Use Commonplacing to Help Students Better Understand Difficult Texts: Habits of Mind Series, Part One
Image by StartupStockPhotos from Pixabay Many educators would agree on the value of close, careful reading, engaged discussions, and writing that thoughtfully incorporates primary sources, but it can be challenging to support students in achieving these goals. This is...
Build Proficiency for Language Learners by Assessing AI Outputs: Insights from a UChicago Instructor’s Experimentation
While much of the discourse on generative AI in higher education has concerned student use to circumvent learning goals, particularly for writing assignments like essays and reading responses, learning activities and concerns from disciplines involving other artifacts...
AI-Resistant Assignments? Show Student Thinking and Promote Better Writing with UChicago-Supported Tools
ATS instructional designer Thomas Keith and digital pedagogy fellow Sarah McDaniel contributed content to this article. If you’re an instructor who values the idea of writing-to-learn in your pedagogy, recent news of higher-quality AI-generated writing may have you...
Hypothesis and Ed Discussion Approved as University-Wide Services
After going through a pilot phase, two digital pedagogy tools, Hypothesis and Ed Discussion, have been approved as enterprise services for the entire University. Both tools will continue to be available for use in courses for the 2021 Autumn Quarter and beyond. These...Subscribe by Email
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