In this episode we talk to Sophie Gigl and Benjamin Stuhr, who are students at Bielefeld university, about how online teaching has made meaningful learning much harder for them and what this tells us about teaching and learning in general.
Working from home has its perks but teaching can become quite a frustrating, lonely experience when asynchronous teaching is involved. After two semesters of online teaching and going into the third, I want to describe in this article the hurdles I perceive, how I overcame some of them, and what I still find challenging about online teaching.
As teachers, we need to frame plagiarism as a technical problem, not a moral one. Learning how to avoid plagiarism is an integral part of learning what academic writing is about. In fact, once students understand how and why to write as scholars, plagiarism will become a non-issue.
Teaching is about establishing and sustaining connection between curious minds to create and to share ideas and knowledge. Exams are about generating distance and social barriers to safeguard privilege. They are harmful to students and harmful to scholarship.
In this episode of the Unconditional Teaching Podcast, Tyll and I talk to Jessica about her experience of writing and defending her Ph.D. thesis and the severe strain it put on her mental health.
In higher education, mistakes are seen as something that needs to be punished. This article argues that ‘making mistakes’ is a vital part of learning and that learning needs the freedom to make mistakes to be healthy.
The discourse of wasted potential is omnipresent but it may be a harmful way of speaking about ourselves, relating to others, and thinking about our or others' accomplishments.
Perfectionism is a fear-based attitude towards failure that inhibits learning and encourages self-sabotage. We can fight it by strengthening the inner constructive critic to focus on processes of revision and improvement.