Portfolio | GWUGSEHD |

Teaching Innovations

Teaching in the field of educational technology involves constant training, adaptation, and change in one’s practice. It also requires experimenting with new tools and strategies – often with unforeseen outcomes. As a result, I strive to upgrade my skills and learn about innovative approaches to integrating technology. In many cases, I am one of the first faculty members within the GSEHD to use a particular technology in a classroom or distance education setting. Yet, I realize it is imperative for me to keep abreast of the latest technologies and that it is impossible for me to do so alone. I have attended many training sessions sponsored by the University’s Center for Innovative Teaching and Learning (CITL) (formerly the CIDD). For instance, I consistently participate in the Instructional Design Faculty Support Group, a monthly meeting organized by the CITL where I learn about and share my experiences with a variety of technologies. Further, I regularly attend conferences with the objective to learn more about research and practice in the field of educational technology, distance education, and teacher education. Most recently I applied to participate in the Second Teacher Educator Standards Cohort, sponsored by the Association of Teacher Educators (ATE). The purpose of this professional development opportunity is to develop and collaborate with teacher educators across the United States to develop a teaching portfolio based on the revised ATE Standards for Teacher Educators. By participating in this professional development, I know my teaching will improve.

Although perhaps not considered a teaching innovation - I believe that getting student feedback at the end of the semester is too late. Therefore, for the past few years I have asked students to complete a Mid-Term Tune-Up (read more about what this is in an article I wrote - see reference).

Reference: Milman, N. B. (2006). The mid-term tune-up: Getting student feedback before it is too late. Distance Learning, 3 (3) 67-70