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Plenary Speaker: Daniel T. Willingham, author of “Why Don’t Students Like School?”

(disclaimer: these are my own personal notes.  for authentic representation of Daniel’s work, please reference his publications directly.)

Talk will have two parts:

  1. Quick tour of basic findings re: learning & memory
  2. Talk about application

(start with a few questions, clap to answer… turns out they are false)

Key questions:

  1. What makes things go into memory (some things stick with us, others don’t)
  2. What causes forgetting? (not going to talk about this one)
  3. How do we know whether or not we know things? (our estimates can be faulty)


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Huge congratulations to Mary Lee, CELT colleagues & all others who contributed to what was by all accounts an enormously successful conference.  Registration numbers were the highest we’ve seen (the is the 27th time the conference has run) and everyone I spoke to was delighted with the day.

For myself, I particularly enjoyed the morning plenary by Daniel T. Willingham, Author of Why Don’t Students Like School?
and the panel with discussion that followed it.  I have shared my detailed notes (taken for myself, for a completely accurate accounting of Daniel’s work, go directly to his book & other publications) and will be coming back to them frequently, I hope.

Further kudos to CELT & the planning committee for a job very well done!

Enjoyed keynotes from Lev Gonick and Randy Bass & Bret Eyone, notes to be posted here soon.

Good ePortfolio session just now:


I just purchased & read (well, partly scanned, to be honest) this new book & I highly recommend it to faculty, EdTch colleagues, and anyone interested in teaching & learning in higher ed:
Evidence-Based Teaching for Higher Education Edited by Beth M. Schwartz, PhD and Regan A. R. Gurung, PhD (also available on Amazon).

The book impressed me because it provides a great review of the Scholarship of Teaching & Learning (SoTL), then 6 chapters organized around specific teaching challenges (building rapport in the classroom, using technology, online teaching, experiential learning, student study strategies, selecting class readings), plus a chapter at the end on reflective teaching practice. Each chapter is research-based & well referenced & includes both evidence-based recommendations and questions for further research at the end.

If you’re a colleague and would like to borrow my copy, just let me know.

Redesign characteristics:


It’s hard to do good pedagogy, tech helps bring that to scale.

Six models:
– supplemental (change but not too much)
– Replacement (flipped)
– Emporium – Move all classes into a lab setting, students working with instructional software.
– Fully online –
– Buffet – (Ohio State, stopakong them take a full meal, give them a choice) students mix & match
– Linked workshop (developmental courses)

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Looking for Pedagogy in Blended Course Design (there are some additional resources here)
Patricia McGee, Univ of Texas & San Antonio
Digital Learning Design Program,UT
Educause Learning Initiative (ELI) webinar


  • Introduction
  • Best Practices for Design
  • Pedagogical Practices
  • Preparing Students

Meta-analysis: Best practices – published literature about course design for blended learning; encoded repeated items.  Found the same language used, even when sources were not references.  Journal of Asynchronous Learning Networks

Pedagogical Reports – looking at the literature about what students (mostly) and faculty (not much done) do in the blended env’t.

Design Based Research – Members of the team gather data & make changes to the program as it unfolds. (possible connection to Summer Academy); Blended & Online Learners

Content Analysis of Blended Models – found 27 different models so far.

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