Dietrich Bonhoeffer s life spanned four decades of the early twentieth century and was shaped within the crucible of two European wars and an economic depression. Born in 1906 and raised in an upper middle class German family, he was educated to be a pastor,…
For the first time, a representative collection of all Bonhoeffer's theological works is available in a single volume, edited by Bonhoeffer scholars Clifford J. Green and Michael P. DeJonge. The Bonhoeffer Reader follows on the heels of the newly completed…
Using the acclaimed Dietrich Bonhoeffer Works English translation and adapted to a more accessible format, these new editions of Discipleship, Ethics, Letters and Papers from Prison, and Life Together feature the latest translations of Bonhoeffer’s works,…
Sigurdshof, Bonhoeffer, and Incarnational Education During the harsh winter of 1939-40 Dietrich Bonhoeffer, Eberhard Bethge, and eight candidates for ministry in the Confessing Church lived and studied together during the tenth and final session of…
Akkaraju S. (2016). The Role of Flipped Learning in Managing the Cognitive Load of a Threshold Concept in Physiology. The Journal of Effective Teaching, 16(3), 28-43.
To help students master challenging, threshold concepts in physiology, I used the flipped learning model in a human anatomy and physiology course with very encouraging results in terms of student motivation, preparedness, engagement, and performance. The flipped learning model was enhanced by pre-training and formative assessments that provided opportunities for retrieval practice. Students in flipped learning sections had much higher retention and pass rates than those in non-flipped learning sections. Students also achieved preset benchmarks for factual and procedural knowledge while falling slightly short for conceptual knowledge. I found that the flipped learning model effectively addresses the cognitive load involved in learning physiology, which typically has a high cognitive load. By lowering extraneous cognitive load via intentional content, managing intrinsic cognitive load via pre-training and retrieval practice, and increasing germane cognitive load via the extended class time reserved for problem solving, the flipped learning model offers a very supportive learning environment with numerous opportunities for self-regulated learning for students struggling to master this threshold concept. In future semesters, the increased available class time afforded by the flipped learning format will be used to emphasize conceptual understanding in the problem sets.
Keywords: Flipped learning, threshold concepts, cognitive load, formative assessment, self-regulated learning, retrieval practice.
Baim, S. A. (2016). The Knowledge Café: A Unique Teaching Experience. The Journal of Effective Teaching, 16(3), 85-106.
Teaching adult learners in a community-based educational setting differs in many ways from applying typical campus-based or online instructional best practices. Adult learners show tremendous diversity in their backgrounds, approach learning in a myriad of different ways, and rely heavily on their past experiences to help guide their future knowledge acquisition. Teaching a thoroughly engaged and eclectic group of adult learners in an “off-campus” setting can be rewarding and challenging at the same time. This paper describes a collaborative partnership, known as The Knowledge Café, between a local community foundation and a regional campus of a major university to provide business owners with advanced knowledge on professional social media technologies. Details regarding how the partnership was established are presented, along with teaching insights from the inaugural year of operation. Suggested future work and activities provide an overview of how The Knowledge Café may evolve as the campus-community partnership continues to grow.
Keywords: Community partnership, adult learners, social media, knowledge café, teaching off-campus.
Budhai, S. S., & Williams, M. (2016). Teaching Presence in Online Courses: Practical Applications, Co-Facilitation, and Technology Integration. The Journal of Effective Teaching, 16(3), 76-84.
The number of online courses being offered at the postsecondary level has constantly increased. However, online instructors are still investigating ways to translate their pedagogical instruction into the online forum, while maintaining a strong presence instructionally. This paper aims to address how to build teaching presence in online courses. An example of how teaching presence was increased in an online graduate research methods course is shared focusing on the constructs of designing organization, facilitating discourse, and direct instruction. This paper concludes with implications and best practices for applying a similar model to build teaching presence in other online courses.
Keywords: Online learning, teaching presence, distance education, learning technologies, instructional design.
Grant, N. S., & Bolin, L. B. (2016). Digital Storytelling: A Method for Engaging Students and Increasing Cultural Competency. The Journal of Effective Teaching, 16(3), 44-61.
Digital storytelling is explored as a method of engaging students in the development of media literacy and cultural competency. This paper describes the perceptions and experiences of 96 undergraduate students at a large Midwestern university, after completing a digital storytelling project in a semester-long diversity course. Digital storytelling was introduced in the course as a pedagogy for engaging students with technology to develop cultural competency. Data were collected from an end of semester survey. Results found that the use of digital storytelling enhanced the learning environment through greater student engagement around technology and diversity issues. By bridging course content and pedagogy around diversity and cultural competency, students were able to gain competency, and experience the use of technology in academic/workplace settings, and create awareness/discourse around social issues.
Keywords: Digital storytelling, student engagement, pedagogy, cultural competency, technology.