversial content; step‐by‐step guide for; stimulating harder thinking; using Bloom format for; using Bloom in quizzing in; writing answers for
Online grade book
OnMusic Dictionary (dictionary.onmusic.org)
ooVoo
Open Education Database (oedb.org)
Open Textbook Library (open.umn.edu)
OpenStax College
OpenYale
Oppenheimer, D. M.
Optimal conflict
Oser, K.
Otterbein University
P
Padovan, C.
Pajares, F.
Palmer, P.
Panopto
Parker, Charlie
Pascarella, E. T.
Pasher, H.
Pashler, H.
Passion
Pathways Report
Patterson, E.
Patton, J.
Paulson, D. R.
Paunesku, D.
Pavio, A.
Pecha kucha
Pedagogy; as design; design own humanity and authenticity into your; as human relationships
“Power of Believing That You Can Improve” (TED: Ideas Worth Spreading)
PowerPoint (Microsoft)
Preclass assignments; asking students to create analogies; authentic problems and online discussions; concept maps and reflective writing; connecting with; considering sequence and failure; creating micro assignments and index cards for attendance; daily lesson plans; developing concept maps for; digital storytelling; further resources for; games and other tools; and homework; identifying learning goals and tasks; incentives for; key concepts for; offering case studies; for preparing students for class; requiring homework logs; step‐by‐step guide for; using flash cards, polling, and simple quiz tools; using motivating instructions; writing toward outcomes
Preset, A.
Pressley, M.
Primary trait analysis (PTA)
Problem solving
Proceedings of the National Academy of Sciences
Process Oriented Guided Inquiry Learning (POGIL Project)
Procter, Nicolas W. (Simpson College)
“Project for Education Research that Scales” (Mindset kit)
“Promoting Self‐Regulation and Critical Reflection through Writing Students' Use of Electronic Portfolios” (International Journal of ePortfolio)
Prompts
Protein BDNF
Provocation, as questioning technique
PTA (primary trait analysis)
Pullin, G.
Punitive measures
Putnam, A. L.
Q
Qualitative Research Methods
Quizlet
R
Ramdass, D.
Ramirez, G.
Rasch, B.
RateMyProfessor
Ratey, J. J.
Reacting to the Past: Barnard College; Carnes
Reed, Jessie (Spaulding University)
REEF Polling
Reflection
Reflective Practitioner (Schön)
Regents of the University of California
Reinsel, Joe (University of Michigan, Flint)
Remembering
Reynolds, C.
Ricci, A.
Rice University
Richardson, J. C.
Richlin, L.
Riggio, Gina (Delaware Technical Community College)
Riley, J.
Roach, S.
Robbins, R. S.
Roberts, Arthur (University of Georgia)
Roberts, Rebecca (Ursinus College)
Robinson, M.
Robinson, M. D.
Rodriguez, M. I.
Roediger, H. L., III
Rohrer, D.
Role playing
Rosenberg, J. L.
Rubistar
Rubrics; best practice for; college writing rubric example Tab. 1.1; students using (example)
Rubrix.com
Ruch, Lisa (Bay Path University)
Ruhl, K.
Rust, R. T.
Rutherford, R.J.D.
S
Sallan, J. M.
Sana, F.
Saunders, P. M.
Scaffolding
SCALE‐UP (Student‐Centered Active Learning Environments with Upside‐Down Pedagogies)
Schacter, D. L.
Schlaug, G.
Schloss, P.
Schön, D. A.
Schuh, J. H.
Schwehm, Jeffery (Concordia University)
Screencasting
Screencast‐O‐Matic
Scribner, M.
Seemiller, C.
Seidensticker, B.
Seitz, A. R.
“Self‐Efficacy: An Essential Motive to Learn” (Contemporary Educational Psychology)
Self‐examination (Socrates)
Seli, P.
Selka, M. J. G.
Sendziuk, P.
Sequence: considering, and failure; designing, and activities for individual units of learning modules
SeriousGames.net
Shams, L.
Sharma, Ajay (University of Georgia)
Shim, W.
Shoda, Y.
Siegel, D. J.
Silver, N.
Simo, P.
Simple Free Learning Tools for Students and Teachers (Quizlet)
Simpson College
Simulations
“Sink or Swim?” (International Journal of Teaching and Learning in Higher Education)
Siri
Skinner, B. F.
Skype
Smallwood, J.
Smarthistory website (Khan Academy)
Smilek, D.
Smith, Anthony (Indiana University, South Bend)
Smith, G.
Smith, M. A.
