Author Archives: sgreenla

Online Shouldn’t Mean a Robo-Course!

This is the time in the semester when the workload starts to increase and the ability to think metacognitively decreases in proportion.  Many folks, both students and faculty, are just trying to keep their heads above the water.  Which means … Continue reading

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When less is more

I have a relatively light teaching load this semester. I’m teaching a senior seminar, our introductory research methodology course, and an online principles of microeconomics course (technically, two smaller than average size sections taught as a single course). And at … Continue reading

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Journey into OER: My Quandary

VivienRolfe: I fear we will build the education system that we can measure – not the one that we need. #opened15 #analytics This is the second in the series.  The first was here. I need to admit upfront that this … Continue reading

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Journey into OER

This is the first in a series of posts about my journey into OER.  If you are not familiar with Open Educational Resources (OER), you should be.  OER is course materials: syllabi, assignments, lecture notes, and even texts, which are available … Continue reading

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Kudos to @YouBreakIFix

This week is final exam week at UMW.  I’ve been grading essays and now exams for what seems like forever, certainly more than a week now.  On Tuesday evening, I sat down at my kitchen table to start grading intermediate … Continue reading

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Response to “Colonizers and Edupunks”

This post began as a comment on Robert Barrow’s “Colonizers and Edupunks(&C.): Two Cultures in OER” Thanks, Rob for prompting my thinking on this. The question of open texts vs. radical OER is an interesting one. My training as an … Continue reading

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Mastery Learning as Intrinsic Motivation?

At the 2015 Educause Annual Meeting, the opening keynote speaker was Daniel Pink, who drew from several of his recent books, including Drive, which I blogged about here. Pink’s thesis is that success comes from three factors: mastery, autonomy & … Continue reading

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Do Grades Indicate Student Learning? Should They?

In my view, grades as summative assessments should indicate student learning. Of course, it’s not that simple in practice. This may be anathema to say publicly, but grading is as much art as science. Think about it. Teachers can’t observe … Continue reading

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Call Me Don

I believe profoundly in what I am about to write. I am not naive about the difficulties involved, but neither do I think we can assume the problem away, as I believe is common in higher education today. The primary … Continue reading

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Kudos to United Airlines (& American Airlines)

I have complained many times about poor airline experiences so it seems only right that I call attention to an unusually good experience.  I missed my flight home due to my mistake.  An amazingly helpful gate agent in Indianapolis bailed … Continue reading

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