I have come to believe that a syllabus should be a dynamic learning tool. To that end on the first day of class I randomly select some students to download my syllabus. Using the classroom projection system, they explore in the syllabus embedded links to such things as a paper I wrote about how I teach and they begin using a tool (Research Randomizer) for drawing random samples and for randomly assigning participants to conditions.
Here is the syllabus I use in my PSY205 “Statistics and Experimental Design Course.”
I am moving towards requiring that all my students demonstrate to me minimal mastery of my technology enhanced teaching and the learning tools which I introduce into the classroom.
Here is an example of a Quizlet benchmark: Example 1: Quizlet.
Here are two examples of StarQuiz benchmarks: Example 1: Starquiz and Example 2: StarQuiz.
How helpful are these links? How might they be improved?
I also am increasingly incorporating screencasts made by me (or by my students) into the class as additional instructional support—especially as I teach SPSS. Though I realize that there are an abundance of such resources on YouTube (and even on LinkedIn!), I still see some value in my personally producing them (or having my students do so).
Here are some screen casts that Simpson research assistants Tia and Ariana made for me to demonstrate their mastery of using screen casting software tools:
And here is one of my SPSS screen casts made at home with the help of Leo the Dog:
Should I continue to produce these even though their production quality may not be “professional”?
