New Pedagogies: Re-imagine Teaching and Learning
Call for Innovation
Propose projects that transform student learning experiences using innovative pedagogies and/or technologies.
- Younger students are “digital natives” whose 24/7 connection to information via smartphones and tablets has changed the way they learn.
- The demographics, academic preparation, financial capacity, needs, and interests of prospective students are increasingly diverse; with this diversity comes a wide variety of learning styles.
- Massive open online courses (MOOCs) and Khan Academy now deliver for free many of the same courses we offer, and students receive certificates of completion. Some argue that this model will replace the need for degrees.
- New program structures/models and delivery modes (see New Learners: Reach Beyond Boundaries) will create the need for new pedagogies and use of new teaching/learning technology.
Examples of Opportunities
- Flipped classrooms—How might we invert the traditional teaching and learning experience by delivering content online outside of the classroom and devoting class time to syntheses and discussion of the content?
- Content engagement courses—How might we facilitate learning by having students demonstrate course competencies via modules available outside of class? (e.g., Virginia Tech’s Math Emporium model)
- Massive open online courses (MOOCs)—Faculty at universities such as Stanford have created complete courses, which are available online for free to anyone willing to enroll. Are there ways to incorporate these courses into our students’ learning experiences? Are there reasons to develop MOOCs at UNC?
- Micro-credentials (e.g., badges)—How might we acknowledge achievements or skill acquisition in a manner more granular than a college degree does? Is there are role for such credentials as markers of progress toward or beyond degree completion?
- Mobile learning—How might we harness the power of mobile devices such as smartphones and tablets to enhance learning?
- Problem or inquiry based learning—How might we engage students in problem-solving to stimulate creativity and critical thinking and/or build content area knowledge?
- Integrated undergraduate research opportunities—The proximity of UNC’s undergraduate teaching to its research function offers opportunities to integrate original research into undergraduate teaching and learning.
- Simulations and virtual learning—How might we use technology to engage students in simulated and/or virtual practicum experiences?
- Tapscott, D. (2009). Grown up digital: How the net generation is changing your world. New York: McGraw-Hill (book)
- Lutkewitte, C. (n.d.). The First Digital Native Writing Instructors and the Future Multimodal Composition Classroom.
- Clark, D. (2012). Social Media: Why It Matters to Everyone in Education. The International HETL Review. Volume 2, Article 8.
- Flipped Classrooms & Mastery Learning (NY Times, 10/23/13)
- The Flipped Learning Network.
- Twigg, C. (May-June, 2011). The Math Emporium: Higher Education’s Silver Bullet.
- Virginia Tech. Math Emporium.
- MOOC Madness. The Chronicle of Higher Education.
- Educause (2012). 7 things you should know about badges.
- Purdue University (2012). Passport by Purdue: Digital badges show students’ skills along with degree.
More resources can be found on the Resources page.
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