The Richness of Podcasting in Higher Education, with Dom Conroy and Warren Kidd.

Quotes from the episode


There's so many different ways to capture people's imagination through an audio feed.
-Dom Conroy

When we're creating podcasts, we are putting ourselves on the line.
-Dom Conroy

Education is a relational experience.
-Warren Kidd

The act of teaching is reflective and reflexive.
-Warren Kidd


Resources

Using Podcasts to Cultivate Learner–Teacher Rapport in Higher Education Settings, by Dominic Conroy & Warren Kidd
Optimizing Practitioner-Delivered Podcasts as Learning and Teaching Tools in Higher Education: Learner and Teacher Viewpoints, by Dom Conroy and Warren Kidd
International Podcast Day
Planet Money Episode 216: How Four Drinking Buddies Saved Brazil
S-Town Podcast: Chapter 1
BBC Radio
Walkman
The Wild Podcast: In Search of Silence
Good Robot Podcast
RCA podcast: Creative education through uncertainty

Emily Pitts Donahoe shares what we can learn about grades from an “emerging failure" on episode 588 of the Teaching in Higher Ed podcast.

Quotes from the episode


They introduced a framework that attempts to identify the common features of alternative grading for growth systems that are meant to prioritize student growth and student learning over just grades and performance.
-Emily Donahoe

Those four pillars are marks that indicate progress, reattempts without penalty, clearly defined standards, and helpful feedback.
-Emily Donahoe

One of the most important functions of grades or marks given on individual assignments is to communicate to students about how they're progressing in a certain subject. Traditional grades don't serve this communicative function very well.
-Emily Donahoe


Resources

Unmaking the Grade, Emily Pitts Donahoe’s blog and reflective journal chronicling one educator's experiences with ungrading and other progressive teaching practices
Grading for Growth: A Guide to Alternative Grading Practices That Promote Authentic Learning and Student Engagement in Higher Education, by Robert Talbert & David Clark
Grading for Growth
How Humans Learn: The Science and Stories Behind Effective College Teaching, By Joshua R. Eyler
Failing Our Future: How Grades Harm Students and What We Can Do About It, by Joshua R. Eyler
Harry Potter Wizards of Baking
Sarah Rose Cavanagh
Japanese restaurant at Irvine Spectrum all four of the Stachowiak family members like: Robata Wasa
Wicked
Harry Potter and the Prisoner of Azkaban
More Everything Forever: AI Overlords, Space Empires, and Silicon Valley's Crusade to Control the Fate of Humanity, by Adam Becker
Braiding Sweetgrass: Indigenous Wisdom, Scientific Knowledge and the Teachings of Plants, by Robin Wall Kimmerer

M. C. Flux uncovers lessons for video creation from what he calls layered learning on episode 587 of the Teaching in Higher Ed podcast.

Quotes from the episode


I've also started creating these little quiz questions in them, but they're not hard. They're just to keep their attention going.
-M. C. Flux

Many students seem to enjoy this and actually learn well from it, so I keep doing it.
-M. C. Flux

I think these students struggle so much with attention that bringing them back with a really simple question just helps.
-M. C. Flux

The fact that students have shorter attention spans is still something we need to pay attention to. I don't think it's as bad as people say, but it is actually still a big piece of how I design instruction.
-M. C. Flux

A lot of students are used to rewatching things that they enjoy.
-M. C. Flux


Resources

Video: Education as Content, by Dr. Flux
The Art of Gathering: How We Meet and Why it Matters, by Priya Parker
Preferences vs. What Works, by Robert Talbert
Song: Leave it Like it Is, by David Wilcox 
Episode 555: A Big Picture Look at AI Detection Tools with Chris Ostro
LinkedIn: Christopher Ostro
LinkedIn: Dr. MC Flux
Netflix Special: Bo Burnham Inside
DJI Osmo Mobile 7P
Insta360 Flow Pro
HollyLand Lark Microphones
Games: Agency as Art, by C Thi Nguyen

Seth Offenbach shares about his article, Kindness and Community in an Online Asynchronous Classroom, on episode 586 of the Teaching in Higher Ed podcast.

