New Podcast Episode: Embodied Learning — Using Expression, Gestures, and Body Movement to Deepen the Learning Process

Our latest podcast episode features Robb Lindgren, Associate Professor of Curriculum & Instruction in the College of Education. Professor Lindgren does research on how people learn with emerging technologies such as virtual and augmented reality and interactive simulation and is particularly curious about the ways you can make interactions with these technologies more physical. 

“We take those things really seriously because we think that there’s a tight-knit relationship between how we move … our body, and how we think … and how people learn,” he says, adding that just getting up and looking at an object from another angle can broaden one’s perspective. 

Listen to this latest episode online.

CITL is Having a Block Party and You're Invited

Stop by the Armory to meet our staff and learn about our services and resources.  CITL is here to help you innovate in the classroom to create transformative learning experiences. Join us on August 30th and 31st for tours, demonstrations, and refreshments. 

Check the CITL Calendar for times and location.

Microteaching Volunteers Still Needed

Do you have any teaching experience at Illinois? Have a couple of hours next week to help incoming TAs? We are still looking for a few volunteer Microteaching facilitators. Microteaching facilitators observe short lessons by new TAs, provide brief feedback on the lessons, and run a short discussion with the TAs. We’ll train you! It’s usually fun, and you get to learn a little bit about a lot of different things. Microteaching happens in the Armory building on Thursday, August 18, or via Zoom on Friday, August 19. Contact Lucas Anderson (lander23@illinois.edu) if you can help!

Course Preparation Workshop
Tuesday, August 16
3:00 P.M. - 4:00 P.M., Online via Zoom, no registration required, check calendar entry for Zoom link.
Presenter: CITL's Instructional Support Team

See the CITL Event Calendar for all upcoming workshops. Looking for other training options? You might want to check out the Canvas Workshop Calendar, and additional training opportunities provided through Training Services (formally FAST3).

Syllabus Format May Enhance Understanding of Course Requirements
(from Faculty Focus)

Over the years, course syllabi have evolved from a simple document that outlines course objectives and requirements to an intimidating, multi-paged contract of terms and conditions for successful course completion. A number of writers have proposed syllabus makeovers, including some who’ve suggested the syllabus be offered in newsletter style. Others have proposed quizzing students on the syllabus as a way to encourage them to read it carefully.

We decided to try these two ideas and investigate if they helped students understand four essential course requirements: course objectives, course policies, procedures for late work, and the number of exams. Each of us created one traditional course syllabus and one graphically enhanced syllabus in newsletter format, randomly distributing each type on the first day of class. We quizzed students on the course requirements on the second day of class. Both syllabi contained identical content. One of our goals as instructors is to place the responsibility for learning experiences on students. We thought a more engaging syllabus format might be more intellectually invigorating and better at connecting students with the course. Moreover, for those of us who include student learning objectives (SLOs), we hoped that offering them in this format might stimulate more self-regulated student learning. So, which syllabus format is better for students?