When, where, who and why: Thoughts on SoTL Advocacy shared by jacfriberg at #SoTLCommons19

“As advocates for SoTL we need to code switch to make SoTL matter to our audience” jacfriberg #SoTLCommons19 #Keynote

Welcome back to day 2 of #SoTLCommons19 - it’s a beautiful day in Savannah!

At the intersection of cognitive psychology, education, and technology - Jeff Karpicke shares ideas for supporting student learning through retrieval based strategies. #SoTLCommons19 #keynote

Students list rereading as their number one study strategy - this is not the worst strategy, doing nothing is even less effective, but it comes in in second place of worst study strategies - Jeff Karpicke #SOTLCommons19 #keynote

Some effective cognitive processes students can engage in instead of re-reading include Spacing and Retrieval Practice #SoTLCommons19 #keynote

Listening to Jennifer Meta Robinson speak about scaling up SOTL at #SoTLCommons SoTL Commons #scholarshipofteachingandlearnimg #communitycollege GeorgiaSouthern

Great idea from JenniferMetaRobinson: students select emoticon to show how they feel about grade on first assignment. Reactions are mapped to actual grade to suggest what reassurances or interventions each student might need to persist and/or improve. #sotlcommons2020 #teaching

Just learned about a tool shared by Duke Learning Innovation & Lifetime Education to create informed consent forms for #sotl research. duke.qualtrics.com/jfe/form/SV_6P… #sotlcommons2020

Looking for free, reusable templates and resources to get IRB approval for #SoTL research projects? Check out this site courtesy of the Empirical Education Project. (Thanks, Grey Reavis!) empiricaleducators.net/educational-re… #sotlcommons2020 #podnetwork #AcademicChatter

Why do we believe so many wrong thing about education? (1) People exhibit a bias to accept incoming information; (2) We infer truth from feelings (it feels correct); (3) People believe statements that match their experiences. ow.ly/YrP050ystuN #SoTLCommons2020

Want to be a scholarly teacher? Follow the framework for quality improvement: Plan Do Study Act ow.ly/sNAa50ystV6 #SoTLCommons2020

When you activate students prior knowledge, they spend less time studying the activated items and reach the desired state of learning for a larger proportion of the activated items ow.ly/LKbG50ysubO #SoTLCommons2020

Improve learning by having students make connections by elaborating on information (Self-explanation) and explaining why it is important to them (Self-reference effect) ow.ly/w3fG50ysuAH ow.ly/R67t50ysuAG #SoTLCommons2020

Testing enhances learning. Combine it with spacing and feedback and you get successive relearning and great long-term outcomes ow.ly/Ty7m50ysvfF ow.ly/NJTM50ysvfG ow.ly/CULh50ysvfE #SoTLCommons2020

When we extract meaning and make more elaborative connections, we retain information longer ow.ly/tmha50ysvw4 #SoTLCommons2020

Concrete examples help with learning both concrete application and abstracts. Give a concrete example, then the concept, then the example. Also have students apply their knowledge! ow.ly/WNKR50ysvDB jdentaled.org.libproxy.lib.unc.edu/content/81/9/1… #SoTLCommons2020

Have student set goals, work towards their personal best, or reaffirm their values such as being inclusive. ow.ly/pque50yswhg ow.ly/yzCd50yswhe ow.ly/APuf50yswhh #SoTLCommons2020

4. What would I predict the results/outcomes look like? 5. Who would benefit? Who would be disadvantaged? 6. Do the benefits outweigh the costs? 7. What activities am I willing to give up to achieve the goal? 8. Will it work here? #SoTLCommons2020

Want to adopt a new teaching or curricular strategy? Here are few questions to ask: 1. What problem are you trying to solve? 2. What are the potential solutions to this problem? 3. Imagine it was already implemented, what would it look like? #SoTLCommons2020