Quotes from the episode


I had to recognize the reality that my classroom was never going to be the number one priority for people during the pandemic.
-Seth Offenbach

When we teach, why not be kind?
-Seth Offenbach

My goal is to challenge my students intellectually. My goal is not to stress them out.
-Seth Offenbach

We all miss deadlines.
-Seth Offenbach

In order to truly be kind, you have to create a safe space for the students where they feel that they can come to you, talk to you and learn with you.
-Seth Offenbach


Resources

Kindness and Community in an Online Asynchronous Classroom, by Seth Offenbach
Currents in Teaching and Learning – January 2025 edition
Radical Hope: A Teaching Manifesto, by Kevin M. Gannon
The Social Justice Syllabus Design Tool: A First Step in Doing Social Justice Pedagogy, by Sherria D. Taylor and Maria J. Veri
Feeling Better: A Year without Deadlines, by Doreen Thierauf
A Pedagogy of Kindness, by Catherine Denial
Cultivating Compassionate Community to Foster Academic Integrity?, by Maha Bali and Yasser Tammer
An Equity Syllabus
Liquid Syllabus, by Michelle Pacansky-Brock
Jesse Stommel
The Practice of Ungrading, by Jesse Stommel
Remi Kalir’s Annotated Syllabus
Go Ahead and Ask for More Time on That Deadline, by Ashley Whillans
A Pedagogy of Kindness: The Cornerstone for Student Learning and Wellness, by Fiona Rawle
Effect of Syllabus Tone: Students’ Perceptions of Instructor and Course, by Harnish & Bridges
Replacing Power with Flexible Structure: Implementing Flexible Deadlines to Improve Student Learning Experiences, by Hills & Peacock
Enhancing Social Presence in Online Learning, by Joyce & Brown
The 1:1 method, by Seth Godin 
Master Slave Husband Wife, by Ilyon Woo 

Bryan Dewsbury helps us explore what socially just teaching might look like across disciplines on episode 585 of the Teaching in Higher Ed podcast.

Quotes from the episode


I am not interested in being in a war with AI. I'm not trying to be a faculty detective to see who's using ChatGPT or not, I didn't sign up for that work.
-Bryan Dewsbury

I'm not your enemy. I'm not against you. I'm rooting for you every single day. I really mean that.
-Bryan Dewsbury

The things I say on day one are not going to mean anything over the course of the semester if I don't give them feedback in a reasonable time or if I'm rude when they answer a question wrong in class.
-Bryan Dewsbury

The way in which we can interact around this material doesn't have to be one that's dictatorial.
-Bryan Dewsbury

You don't have to be able to save the world, but you're obligated to try, right? And so the whole key behind that is in trying, you almost by definition achieve more.
-Bryan Dewsbury


Resources

Toward a Humanist and Agentic Paradigm of Inclusive Teaching—Lessons from the United States Civil Rights Era for College Pedagogy, by Bryan M. Dewsbury
This I Believe – Essay Guidelines
The Norton Guide to Equity-Minded Teaching
Michael Palmer on “Big Beautiful Questions”
David Yeager on “Wise Feedback”
Eli Review
Collaboration with Sarah Cavanagh on Assessment, Feedback, and Grading
We Are Lady Parts
Abbot Elementary
Nexus: A Brief History of Information Networks from the Stone Age to AI, by Yuval Noah Harari

Danny Liu shares a different way to think about AI and assessment on episode 584 of the Teaching in Higher Ed podcast.

Quotes from the episode


Our students are presented with this massive array of things they could choose from. They may not know the right things to choose or the best things to choose. And our role as educators is to kind of guide them in trying to find the most healthy options from the menu to choose from.
-Danny Liu

People want to give their students clarity. They want to give their students a bit of guidance on how to approach AI, what is going to be helpful for them for learning and not helpful for learning.
-Danny Liu

There is no way to really know if the rules that you're putting in place are going to be followed by students, and it doesn't mean that we need to detect them or surveil them more when they're doing their assignments.
-Danny Liu

We need to accept the reality that students could be using AI in ways that we don't want them to be using AI if they're not in front of us.
-Danny Liu

