Bonni Stachowiak shares how to keep your Personal Knowledge Mastery (PKM) real simple with RSS on episode 614 of the Teaching in Higher Ed podcast.

Quotes from the episode

Rather than get that overwhelmed feeling of how hard it’s going to be to keep up, I don’t have to, and neither do you. Enter RSS, Real Simple Syndication.
-Bonni Stachowiak

It’s pretty spectacular how, if somebody knows about RSS, and they’ve subscribed to a blog or a website, how you can find people that you have a lot in common with, and get going with your curiosity.
-Bonni Stachowiak

It’s amazing what happens when, before we start trying to lecture or share information,  we ask people to predict something. Even if they end up predicting incorrectly, there still is that connection where we’ve piqued their curiosity.
-Bonni Stachowiak

Marc Watkins shares about cultivating skepticism and curiosity in an age of AI on Episode 613 of the Teaching in Higher Ed podcast.

Quotes from the episode

I do think online education is going to be the focal point for this next year, and how it can survive with an agentic AI. My feeling is, we need to be offering students more embodied experiences and disembodied spaces.
-Marc Watkins

Every technology has its affordances and the things that are negative about it too; your cell phone, the computer, the fact we’re talking about this right now on the systems that we are using, cloud computing, that all has a cost.
-Marc Watkins

For an incoming freshman student in college to take 4 or 5 classes and have 4 or 5 very different AI policies, 4 or 5 very different understandings of what AI is, it is incredibly confusing.
-Marc Watkins

Lynn Meade uncovers how to make learning visible with portfolios on episode 612 of the Teaching in Higher Ed podcast

Quotes from the episode

An ePortfolio is basically a curated collection of student work. It includes reflection, and it’s usually across the college experience.
-Lynn Meade

Anytime I teach portfolios, it’s really big that we talk about audience and purpose. Who is your audience and what is your purpose?
-Lynn Meade

There’s something particularly lovely about seeing student or faculty members’ written comments about my work. Both the critiques and those comments that build me up, and how very powerful they are, and how much they mean to me.
-Lynn Meade

It’s not about the tech. The most important thing is, am I writing? Am I able to think about myself? Am I able to reflect about myself?
-Lynn Meade

Danny Mann shares about fostering peace, joy, and community in teaching and leading on episode 611 of the Teaching in Higher Ed podcast.

Quotes from the episode

Great teaching, and I think great life, is this adaptive, responsive thing, pulling out the bugs or getting things back in balance.
-Danny Mann

Peace and joy are really interrelated, and I gravitated a lot towards these, as I spent time studying and practicing mindfulness practices.
-Danny Mann

If you discover your why, you could basically feel much more energized and joyful about what you do, if you align your life with that.
-Danny Mann

Giving students space to speak and share ups and downs. So the ironic leading by listening.
-Danny Mann

Mike Cross shares about his experiments (big and small) in teaching and learning on episode 610 of the Teaching in Higher Ed podcast.

Quotes from the episode

The reason I did it is because I just wanted to better understand what my students were going through.
-Mike Cross

I love that, that idea of tiny experiments. I think that that is absolutely critical because we’re all so busy.
-Mike Cross

Anytime you can put yourself in someone else’s shoes, it makes you a better person, right? Whether that’s a better teacher, a better spouse, a better friend, a better citizen, anything.
-Mike Cross

Theresa Duong on episode 609 of the Teaching in Higher Ed podcast.

Quotes from the episode

“All we’re really trying to do is create these conditions that can help our students flourish and thrive within our classrooms while maintaining the rigor of our work.”
– Theresa Duong

“I felt like I could thrive in my PhD program because I had these people who kept pushing me to go and kept pushing me to take care of myself.”
– Theresa Duong

“Pedagogy, the formal definition in my mind, is this art and science of teaching and learning.”
– Theresa Duong

“To me, wellness is really about thriving and flourishing in the work that you’re doing.”
– Theresa Duong

Sheila Tabanli shares ways to overcome the curse of expertise and other ways to be inclusive in our teaching on episode 608 of the Teaching in Higher Ed podcast

Quotes from the episode

“I suggest, sign up to a course that you have no idea, and then we’ll talk later. In other words, feel what it means to be a novice.”
– Sheila Tabanli

“An expert in a field doesn’t necessarily mean they will be able to effectively teach that content.”
– Sheila Tabanli

“There are differences between how experts and novices look at this content.”
– Sheila Tabanli

“We can still slow down. We can still show how an expert solves a math problem without sacrificing from the rigor or the content.”
– Sheila Tabanli

Josh Brake shares metaphors and other ethical considerations regarding AI on Episode 607 of the Teaching in Higher Ed podcast.

Quotes from the episode

“When you’re moving fast, it’s really easy to do things unreflectively and to make a poor decision without even realizing it.”
-Josh Brake

“The special thing about bicycles, at least in their non-electronic versions, is that they’re totally human-powered. So it’s all based on the energy that you put in, and it’s just transforming that energy, to make you more efficient and be able to move faster.”
-Josh Brake

“When you have something like an E bike, that augmentation can be used in a variety of different ways, so it can be used to actually extend your capacity.”
-Josh Brake

“It’s really this question about what’s the intention that you’re bringing to the technology when you come to the tool, what are the questions that you’re asking? And fundamentally, it’s a question of purpose and intention. Why are you using this?”
-Josh Brake

Karen Costa shares about An Educator’s Guide to ADHD on Episode 606 of the Teaching in Higher Ed podcast.

Quotes from the episode

Curiosity is just this sort of force of nature. So tap in to your students creativity, your students passions and interests as a way to support them in reaching and achieving those challenges that you also hold for them.
-Karen Costa

That’s a heavy thing for folks with ADHD to carry, that we are a burden on the other students in the classroom, that we are a burden on our teachers. And that is simply not true.
-Karen Costa

What we know now is that many times those are what are called stims in neurodivergent and ADHD and autistic communities. And those are actually a way that a lot of folks help themselves to stay present and regulated in their bodies so that they can direct their attention to the teacher or to the task at hand.
-Karen Costa

The best thing we can do to make the course real is as an instructor to be present in that online course.
-Karen Costa

José Bowen shares about the second edition of Teaching with AI on episode 605 of the Teaching in Higher Ed podcast.

Quotes from the episode

I do think that we are going to have to figure out how to focus on student learning in an era where students have this new technology that will short-circuit the learning we want.
-José Bowen

My advice to people is that I know we’re overwhelmed, so don’t ask AI to do something you love. Ask AI to do something that you hate.
-José Bowen

The real problem with AI privacy is that now we have a tool that can mine all that, right?  I’m more worried about AI as a tool for analysis and observation, and how that’s going to change the world in which we live.
-José Bowen

I think the potential is, you’re probably going to get more bias because people are going to use AI poorly. And so bias and privacy are two categories of ugly that are pretty big.
-José Bowen

Bryan Alexander shares about Peak Higher Ed on episode 604 of the Teaching in Higher Ed podcast

Quotes from the episode

“It’s another form of thinking, it’s another form of organizing information and that we have to treat it seriously as such. The computer scientist actually recommends that we think about generative AI as children. These are AIs that have some degree of autonomy and they’re also not very wise in the world yet, and we have to train and rear them up.”
– Bryan Alexander

“So if AI is bubble, if it turns out to be a bubble and it pops, this might be bad news for the entire economy.”
– Bryan Alexander

“The problem of how do we actually figure out what people are doing with AI within post secondary education? That’s a really great challenge because if you polled people, they have all kinds of great incentives to not respond accurately.”
– Bryan Alexander