Technology is disrupting academia in many ways, including the question of who owns course content and other intellectual property. Duplication of digital resources is easy to do and difficult to trace. Digitally recorded lectures can be deployed long after the professor has left the institution, or even died. So the issue of control and access is critically important to online instruction, and to all higher ed, in the 21st century.
The new academic year seems like an opportune time to ask… are online, asynchronous, and hybrid strange new teaching strategies, or are we simply using new terminology to describe familiar techniques?
Welcome to Wired Ivy… Summer Shorts! Dan here. Are you ready for some island time? Sometimes you just want to get away. And if you’re teaching online you can! Bouvet Island in the Southern Ocean is the place to go. It’s the most remote land on Earth, with the closest neighbor being the Princess AstridContinue reading “#26: No Teacher is an Island (Summer Shorts)”
Welcome to Wired Ivy… Summer Shorts! I’m Kieran, and today we’re going to explore time and relativity as they pertain to teaching synchronous, asynchronous, and self-paced courses. I know this is hard to believe, given what comes out of the 24-7 media fire hydrant we’re all tapped into, whether we try to be or not,Continue reading “#25: Time is on My Side (Summer Shorts)”
There are many reasons to create academic programs that can reach students who are unable to travel to campus. Maybe you’d like to expand the audience for an existing in-person degree, or create an entirely new online offering. But before you begin this journey there’s something you need to know — when geography is noContinue reading “#24: Chart a Course to Everywhere”
It’s summertime, and the living is… well, easier than last year, at least. With the start of a new academic year on the horizon, a mere two months and change away, we decided this is the perfect season for an episode that begins to explore the choreography of moving from learning objectives to lessons toContinue reading “#23: Anatomy of a Lesson”
Thanks to a year in which online instruction became the unexpected but necessary standard practice in higher ed, our community’s assumptions about what subjects can be taught without the physical classroom underwent a profound evolution. Even Dan and I were surprised to discover fellow academics teaching subjects as diverse and seemingly ill-suited to the virtualContinue reading “#22: Math Snippets & Stories”
As higher learning moved into the Fall 2020 academic term, it became clear the Covid-19 pandemic would continue to impact all professors, whether they were seasoned veterans or newly minted. Educators who had honed classroom techniques over decades had no choice but to adapt to new techniques and technology at the start of the schoolContinue reading “#21: Missing the Table”
In March 2020, Wired Ivy dropped its first episode, just as the Covid-19 pandemic was closing university campuses around the world. As we enter our second year of podcasting, we’ve decided to switch from semester-based seasons to releasing one episode per month, starting with Episode 22 – Innovative Learners. In keeping with what is quicklyContinue reading “#20: Innovative Learners (Alumni Panel)”
Look past the equipment in an academic wet lab classroom — the pipettes, autoclave, centrifuge, DNA sequencer, gel and blot imaging station, incubators, microscopes — and what’s left? UC Irvine Associate Teaching Professor Pavan Kadandale had to ask himself that very question regarding his upper-level undergraduate molecular biology lab when the University of California SystemContinue reading “#19: De-Tooling BIO Lab”