Not everyone lies. Most of our students want to do the right thing. They want to learn, but they have the temptation of AI there that is saying, I can do this work for you. Just click, just chat with me.
-Danny Liu

Our role as teachers is not to be cops, it's to teach and therefore to be in a position where we can trust you and help you make the right choice.
-Danny Liu


Resources

Menus, not traffic lights: A different way to think about AI and assessments, by Danny Liu
Talk is cheap: why structural assessment changes are needed for a time of GenAI, by Thomas Corbin,Phillip Dawson, &Danny Liu
What to do about assessments if we can’t out-design or out-run AI? by Danny Liu and Adam Bridgeman
Course: Welcome to AI for Educators from the University of Sydney
Whitepaper: Generative AI in Higher Education: Current Practices and Ways Forward, by Danny Y.T. Liu, Simon Bates
Five myths about interactive oral assessments and how to get started, by Eszter Kalman, Benjamin Miller and Danny Liu
Interactive Oral Assessment in practice, by Leanne Stevenson, Benjamin Miller and Clara Sitbon
‘Tell me what you learned’: oral assessments and assurance of learning in the age of generative AI, by Meraiah Foley, Ju Li Ng and Vanessa Loh
Interactive Oral Assessments: A New but Old Approach to Assessment Design from the University of South Australia
Interactive oral assessments from the University of Melbourne
Long live RSS Feeds
New AI RSS Feed
New AI RSS Page
Broken: How Our Social Systems are Failing Us and How We Can Fix Them by Paul LeBlanc

James Lang shares about his latest book, Write Like You Teach, on episode 583 of the Teaching in Higher Ed podcast.

Quotes from the episode


Answers on their own are not interesting. They become interesting when we know the questions behind them.
-James Lang

When you take a reader on a journey, as the reader works through an essay or book that you've written, they spend a lot of time with you.
-James Lang

Be attentive to the person that you are on the page to the reader.
-James Lang

Start right now. That's the most important thing.
-James Lang


Resources

Write Like You Teach: Taking Your Classroom Skills to a Bigger Audience by James M. Lang
Distracted: Why Students Can’t Focus and What You Can Do About It by James M. Lang
Small Teaching: Everyday Lessons from the Science of Learning by James M. Lang
Cheating Lessons: Learning from Academic Dishonesty by James M. Lang
The Greek Way by Edith Hamilton
The Orchid Thief by Susan Orlean
How Can Educators Teach Critical Thinking? by Daniel T. Willingham (American Educator)
James M. Lang’s official website
Susan Orlean’s official website
Scrivener, a popular writing and revision tool for long-form projects
The Opposite of Cheating from the Teaching and Learning in Higher Education Series (University of Oklahoma Press)
University of Oklahoma Press – Teaching, Engaging, and Thriving in Higher Ed series
Christine Tulley
The Sirens' Call: How Attention Became the World's Most Endangered Resource, by Chris Hayes
Proust and the Squid: The Story and Science of the Reading Brain, by Maryanne Wolf

Adriana Aldana shares about Counterstory Pedagogy: Student Letters of Resilience, Healing, and Resistance on episode 582 of the Teaching in Higher Ed podcast.

Quotes from the episode


One of our ethical obligations as social workers is to engage in self care to avoid burnout.
-Adriana Aldana

Their voice really comes through in the letter format in ways that I don't see in other forms of writing. I encourage them to loosen up a little bit with what they think I am expecting them to write about or how to write.
-Adriana Aldana


Resources

Counterstory Pedagogy: Student Letters of Resilience, Healing, and Resistance, by Adriana Aldana
Rest as Resistance, by Trisha Hersey
Rest as Resistance card deck
Episode 195: Considering Open Education with an Interdisciplinary Lens with Robin DeRosa
Radical Hope: Letters of Love and Dissent in Dangerous Times, by Caro de Robertis
Counterstory: The Rhetoric and Writing of Critical Race Theory, by Aja Y. Martinez
Managing Transitions: Making the Most of Change, by William Bridges
Elon University Center for Engaged Leanring Open Access Book Series

Alexandra (Ana) Kogl shares about her chaper in Joy-Centered Pedagogy in Higher Education on episode 581 of the Teaching in Higher Ed podcast.

