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Transform Your Teaching

Center for Teaching & Learning at Cedarville University

The Transform your Teaching podcast is a service of the Center for Teaching and Learning at Cedarville University in Cedarville, Ohio. Join Dr. Rob McDole and Dr. Jared Pyles as they seek to inspire higher education faculty to adopt innovative teaching and learning practices.

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  • 195 episodes
  • Updated Friday

Episodes195

Newest first
  • Dec 15, 2023 · 26 min

    Instructional Management with Dr. Kevin Jones

    In this episode, Rob and Jared discuss instructional management with Dr. Kevin Jones who has an Ed.D. from Spalding University and serves as the Dean of the School of Education and Social Work at Cedarville University. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better. Dr. Jones emphasizes the importance of planning and preparation in teaching. As he prepares to teach, he focuses on key tasks such as identifying essential questions and learning objectives, and then he utilizes backward planning to ensure students achieve the intended goals. This kind of preparation enables him to be more effective at meeting the students’ needs. Dr. Jones also emphasizes the need for teachers to recognize and embrace their own giftings and weaknesses, as well as the importance of showing compassion and praise to students. He encourages instructors to model and teach students about interconnectedness and the value of their unique gifts. Dr. Jones discusses how to handle hard conversations with students while maintaining an encouraging relationship. He emphasizes the importance of grace and provides the students with opportunities for growth and learning.

  • Dec 8, 2023 · 29 min

    Content Delivery with Dr. Quentin Schultze

    In this episode, Rob and Jared revisit content delivery with the return of the podcast’s first guest, Dr. Quentin Schultze. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better. Dr. Schultze approaches course content delivery carefully, knowing that content can easily be perceived as “boring.” He wants to make sure the content is the best while still ensuring that the delivery of that content is engaging and inspiring and that students walk away motivated. He does so by using narrative to show the content’s relevancy. In a face-to-face (or ‘incarnate,’ as Dr. Q likes to say) course, this content delivery approach is handled with various pedagogical strategies. In an online course, the delivery is shorter and focuses just on the essentials. The basics of Dr. Schultze’s narrative approach to content delivery are anticipation (“what’s going to happen?”) and identification (relevancy, helping students identify with the story). Instructors can pull narratives from different places: their own lives and background of the content itself. The important thing to remember is making the content relevant and personal for the students. Resources Quentin Schultze’s website

  • Dec 1, 2023 · 27 min

    Assessments with Dr. David Mulder

    In this episode, Rob and Jared revisit assessments with Dr. David Mulder, professor of education at Dordt University. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better. Dr. David Mulder emphasizes the need for clear learning targets and aligning assessments to those targets. He uses the analogy of an archery range, where the learning targets are the bull's eye and assessments measure how close students come to hitting that mark. These assessments provide opportunities for educators to deliver specific and timely feedback to help students grow and improve. They also touch upon the challenge of time constraints in education and offer strategies to manage assessments effectively. One approach is to prioritize essential learning targets and to group related assessments together. A standards-based grading approach helps instructors emphasize fewer key concepts for assessment, allowing students to demonstrate their understanding comprehensively. Teaching fewer things well helps ensure students deeply understand essential content. These kinds of assessments serve students and equip them with the skills they need for success in life. Resources Dr. Mulder’s podcast, “Hallway Conversations” Subscribe to Dr. Mulder’s newsletter, “Positivity – Passion – Purpose”

  • Nov 24, 2023 · 26 min

    Objectives with Dr. Haisong Ye

    In this episode, Rob and Jared discuss objectives with Dr. Haisong Ye who has a PhD from Indiana State University and is an instructional designer in the Center for Teaching and Learning at Cedarville University. They engage in a thought experiment to create objectives for a course on how to make a good cup of coffee. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better. Dr. Haisong Ye advocates for working through creating course objectives by starting with a simple question: what do you want students to be able to do by the end of this course? This strategy helps instructors begin by defining their end goals. To provide a specific example, Dr. Ye, Jared Pyles, and Rob McDole think about how they would design a course about making a good cup of coffee. The end goal of this type of course is that students would be able to brew a properly extracted cup of coffee. They brainstorm lower-level objectives, such as teaching students how to grind coffee, choose the right coffee beans, and set the proper water temperature. All of these coffee brewing variables build towards the end goal of the course. This thought experiment underscores the benefit of working through objectives for a course.

