Learn How UChicago Instructors Promote Learning with Social Annotation
As you prepare for the new quarter, you may be looking for a way to promote engagement with class reading and discussion. This blog post offers insights from our autumn quarter faculty panel on social annotation, a practice which many instructors find can do just...
Digital Technology and Critical Pedagogy: Ungrading with Digital Tools
This is the second installment in an ongoing series on the intersection of critical pedagogy and digital tools. The author wishes to thank instructional designers Michael Hernandez and Joe Olivier for their valuable comments and suggestions. Introduction: What Is...
Explore Multiple Approaches to Generative AI and Social Annotation with Fellow Educators through Hypothesis Academy
Looking for a way to explore new teaching approaches on a busy schedule? UChicago’s partner for social annotation, Hypothesis, offers an opportunity to read about, discuss, and design using new pedagogical ideas on an asynchronous basis that allows you to participate...
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...Subscribe by Email
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