Smith, M. K.
Social Foundations of Thought and Action: A Social Cognitive Theory (Bandura)
Socrates
Socratic Method research portal
Soehren, S. E.
Soong, S.K.A.
Southern Methodist University; Meadows School of the Arts
Spaulding University
Sperber, D.
Spitzer, B. J.
Spreecast
Stachowiak, Bonni (Vanguard University)
Stanford University
STATA
Strayer, D. L.
Sternberg, R. J.
Stevens, D. D.
Stickgold, R.
Straumsheim, C.
Strayer, D. L.
Stuart, J.
Student devices, in classroom
Student‐Centered Active Learning Environments with Upside‐Down Pedagogies (SCALE‐UP)
Studies in Higher Education
Studios
Summary sites
Sunstein, C. R.
Surprise, revealing
Survey of Instructional Design Models (Gustafson and Branch)
Svingby, G.
Swan, K.
Sweet, A.
Szpunar, K. K.
T
Takacs, C. G.
Talbert, Robert (Grand Valley State University)
“Talking with Students through Screencasting” (Journal of Interactive Technology and Pedagogy)
Talks to Teachers on Psychology (James)
Tananuraksakul, N.
Tang, C.
Taxonomy of Significant Learning (Fink)
Teaching Naked: design process Fig. I.2 Fig. 11.5; design process: micro cycle; macro‐course design template Exhibit 11.1; micro‐cycle Exhibit 11.4; micro‐cycle design template 1 Exhibit 11.2; micro‐cycle design template 2 Exhibit 11.3; thumbnail summary of essentials of human learning Teaching Naked design process Fig. I.1
TechSmith
TED
TED Talks
Teaching with the Heart (Intrator and Scribner)
Tejada, Laura (Northeastern Illinois University)
“Ten Benefits of Testing and their Applications to Educational Practice” (Psychology of Learning and Motivation)
Terenzini, P. T.
Terry, K.
“Testing Effect in Free Recall is Associated with Enhanced Organizational Processes” (Memory and Cognition)
Thaler, R. H.
The Endocrine Disruption Exchange (TEDX)
The Opera Platform
The Courage to Teach (Palmer)
TheProblemSite.com
Thomas, R. A.
Thompson, R.
Thompson‐Sellers, I.
Thorsen, Denise (University of Alaska, Fairbanks)
3PlayMedia
Throop, Susanna (Ursinus College)
Tinder
Tinder Plus
Top Hat
Török, J.
Transparency: advance organizers; checklists; and clearer targets; common language; common language for; course goals as organizational structure for; further resources for; goal sheet for; key concepts for; learning outcomes; progressive learning outcomes for; reinforcing learning outcomes for; rubrics; sequencing learning outcomes with activities for; step‐by‐step guide to designing course; students using rubrics for
Transparency in Teaching and Learning in Higher Education (Wilkemes)
Trilling, Lionel
Trust, be transparent and build
Tsui, L.
Turrill, J.
Twitter
U
Udacity
Understanding
University of Alaska, Fairbanks
University of Colorado
University of Florida
University of Georgia; Office of Architects for Facilities Planning
University of Maryland, Baltimore County
University of Michigan
University of Michigan, Flint
University of Nevada, Las Vegas
University of New England
University of North Carolina, Charlotte
University of North Florida
University of People
University of San Francisco
University of Toronto
Ursinus College
U.S. Census Bureau
U.S. Department of Justice
U.S. Naval Academy
Utubersity (utubersidad)
V
VALUE (Valid Assessment of Learning in Undergraduate Education; Association of American Colleges and Universities)
Value Rubrics (Association of American Colleges and Universities)
VanDongen, E. V.
Vanguard University
Vaughan, C.
Vaughan, Sarah
Velegol, S. B.
Video feedback
Videoconferencing
Vidoe feedback
Villa, E.
Vimeo
Vincent, Leslie (Delaware Technical Community College)
Virginia Tech Multimedia Music Dictionary
Virtual office hours
Vodcast
VoiceThread
W
Wagner, I. C.
Wagner, Richard
Wake Forest University
Walczak, K.
Walker, M. P.
Wallis, C.
Walton, G. W.
Walvoord, B. E.
Wang, S.
Wanless, Linda (Michigan Technological University)
Washington State University
Watkins, E. R.
Watson, C. E. (University of Georgia)
WeChat
Wenderoth, M. P.
Werner, Heinz
Wessner, David R. (Davidson College)
West, R. E.
Weston, T.
What Is the IF‐AT? (Epstein Educational Enterprises)