  • Nov 21, 2023 · 12 min

    Coffee Drop: AI TA

    In this coffee drop, Rob and Jared are joined by Haisong and newbie to the podcast, Jason to discuss a potential usage of AI as a teaching assistant. If you have questions or comments, contact us at ctlpodcast@cedarville.edu. You can also visit our blog at cedarville.edu/focusblog for additional resources. Resources How AI could save (not destroy) education

  • Nov 17, 2023 · 28 min

    A Conversation with Dr. Vladimir Bratic

    In this episode, Rob talks with Dr. Vladimir Bratic who has a PhD in Mass Communication from Ohio University and is an assistant professor of Media and Communications at Hollins University. They discuss helping students be critical thinkers and how faculty should navigate the future of education with the growth of ChatGPT. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. Dr. Bratic wants students to think critically so they can learn on their own and be able to ask the right questions. Rather than focusing on content delivery, he is passionate about teaching students "how to think, not what to think"— and this informs how he thinks about AI and ChatGPT. He reflects on the environment of higher education and its response to ChatGPT, pushing instructors to reconsider traditional teaching dynamics such as lectures and multiple-choice tests in favor of more modern methods that prepare students for the anticipated complexities of a 2030 society. He encourages faculty to consider the world that higher education students are going to be facing instead of the world they face now.

  • Nov 10, 2023 · 21 min

    Building a Community of Inquiry for Effective Online Learning - Adapting to Online Learning and Future Outlook

    In this episode, Rob and Jared conclude our series on the Community of Inquiry framework by discussing the future of online learning in higher education. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better. Building on the Community of Inquiry framework, Jared and Rob emphasize the importance of constructing an online course that is well-designed. They encourage frequent communication between instructors and students in an online setting and suggest strategies such as using video feedback and monitoring student engagement to ensure effective communication. As Rob thinks about the future, he emphasizes the potential of AI in online learning, citing examples of how AI tools such as ChatGPT can be used to create programs and analyze pictures. Jared and Rob recognize that cheating can be a serious concern for instructors in online courses, but research suggests that students who choose to cheat in an online environment will do the same in face-to-face courses. Jared suggests using strategies such as implementing higher-level activities and projects to minimize cheating incidents. Continuous adaptation and readiness to embrace change are crucial in online learning, and the Community of Inquiry framework can be a helpful tool in this endeavor. Resources Testing a Model to predict Online Cheating—Much Ado about Nothing Cheating in the Digital Age: Do Students Cheat More in Online Courses?

  • Nov 3, 2023 · 28 min

    Building a Community of Inquiry for Effective Online Learning - Cognitive Presence with Dr. Norm Vaughan

    In this episode, Rob and Jared chat with Dr. Norm Vaughan who has a PhD in Education from the University of Calgary and is currently a professor in the Department of Education at Mount Royal University. They discuss a key component of the Community of Inquiry framework—cognitive presence. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better. Dr. Vaughan emphasizes the importance of understanding students' needs and prior experiences to connect the learning with their existing knowledge. The design of a course should consider the unique characteristics of different groups of students and create an environment that fosters collaboration and interaction. He believes that the best facilitation of online courses involves modeling and guiding students through the cognitive inquiry process. Asking open-ended questions is important as well as engaging students in the exploration phase to deepen their understanding. Dr. Vaughan also discusses the role of assessment in promoting cognitive presence, noting the need for self-assessment, peer feedback, and external feedback from experts. He recognizes that challenges exist in teaching an online course, so he suggests using surveys and pre-assessment activities to understand students' knowledge and tailor instruction accordingly. Resources Teaching in Blended Learning Environments Seven Principles of Blended Learning Dr. Norm Vaughan in Google Scholar

  • Oct 27, 2023 · 27 min

    Building a Community of Inquiry for Effective Online Learning - Social Presence with Dr. Sheri Conklin

    In this episode, Rob and Jared continue the series on COI and discuss social presence with Dr. Sheri Conklin, Assistant Professor in the Department of Instructional Technology at UNCW, while at AECT in Orlando. She explains how instructors can make connections with students and how courses can provide peer-to-peer interaction. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better. Dr. Conklin’s interest in social presence began with her asking the question: “why do we need to have peer-to-peer interaction in every course? Is it necessary?” She discovered that students desire to have social interaction in their courses and highlighted some strategies that can effectively build social presence in a course: discussions on group work, student-to-student interactions, and the presence of the instructor. She also acknowledged the challenges, such as forced discussions and the need for engaging prompts, that instructors face in building social presence in online courses. Dr. Conklin suggests that social presence is crucial for building motivation and appreciation for the subject matter and that discussions should be purposeful and aligned with the objectives of the course. Dr. Conklin also shares the "FORCE" (feedback, organization, response time, clarity, and engagement) acronym which highlights the key factors that contribute to building social presence and effective online learning experiences. These elements were identified as important by student participants in a survey that she conducted during COVID-19 when education was pivoting to online. Resources Use the FORCE to Create Sociability and Connect with Online Students Through Their Eyes: Student Perspectives Instructor Social Presence Effects on Learner Social Presence, Achievement, and Satisfaction