Quotes from the episode


I didn't expect to find joy in the classroom when I started teaching political science 20 years ago.
-Alexandra (Ana) Kogl

Joy isn't something that we can coerce out of students.
-Alexandra (Ana) Kogl

They seem to expect to feel dead inside in the classroom, which is heartbreaking.
-Alexandra (Ana) Kogl

The opposite of joy isn't suffering, it's numbness.
-Alexandra (Ana) Kogl

People survive injustice and they thrive.
-Alexandra (Ana) Kogl


Resources

Joy-Centered Pedagogy in Higher Education: Uplifting Teaching & Learning for All, edited by Eileen Camfield
Ross Gay
Masculinity as Homophobia: Fear, Shame and Silence in the Construction of Gender Identity, by Michael S. Kimmel
SIFT
Audre Lorde
Martin Luther King Jr.
Mike Caulfield
Karl Marx
Stanley Milgram
Hannah Arendt
Joy Cards
Eichmann in Jerusalem
All My Relations Podcast

Leslie Bayers discusses her chapter in Joy-Centered Pedagogy: The Joy of Embodied Learning on episode 580 of the Teaching in Higher Ed podcast.

Quotes from the episode


I certainly wasn't taught body literacy in school, and what I mean by that is how to read the internal signals that the body might be communicating.
-Leslie Bayers

We feel and think better when we move.
-Leslie Bayers

I try to get students moving or engaged with sensory textures as much as possible to spark learning.
-Leslie Bayers

How we feel absolutely shapes if and how we learn. And many of us feel this in our bodies.
-Leslie Bayers

Learning is incredibly hard work. It's one of the things that does drain the body of energy.
-Leslie Bayers


Resources

Joy-Centered Pedagogy in Higher Education: Uplifting Teaching & Learning for All, edited by Eileen Camfield
Katy Bowman
Episode 505: How Role Clarity and Boundaries Can Help Us Thrive with Karen Costa
Scope of Practice Template, developed by Karen Costa
An Educator’s Scope of Practice: How Do I Know What’s Mine?, Karen Costa’s Chapter in Trauma-Informed Pedagogies
Bend App
15 Minute Gentle Morning Yoga
Catalina: A Novel, by Karla Cornejo Villavicencio
On Muscle: The Stuff That Moves Us and Why It Matters, by Bonnie Tsui

Jennifer Baumgartner shares some lessons in love and learning from Mr. Rogers’ legacy on episode 579 of the Teaching in Higher Ed podcast.

Quotes from the episode


Mr. Rodgers was a very comforting influence as a young child.
-Jennifer Baumgartner

Moving slowly or taking your time is a very key theme of Mr. Rogers neighborhood, and also Fred Rogers' life and the way he lived it.
-Jennifer Baumgartner

He didn't shy away from talking about difficult subjects.
-Jennifer Baumgartner

Anything that is mentionable is manageable.
-Jennifer Baumgartner


Resources

Fred Rogers Institute
Fred Rogers Institute at Saint Vincent College
The Neighborhood of Make-Believe
You don’t have to wait for the clock to strike to start teaching, by Peter Newbury
Go Somewhere: Reimagining Technology in Education for a Better Tomorrow, Bonni Stachowiak’s Keynote at LSU’s Faculty Colloquium
Speaking Freddish: How to Sound Like Mister Rogers, by Alexei Novak
“Did You Know?” Song by Mister Rogers
10 to 25: The Science of Motivating Young People, by David Yeager
Cartoon about writing
Teaching C-I Substack
Fred Rogers Archive
OuiSi Original: Games of Visual Connection
Thomas Dambo – Recycled Art and Troll Sculptures
Trollmap – Locations of Thomas Dambo’s Trolls
Won’t You Be My Neighbor? (2018 Documentary)

Karen Costa describes learning to teach, design, and rest on episode 578 of the Teaching in Higher Ed podcast.

