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    1. Requirements & Information - Duke Learning Innovation & Lifetime Education

      Faculty may request the following types of staff support from Learning Innovation for their project: A DLI project lead who can help (...)

    2. Duke Learning Innovation Annual Report 2018-2019

      But we cannot take the translation of the science of learning into practice for granted. To meet social and individual human (...)

    3. CIT Teaching and Learning Days, April 27-28

      See the full schedule below and click to each individual session to register. Questions? Contact Us Thursday, April 27 9:00 – (...)

    4. Foster an Active Classroom - Duke Learning Innovation & Lifetime Education

      Then, plan your course activities so that students get practice and feedback as they work toward your learning objectives.

    5. Engagement in Flexible Teaching - Duke Learning Innovation & Lifetime Education

      Engagement in Flexible Teaching - Duke Learning Innovation & Lifetime Education Skip to content Search Contact Us Subscribe Menu What (...)

    6. Great Ideas from the Online Learning Consortium 2017 Conference

      Flip Your Teaching Erik Christensen offered a great session, sharing tools and strategies to develop a personalized plan to flip a (...)

    7. What's Next - Learning Innovation Annual Report 2018-2019

      We plan to organize faculty development and support to strengthen learning networks across the entire University.

    8. Use Student Teams Effectively - Duke Learning Innovation & Lifetime Education

      Example of individual and collective assignments include: Individual Collective Peer feedback Project plan Activity (...)

    9. Best Practices for Inclusive Assessment - Duke Learning Innovation & Lifetime Education

      Diversity, Equity, and Assessment webinar (1:00:52, recorded 10/10/2018 from the Association for the Assessment of Learning in Higher (...)

    10. Ideas for Great Group Work - Duke Learning Innovation & Lifetime Education

      This can help students feel they have some control over their own learning process and and can put less emphasis on grades and more on (...)

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