  • Oct 23, 2023 · 11 min

    Coffee Drop with Dr. Alicia McCartney (Part 2): Less of a Drop and More of a Thermos

    The conversation Rob and Jared had with Dr. McCartney just couldn’t fit into one drop, so here’s more talk on ChatGPT. They discuss hesitations and the importance of equipping others to use ChatGPT. If you have questions or comments, contact us at ctlpodcast@cedarville.edu. You can also visit our blog at cedarville.edu/focusblog for additional resources.

  • Oct 20, 2023 · 27 min

    Building a Community of Inquiry for Effective Online Learning - Instructor Presence with Dr. Patrick Lowenthal

    In this episode, Jared talks with Dr. Patrick Lowenthal, Professor of Educational Technology at Boise State University. He has a PhD in Educational Leadership & Innovation from the University of Colorado – Denver. They discuss a key component to the Community of Inquiry framework—teaching or instructor presence. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better. Dr. Lowenthal discusses his experience teaching online courses and how his approach to building rapport with students has changed over time. In the early days of online education, video was not widely used, so interaction with students was primarily through asynchronous discussion forums or email. In this kind of environment, Dr. Lowenthal made an effort to be hyper-responsive and interact with students in these forums, getting to know them on a personal level. He also describes how helpful it can be to share personal stories as a way to build rapport with students and create a sense of authenticity. Dr. Lowenthal recognizes that the teaching context, such as teaching smaller classes or graduate students, sometimes allows for more personalized interactions. Instructors may have different approaches to building social presence based on the size of their class, therefore it is important to find what works best for both the instructor and the students. He highlights a strategy that can be helpful for learning about your students —conducting pre-course surveys to discover their barriers and adjust your approach accordingly. He also mentioned that it can be helpful to implement audio and video tools into course design to create a supportive environment for students.

  • Oct 19, 2023 · 13 min

    Coffee Drop: AECT Conference Day III

    In this coffee drop, Jared and Rob are joined by Dr. Haisong Ye. They recap the third day of the AECT Conference in Orlando, Florida. If you have questions or comments, contact us at ctlpodcast@cedarville.edu. You can also visit our blog at cedarville.edu/focusblog for additional resources.

  • Oct 18, 2023 · 7 min

    Coffee Drop: AECT Conference Day II

    In this coffee drop, Jared and Rob are joined by Dr. Haisong Ye. They recap the second day of the AECT Conference in Orlando, Florida. If you have questions or comments, contact us at ctlpodcast@cedarville.edu. You can also visit our blog at cedarville.edu/focusblog for additional resources.

  • Oct 17, 2023 · 11 min

    Coffee Drop: AECT Conference Day I

    In this coffee drop, Jared and Rob are joined by Dr. Haisong Ye. They recap the first day of the AECT Conference in Orlando, Florida. If you have questions or comments, contact us at ctlpodcast@cedarville.edu. You can also visit our blog at cedarville.edu/focusblog for additional resources.

  • Oct 13, 2023 · 23 min

    Building a Community of Inquiry for Effective Online Learning - Inclusion and Assessment in Online Learning

    In this episode, Rob and Jared discuss how important it is to create an inclusive environment in a course. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better. Inclusion is an important aspect of online learning and can create an environment that promotes student engagement, belonging, and success. Inclusion strategies include setting respectful communication guidelines, acknowledging diversity amongst students, being respectful of cultural differences, understanding how instructor-student relationships may differ, and ensuring that content is accessible. Inclusion strategies also affect the types of assessments that you use. You cannot expect that the same assessments you use in a face-to-face course will work in an online version of the course. Your formative and summative assessments from a face-to-face course will have to be modified to accommodate the online environment. Alternatively, starting with an online course can help your face-to-face. Building an online course requires you to plan every detail and make sure each piece of content and assessment align with the course’s objectives. Resources Designing Accessible and Inclusive eLearning Experiences Authentic Assessment in the Online Classroom The What, the Why, and the How of Technology Integration: The How & Accessibility