Quotes from the episode


Gardening is something I've tried and failed at many times. I don't know if it's something you can win or fail at.
-Karen Costa

There's a ton of research on our mental health and well being and what green spaces can do for us.
-Karen Costa

The mindset is learning from nature rather than learning about nature.
-Karen Costa

Nature is really, really good at resting.
-Karen Costa

Resilience is born of rest, of hibernating, of knowing that we've got to kind of go down into the ground, into the earth, in those seasons of quiet and peace in order to begin again and rejuvenate.
-Karen Costa

Diversity is the foundation of life. Diversity is strength.
-Karen Costa


Resources

Biomimicry Checklist
Karen’s Final Biomimicry Presentation
Biomimicry Life’s Principles
The Native Plant Trust
Kerry Mandalak on Teaching in Higher Ed
Biomimicry – Janine Benyus
Learn Biomimicry
Rest Is Resistance
Lead Through Strengths
The Residence 
acoustic-ish: an album…ish
Yes to religion freedom; No to Christian nationalism, by Jeff Hittenberger
The OpEd Project

Jessamyn Neuhaus shares about her book, SNAFU Edu: Teaching and Learning When Things Go Wrong in the College Classroom, on episode 577 of the Teaching in Higher Ed podcast.

Quotes from the episode


Human beings make mistakes. We make mistakes as part of learning. We make mistakes just being in the world.
-Jessamyn Neuhaus

Academia generally attracts people with perfectionist tendencies.
-Jessamyn Neuhaus

Sometimes there is no positive outcome when something goes wrong. Sometimes things just get messed up because people are human.
-Jessamyn Neuhaus

Inadvertently we have a subtext that teaching is somehow perfectible. Teaching and learning will never ever be perfectible.
-Jessamyn Neuhaus


Resources

Snafu Edu: Teaching and Learning When Things Go Wrong in the College Classroom, by Jessamyn Neuhaus
Center for Teaching and Learning Excellence (CTLE) at Syracuse University
Picture a Professor: Interrupting Biases about Faculty and Increasing Student Learning, by Jessamyn Neuhaus
Geeky Pedagogy, by Jessamyn Neuhaus
Manly Meals and Mom's Home Cooking: Cookbooks and Gender in Modern America, by Jessamyn Neuhaus
Let's Get Real or Let's Not Play: Transforming the Buyer/Seller Relationship, by Mahan Khalsa
The Sleeper, by Mike Wesch
SIFT (The Four Moves), by Mike Caulfield
Our University Is Replacing DEI with Vibes and Vaguely Diverse Stock Photos by Carla M. Lopez for McSweeney’s
DEI? You’re Fired! with Heather McGhee on The Weekly Show with Jon Stewart
10 In the Moment Responses for Addressing Micro and Macroaggressions in the Classroom, by Chavella Pittman
10 to 25: The Science of Motivating Young People, by David Yeager
Critical Teaching Behaviors: Defining, Documenting, and Discussing Good Teaching, by Lauren Barbeau, Claudia Cornejo Happel
Dippity Do Girls with Curls Curl Boosting Mousse
MoMA Sliding Perpetual Calendar
Mrs. Meyer’s Clean Day Hand Soap
Teaching and Learning Together in Higher Education
International Journal for Students as Partners
Tea for Teaching Podcast
The Present Professor, by Elizabeth A. Norell
Thrifty Shopper
We Are Lady Parts on Peacock

Emily M. Bender & Alex Hanna share about their book, The AI Con: How to Fight Big Tech’s Hype and Create the Future We Want on episode 576 of the Teaching in Higher Ed podcast.

Quotes from the episode


What's going on with the phrase artificial intelligence is not that it means something else than what we're using it to mean, it's that it doesn't have a proper referent in the world.
-Emily M. Bender

There's a much broader range of people who can have opinions on AI.
-Alex Hanna

The boosters say AI is a thing. It's inevitable, it's imminent, it's going to be super powerful, and it's going to solve all of our problems. And the doomers say AI is a thing, it's inevitable, it's imminent, it's going to be super powerful, and it's going to kill us all. And you can see that there's actually not a lot of daylight between those two positions, despite the discourse of saying these are two opposite ends of a spectrum.
-Emily M. Bender

