Could Distributed Peer Review Better Decide Grant Funding?
The landscape of academic grant funding is notoriously competitive and plagued by lengthy, bureaucratic processes, exacerbated by difficulties in finding willing reviewers. Distributed […]
Tips for Writing Case Studies
Ed. note – This post is drawn from two articles that originally appeared at SAGE Connection. Textbook examples certify learning. Cases educate. […]
Download a Free Checklist for Smoking Out Fake News
Concerned about the proliferation of fake news, CQ Press has created a short checklist aimed at students and teachers that offers some tools for divining what’s solid news and what’s bogus.
See the Error, See the Individual — and See the Intervention
The guest editors of a special issue of the Journal of Psychoeducational Assessment explain how its scholarship helps is to understand what students’ errors on standardized tests of academic achievement tell us about teaching and learning, and how we can use this knowledge to inform the assessment process and development of educational interventions
Book Review: 100 Activities for Teaching Research Methods
Reviewer Sarah Lewthwaite finds that in ‘100 Activities for Teaching Research Methods,’ Catherine Dawson offers an important and welcome addition to the emerging literature on the practical aspects of teaching research methods.
Is the End of the Lecture in View?
In an attempt to ‘flip the classroom’ the University of Adelaide is phasing out lectures. Will this flip be a flop?
You’d Like PowerPoint If You Only Used It Right
It’s a poor workman who blames his tools, argue two proponents of the ‘proper’ use of PowerPoint in the classroom. And here they offer tips on how to use the dread Microsoft product well.
Death to PowerPoint (And Why It Will Live)
If universities were interested in measuring learning, argues Paul Ralph, it’s likely the bulb in the PowerPoint projector would dim a bit.
It’s Time to Kill PowerPoint (in the Classroom)
Take away PowerPoint, and what do professors have left? Students! As it should be, argues Bent Meier Sørensen.
