trevorholmes | January 23, 2013
Some of the most powerful experiences in my own learning and my own teaching have been observing, interacting, and reflecting in spaces other than lecture halls and seminar rooms. Some time ago, I wrote about place-based pedagogy… . But I’ve never yet tried the “transit question” approach. Transit questions were thought-triggering questions handed out just before traveling to the field sites…
trevorholmes | September 27, 2011
One of my favourite jobs as a teaching developer is to visit other people’s classrooms. I get to learn new things while providing a helpful service (observation and report for feedback to individual instructors). There’s another benefit that accrues too, though. I get to bring ideas from a panoply of disciplinary approaches back to my [...]
trevorholmes | November 30, 2010
When I’m not riding my bike to work, I usually take the bus. Waiting for any of the number 7 buses, one overhears things. In the spirit of the “Overheard at” websites, I’d like to offer occasional orts of wisdom from students who, at the end of their day,
Katherine Lithgow | September 4, 2009
By Katherine Lithgow I noticed these words on the door as I entered an instructor’s office, and commented on how appropriate they were, particularly in light of the fact that we were meeting to discuss how eportfolios could be used to help her students. She wanted to incorporate their use into a project her students would [...]
trevorholmes | May 7, 2009
Relying heavily on one of higher education’s most recent door-opening concepts to run a workshop on, well, door-opening concepts, Gary Poole took a FLEX lab full of people through our paces Tuesday morning, May 5th, 2009. After his Presidents’ Colloquium talk on the Monday, in which he addressed the powerful phenomenographic notion of deep versus [...]