Teachers' working conditions are students' learning conditions.
-Alex Hannay


Resources

The AI Con: How to Fight Big Tech’s Hype and Create the Future We Want, by Emily M. Bender and Alex Hanna
Distributed AI Research Institute (DAIR)
The Princess Bride
Emily Tucker, Executive Director, Center on Privacy & Technology at Georgetown Law
On the Dangers of Stochastic Parrots: Can Language Models Be Too Big? By Emily M. Bender, Timnit Gebru, Angelina McMillan-Major, and Shmargaret Shmitchell
Emily M. Bender’s website
How the right to education is undermined by AI, by Helen Beetham
How We are Not Using AI in the Classroom, by Sonja Drimmer & Christopher J. Nygren 
Empire of AI: Dreams and Nightmares in Sam Altman's OpenAI, by Karen Hao

Rolin Moe shares about rebuilding trust in the value of education (among other things) on episode 575 of the Teaching in Higher Ed podcast.

Quotes from the episode


I never again had a static lesson plan. I was always very fluid in whatever I was going to be doing. I knew where I wanted to get, but the road could go in all sorts of different directions.
- Rolin Moe

Learning is a continuous activity in all sorts of areas and all sorts of places.
- Rolin Moe

Education is the process of helping people find things that they don't yet know they love.
- Rolin Moe


Resources

Gary Stager
George Siemens
Van Gogh-Inspired AI Course Policy (YouTube)
MOOCs (Massive Open Online Courses – Wikipedia)
Smithsonian Institution
Michael Peter Edson
UC Riverside XCITE Center
Community Colleges in California
California State University (CSU) System
Go Somewhere Card Game
James A. Michener quote
Wingspan Board Game
Elizabeth Hargrave (Game Designer)
Merlin Bird ID App (Cornell Lab)

Alex Edmans shares about his book, May Contain Lies: How Stories, Statistics, and Studies Exploit Our Biases and What We Can Do About It on episode 574 of the Teaching in Higher Ed podcast.

Quotes from the episode


We think a lie is basically the opposite of truth. So something is a lie if you can disprove it factually.
-Alex Edmans

What I focus on in my book is a more subtle form of a lie where something could be 100% accurate, but the inferences that we draw from them might be misleading.
-Alex Edmans

It's not that they're bad people, it's that they're people, they're humans. And if we're a person, we have biases.
-Alex Edmans

What I'm trying to highlight is the importance of being discerning. We want to have healthy skepticism, but we want to have the same healthy skepticism to something that we do like as something that we don't.
-Alex Edmans


Resources

May Contain Lies: How stories, statistics and studies exploit our biases — and what we can do about it, by Alex Edmans
Outliers, by Malcolm Gladwell
Cookie Monster Practices Self-Regulation | Life Kit Parenting | NPR
Addiction Rare in Patients Treated with Narcotics
Taking A Mosaic Approach to AI in the Writing Classroom, presented by Chris Ostro
All Else Equal Podcast
A Little Life, by Hanya Yanagihara

Tolu Noah shares about her new book, Designing and Facilitating Workshops with Intentionality, on episode 573 of the Teaching in Higher Ed podcast.

Quotes from the episode


Whenever I'm planning a learning experience, I start by identifying a clear goal for the experience.
-Tolu Noah

I don't think there's necessarily one right way to approach planning.
-Tolu Noah

A really important aspect of facilitation is that yes, you have a plan, but you also need to be flexible with that plan and be willing to take a rest stop or a detour if needed.
-Tolu Noah

Timing is probably one of the most important aspects of facilitation.
-Tolu Noah


Resources

Designing and Facilitating Workshops with Intentionality: A Guide to Crafting Engaging Professional Learning Experiences in Higher Education, by Tolulope Noah
Yoruba
The Art of Gathering: How We Meet and Why It Matters, by Priya Parker
Richard E. Mayer
Padlet Breakout Rooms
Padlet Sandbox
Bryan Mathers Permission Slip
Headliner App
Butter Scenes
SessionLab
Facilitating On Purpose

Leon Furze shares about myths and metaphors in the age of generative AI on episode 572 of the Teaching in Higher Ed podcast.

