DUTTON INSTITUTE NEWS

Welcome to Dutton News! Here you'll find our own reporting on best practices and cutting-edge research in the field of learning design. We also link to news in the broader Penn State community and beyond. This is your comprehensive source for everything happening where the science of learning meets the art of design!

Dutton Digest, October 2020, Part 2

students sitting in lecture talking to each other

October 26th, 2020

Student engagement is the focus of this month's Dutton Digest. And, you can get a few EdTech tips too.

Dutton Digest, October 2020, Part 1

October 12th, 2020

Top Hat, Virtual Facilitation, Engaging Students, Studying Smarter and Not Harder, and Helping Students Flourish are all topics in this digest edition.

Dutton Digest, September 2020, Part 3

September 28th, 2020

Engaging students is more important than every. Read on to learn about some new ideas for using Nearpod and video-based discussions.

Dutton Digest, September 2020, Part 2

Tree with types of reflective practice written on it.

September 16th, 2020

Check out some great resources for student engagement, Zoom polling, teaching online with video, and "The Tree of Contemplative Practices."

Bacastow appointed to US Geospatial Intelligence Foundation board of directors

READ AT Penn State News

September 1st, 2020

Todd Bacastow, teaching professor in the College of Earth and Mineral Sciences at Penn State, has been appointed to the board of directors of the United States Geospatial Intelligence Foundation (USGIF) for a three-year term

Being Present

June 8th, 2020

Notes for developing instructor presence.

Introducing the Remote & Online Teaching Guide for Instructors

The front view of a large building with columns.

April 15th, 2020

The Learning Design Team at the Dutton e-Education Institute is pleased to announce a newly developed resource, a Remote & Online Teaching Guide for Instructors, to assist with the transition from face-to-face offerings to remote or online delivery.

Disrupt the One-way Street of Feedback to Encourage Reflective Practice

screenshot of TEACHING ONLINE PEDAGOGICAL REPOSITORY website

READ AT TEACHING ONLINE PEDAGOGICAL REPOSITORY

March 15th, 2020

Traditionally, feedback on student work is a one-way communication from instructor to student. Due to the inherent complexity of unilateral feedback, students may feel emotional and psychological impacts, a lack of power or autonomy, or demotivation. Re-engineering this process to include student-instructor dialogue in order to break down one-way flow provides space for interactive exchanges where thoughts and ideas are shared and requirements are interpreted and clarified. With this shift to a dialogic, interactive practice, the goal becomes helping students develop reflective and metacognitive skills that can be used long after they leave our classrooms.