Can drawing out connections enhance learning?

Some students struggle with how to take notes in class, often because they don’t think in the linear logical way that traditional notes are organized. A creative alternative, that focuses on connections across a lecture or topics, seems to be really helpful for learning. In this time-out, along with a few guests, we’ll look at the evidence that supports mind-maps as an effective learning and note-taking approach to classroom success.

Kaup et al (2024): https://www.njppp.com/index.php?mno=215336

Jabade & Nadaf (2024): 10.4103/jehp.jehp_321_24

Edwards & Cooper (2010): 10.1111/j.1743-498X.2010.00395.x

How can we address students’ key questions and motivation from the first day of a course?

In this time-out, we will revisit a popular topic from this podcast project and continue to think about tactics that can enhance the first day of class, with some new evidence and activities that can help students settle in for a good start and positive experience.

Meaders et al (1): https://doi.org/10.3389/feduc.2021.639338

Meaders et al (2): https://stemeducationjournal.springeropen.com/articles/10.1186/s40594-021-00306-y

Hale & Wetmiller (2022): https://publications.aaahq.org/iae/article-abstract/37/4/25/211/Syllabus-Day-Reinvented-Reimagining-the-First-Day?redirectedFrom=fulltext

McGinley & Jones (2014): https://journals.sagepub.com/doi/full/10.1177/0098628314530350

Teaching to a course with 75, 100, or even 200 students can be difficult for the instructor and the student’s learning. In this time-out, we’ll explore some tested strategies that led to improved learning and experiences in these large classes, that also seemed to have been efficient and economical uses of time for the instructor.

Allen et al 2022: https://www.tandfonline.com/doi/full/10.1080/87567555.2021.1891404

Lillard & Taggart 2022: https://www.tandfonline.com/doi/full/10.1080/87567555.2022.2140097

Jeram 2024: https://www.tandfonline.com/doi/full/10.1080/87567555.2023.2208818