Quotes from the episode


In higher education there is a need to temper the resistance and refusal of the technology with the understanding that students are using it anyway.
-Leon Furze

We can take a a personal moral stance, but if we have a responsibility to teach students, then we have a responsibility to engage with the technology on some level. In order to do that, we need to be using it and and experimenting with it because otherwise, we're relying on third party information, conjecture, and opinions rather than direct experience.
-Leon Furze

My use of the technology has really shifted over the last few years the more I think about it as a technology and not as a vehicle for language.
-Leon Furze

Let the English teachers who love English, teach English. Let the mathematics teachers who love math, teach math. Let the science teachers teach science. And where appropriate, bring these technologies in.
-Leon Furze


Resources

Myths, Magic, and Metaphors: The Language of Generative AI (Leon Furze)
Arthur C. Clarke’s Third Law (Wikipedia)
Vincent Mosco – The Digital Sublime
MagicSchool AI
OECD’s Definition of AI Literacy
PISA (Programme for International Student Assessment)
NAPLAN (Australia’s National Assessment Program – Literacy and Numeracy)
Against AI literacy: have we actually found a way to reverse learning? by Miriam Reynoldson
ChatGPT (OpenAI)
CoPilot (Microsoft)
Who Cares to Chat, by Audrey Watters (About Clippy)
Clippy (Microsoft Office Assistant – Wikipedia)
Gemini (Google AI)
Be My Eyes Accessibility with GPT-4o
Be My Eyes (Assistive Technology)
Teaching AI Ethics – Leon Furze
Black Box (Artificial Intelligence – Wikipedia)
Snagit (TechSmith)
Meta Ray-Ban Smart Glasses

Jackie Shay Shares about overcoming imposter syndrome through joyful curiosity on episode 571 of the Teaching in Higher Ed podcast.

Quotes from the episode


Sometimes I get in my head about imposter syndrome about being joyful.
-Jackie Shay

Why can't we recognize that these different types of intelligences have just as much value as intellectual intelligence?
-Jackie Shay

It's about supporting the learning by doing meaningful, challenging work that promotes growth, that allows us to find joy in the discomfort that comes from the vulnerability of pushing your mind to its boundaries and beyond.
-Jackie Shay


Resources

Emotional Intelligence
Video about neuroplasticity
Making Challenging Subjects Fun: Episode 66 with Anissa Ramirez
Creating Desirable Difficulties to Enhance Learning, by Elizabeth L. Bjork and Robert Bjork
Beyond Dichotomous Thinking: Episode 527 with Alexis Peirce Caudell
What Baby George (and Handstands) Taught me About Learning from Mike Wesch
Radical hope: A teaching manifesto, by Kevin Gannon
Fred Wolf
Awe: The new science of everyday wonder and how it can transform your life, by Dacher Keltner
Coaching for Leaders Episode 254: Use Power for Good and Not Evil, with Dacher Keltner
Tennis ball massage
 Relaxed Cozy House Mix in a New York Loft | Tinzo

Laura Gibbs shares how to get started with interactive storytelling in any discipline on episode 570 of the Teaching in Higher Ed podcast.

Quotes from the episode


I think what happens with a lot of people's efforts to tell stories is that they're staring at a blank page or a blank screen, and they just feel lost in it because they don't have a form that they're filling up.
-Laura Gibbss

Everybody was thriving with these hundred word stories.
-Laura Gibbss

Meaninglessness in education won't work. Education has to be meaningful, personally meaningful.
-Laura Gibbss


Resources

Laura Gibb’s Website and Blog
Laura Gibb’s Aesop Survivor and Other Games
Improvised Shakespeare Company
TV Tropes
George Station
The Mouse Bride
Mike Caulfield
MYFest
Nursery Rhyme Maze Game
Laura’s Ungrading Padlet
Who Cares to Chat? by Audrey Watters
Audrey Watters’ 2nd Breakfast Newsletter
Readers Theater, by Laura Gibbs & Heather Kretschmer
Zine Construction video with Dawn Stahura
Dawn Stahura’s Zine-Making Resources
100-Word Stories from Laura Gibbs (and her students)
Tiny Writing Workshop Padlet, including 6-Word Stories
Keeping ScOR from John Biewen
Write Your Own Book List, by Laura Gibbs
Ungrading Chapbook, by Martha Burtis
Bonus Video After Pod Party with Laura Gibbs