Currently reading Darby & Lang (2019) “Small teaching online — applying learning science in online classes”. My summary (2/x)

This is the second part (part 1 here) of my notes on reading “small teaching online — applying learning science in online classes” by Darby & Lang (2019). Take it with a pinch of salt and go read the original book! These are just my two cents on the points that I find especially relevant for myself!

Part 1, chapter 2, is on “guiding learning through engagement”, basically how to scaffold learning by designing lots of small signposts and feedback opportunities throughout the duration of a course or project. And this is how they suggest we do it:

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Currently reading Darby & Lang (2019) “Small teaching online — applying learning science in online classes”. My summary (1/x)

I absolutely loved reading the “small teaching” book by Lang (2021), so I was super excited to dig into the related “small teaching online — applying learning science in online classes” by Darby & Lang (2019), and it did not disappoint! I loved it (my only complaint: why didn’t they call it “Tiny Teaching”??? What a missed opportunity!) and — as always — I am summarizing the main points (of the part 1, chapter 1, stay tuned for future posts!) from my perspective below, but it is totally worth reading the actual book! Continue reading

“Doughnut Rounds” (after Fleiszer et al., 1997)

A great teaching method that engages students with literature, and that Cathy Bovill recently introduced me to, are “doughnut rounds”: Students (or workshop participants) are asked to read an article and formulate a certain number of questions, that are then discussed in groups. This leads to people being able to fill in gaps in their understanding (for example due to superficial reading…) and to general engagement with the topic.

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Preparing conference presentations on our DIYnamics experiments in across-course collaborative learning

In 2021, Kjersti and I gave a presentation at iSSOTL on our across-course collaboration project using rotating lab experiments. We’ve continued working with that, and Kjersti is presenting two posters and a presentation at the MNT conference in Stavanger tomorrow! For those of us who can’t be there, here is what she will talk about.

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Designing postcards to inspire discussion about co-creation methods

One deliverable in our #CoCreatingGFI project (which has a new website! Check it out here!) are a set of postcards to share our experiences with co-creation with other teachers and students — to invite discussions and inspire them to adapt the ideas for their own purposes. And we have designed the first five now! Click on images below for pdf downloads (The backsides contain space for all the usual postcard stuff [i.e. address and a message], plus a short explanatory text, and link & QR code to the website).

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“Mandatory coursework assignments can be, and should be, eliminated!” currently reading Haugan, Lysebo & Lauvas (2017)

The claim in this article’s title, “Mandatory coursework assignments can be, and should be, eliminated!“, is quite a strong one, and maybe not fully supported by the data presented here. But the article is nevertheless worth a read (and the current reading in iEarth’s journal club!), because the arguments supporting that claim are nicely presented.

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Total internal reflection

In the “static apnea” discipline in freediving, many cool pictures of athletes are taken underwater in a way that plays with the reflection of the athlete in the still water surface. This can lead to pretty spooky pictures (like the one of Victor in the top left). We do have other experiences with water, where there are areas where we can look in (or out), but then others where we can’t: In the bottom left, you see Mats and his shadow, even the individual tiles very clearly in the water. But the further back you look, the more you notice that the picture was taken from outside the water, because you start seeing more reflections in the water surface. In the bottom right, taken from within the water, you see reflections of all the divers and the lane markings in the surface except right at Edvin’s elbow, where we look out of the water and see what’s happening above the pool. And then in the top right, we don’t see the water surface at all — the only reason we know we are looking at Alex from within the water is that there are bubble rings floating between us and him. So what is going on here?

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A simple way to visualize how hydrostatic pressure increases with depth

I did this demo for my freediving club Active Divers (and if you aren’t following us on Insta yet, that’s what I am taking all these pretty pictures for!): 1.5l PET bottle with holes punched in every 2cm, then filled with water. Looks cool and works pretty well (except the second hole from the bottom up, which I punched in a part of the bottle’s wall that wasn’t vertical, so the resulting jet doesn’t come out horizontally in the beginning and messes up the picture. Should have thought that through before…).

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Denmark Strait overflow in a tank experiment

Since our Denmark Strait tank experiment from 2013 (see here in a post from 2014!) is still the one I refer to when I want to point to pictures of such an overflow experiment, I decided to do the experiment again to take new (and hopefully better) pictures. Three experiments later, I am not sure if the pictures are any better, but I tried…

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