Creating Instructional Videos to Scaffold Learning

by Chris Grabau, Instructional Developer, Reinert Center Within the short span of a decade, video tutorials have quickly become a common and pervasive aspect of how we share, consume, and communicate information online.  From yoga and guitar lessons, to cooking and home repair, viewers can learn all sorts of new skills through instructor-led online videos.  […]

Students-as-Producers: Exploring the Transformative Power of Student-Driven Assignments

by Debie Lohe, Director, Reinert Center Last week, the Reinert Center held its annual Winter Institute, a day-long series of workshops and presentations focused on some aspect of our annual theme. This year, the focus of the event was Transformative Learning: Students as Producers. Dr. Derek Bruff (Vanderbilt University) kicked off the day with an […]

The Power of “Disorienting Dilemmas”

by Debie Lohe, Director, Reinert Center As regular readers of this blog know, the Reinert Center is spending the academic year focused on the theme of transformative learning. We’re offering a set of workshops and web-based resources that can help faculty and graduate students to create transformative learning experiences for their students. However, we also […]

Designing Courses to Account for Digital Readiness

by Chris Grabau, Instructional Developer, Reinert Center In the past, much attention was paid to a “digital divide” between learners who had and used digital devices versus people who did not.  While the ownership of digital devices continues to grow exponentially, research in how digital technologies impact learning is needed.  Recently, a number of studies […]

Undergraduate Participation in Research: A High Impact Practice

by Mitch Lorenz, Graduate Assistant, Reinert Center This week, a resource guide related to undergraduate involvement in research is being added to our collection of pedagogical materials on our website [link]. This brief overview includes links to articles detailing how undergraduate students benefit from participation in undergraduate research and ways to improve student involvement in […]

New Resource Guide

A new resource guide on assessing affective learning has been posted to the Reinert Center website [LINK]. If you want to talk with someone about assessing affective learning in your own classes, you may request a teaching consultation by completing this form (LINK). If you have ideas for resource guide topics you would like to see […]

Autonomy, Structure, and Support

by Chris Grabau, Instructional Developer, Reinert Center Self-determination theory (or SDT) is a theory of motivation that articulates the inherent (or intrinsic) factors needed in order for person to exhibit self-motivating and self-determined behaviors.  SDT founders, Edward Deci and Richard Ryan propose there are three intrinsic “nutriments” or behaviors that are not only important for […]

Affective Learning

by James Fortney, Instructional Developer, Reinert Center When defining transformative learning, Jack Mezirow (1997) argues it is “an active process involving [the] thought, feelings, and disposition” of the learner (p. 10). By drawing attention to the more affective dimensions of teaching and learning, he gives authority to many of the things we hope our students […]

New Resource Guide

A new resource guide on integrating technologies into assignments has been posted to the Reinert Center website [LINK]. If you want to talk with someone about integrating technology into assignments in your own classes, you may request a teaching consultation by completing this form (LINK). If you have ideas for resource guide topics you would […]

Intentional Change

by James Fortney, Instructional Developer, Reinert Center George Slavich and Philip Zimbardo suggest that a variety of instructional methods, ranging from experiential learning to problem-based learning, “share important underlying characteristics and can be viewed as complimentary components of a broader approach to classroom instruction called transformational teaching” (Slavich & Zimbardo, 2012, p. 569). One of […]