  • Oct 6, 2023 · 25 min

    Building a Community of Inquiry for Effective Online Learning - Establishing Presence in Online Learning

    In this episode, Rob and Jared continue discussing the Community of Inquiry framework, looking at the three types of presence in greater detail. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better. The three presences in the Community of Inquiry (COI) framework work together to influence learner engagement, active participation, and the sense of being in a learning community. Social presence, cognitive presence, and teaching presence also jointly enhance an instructor’s ability to stimulate class discussions and provide timely feedback. Each presence focuses on a different aspect of a course. Building social presence promotes mutual understanding among participants and facilitates knowledge exchange, often improving student motivation. It can be fostered through strategies such as icebreakers, photo sharing, and general discussions, creating a balance between a comfortable environment and maintaining professional boundaries. Cognitive presence is about engaging students with course content in ways that cultivate critical thinking skills. Activities that elicit analysis, synthesis, and evaluation – such as open-ended discussions, case studies, and journaling — help enhance this presence. Teaching presence is crucial, impacting the other two presences. It involves facilitating learning, providing timely feedback, and setting up avenues for constructive discussion. The teacher's role in an online course extends beyond delivering content; they are essential in nurturing a conducive environment for learning and engagement. Consequently, the interactions of these three presences help in creating a robust online learning community. Resources COI Framework Designing a Community of Inquiry in Online Courses Use the FORCE to create Sociability and Connect with Online Students

  • Sep 29, 2023 · 20 min

    Building a Community of Inquiry for Effective Online Learning – Introduction

    In this episode, Rob and Jared introduce their series on online learning through the Community of Inquiry framework. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better. Online learning involves a structured learning environment; activities; and interactions between instructors, students, and content. Instructors can use the Community of Inquiry (COI) educational framework to help them develop effective online education. COI’s primary goal is to create a deep and meaningful learning experience. In the COI framework, there are three presences: Cognitive presence – the extent to which learners construct and validate understanding. Its aim is to build understanding and construct knowledge through social negotiation and critical thinking. Social presence – the ability to identify with the learning community. Social presence is involved with creating a climate of trust, open communication, group cohesion, and interpersonal relationships. Teaching presence – the design, facilitation, and direction of cognitive and social presence. Teaching presence is the GPS on the road trip, guiding and correcting as needed. It involves the instructor being active and present in the online learning community. Each of these presences work together to create a robust learning environment. When used effectively, COI can help students feel connected to content, fellow students, and instructor. Resources COI Framework

  • Sep 22, 2023 · 23 min

    A Conversation with Dr. Alicia McCartney

    In this episode, Rob and Jared talk with Dr. Alicia McCartney, Assistant Professor of English at Cedarville University. They discuss some of her teaching and learning strategies, technology integration and how she incorporates student questions into her teaching. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better. Dr. McCartney sees teaching writing as especially important to develop critical thinking and teaching literature as an opportunity to ask big questions and find big answers through discussion and interpretation of text. She also learns from her students and looks for opportunities to incorporate their input into her teaching to clear up any confusion and to enrich her content. Dr. McCartney wants to create a safe space for her students to share questions by encouraging them to ask questions. When it comes to technology integration, Dr. McCartney starts with the objectives and only integrates technology that fits with them. For example, she uses Google Slides for students to share questions about a text or notes from discussions. Dr. McCartney also likes using annotation tools such as Hypothes.is with a text, asking students to do research on a text and ask questions through annotations. Participating in this kind of activity helps her students to be prepared for class and helps to create a learning community. Resources Hypothes.is Class Hack: Using Google Slides for Group Work

  • Sep 15, 2023 · 23 min

    Back to the Basics - Content Delivery

    In this episode, Rob and Jared discuss content delivery. Contact us at ctlpodcast@cedarville.edu with any questions. You can also visit our blog at cedarville.edu/focusblog for additional resources. We would love to get your feedback! Please fill out our survey to help improve our podcast and serve you better. At its core, content delivery is about communicating necessary information to learners. Content delivery started with people using their voices to share knowledge with others. Over time, various other methods have been developed, often with the help of technology. Other approaches to content delivery include collaboration, self-paced learning, labs, and interactive video quizzing. When deciding what content to deliver, instructors must ensure that their content aligns with the course objectives and assessments. This can be challenging because there is a temptation to give students everything they need to pass the test or course—even what might be irrelevant. However, instructors must find the middle ground where they equip students with the skills to understand the content, think critically, and ask questions. Instructors should also provide feedback and guide students along their learning paths.