エピソード

  • EP 14: AI Tutors: Friend, Foe, or Faculty Ally? Here’s What the Data Says

    EP 14: AI Tutors: Friend, Foe, or Faculty Ally? Here’s What the Data Says
    2025/08/13

    What happens when students turn to AI instead of instructors for help? In this episode of The What and Who of EDU, we unpack the rise of AI tutors in higher ed and explore the promise, the pitfalls, and everything in between. From a history lesson that starts in the 1960s (yep, really) to fresh 2025 data from Macmillan Learning, this episode breaks down what AI tutoring tools can actually do for student learning. Along the way, you’ll hear how these tools help or hinder student persistence, academic honesty, their grades, and even the environment

    We wrap with 10 practical tips to help educators make the most of AI tutors without losing their minds (or their syllabi).

    Brought to you by Macmillan Learning

    🧠 Today's Syllabus:

    01:42 - Chapter 1: Intro to AI & AI Tutors in the class
    04:41 - Chapter 2: Where AI tutoring started—and how far it's come
    08:01 - Chapter 3: Why AI tutors might boost confidence, persistence, and performance
    14:12 - Chapter 4: What to watch out for: overuse, offloading, and digital divides
    21:45 - Chapter 5: 10 classroom-tested tips to use AI wisely

    📖 Required Reading:

    Here are links to the studies we discussed as well as some of the featured products.

    Learn more about Macmillan Learning’s AI Tutor: how it works, what it’s designed to do, and what real students and instructors are saying. https://go.macmillanlearning.com/achieve-ai-education

    📊 AI Usage, Efficacy & Adoption:

    Statista: Global AI Use by Students (2024): https://www.statista.com/statistics/1498309/usage-of-ai-by-students-worldwide/

    Campus Technology: 86% of Students Use AI Weekly (2024): https://campustechnology.com/articles/2024/08/28/survey-86-of-students-already-use-ai-in-their-studies.aspx

    HEPI 2025 Student Academic Experience Survey
    https://www.hepi.ac.uk/2025/02/26/student-generative-ai-survey-2025/#:~:text=In%202025%2C%20we%20find%20that,increases%20from%20the%202024%20Survey.

    Students Using Macmillan Learning AI Tutor Show Improved Problem Solving Skills, Confidence and Engagement
    https://community.macmillanlearning.com/t5/press-release/bg-p/press-releases

    From Copy-Paste to Critical Thinking: 10 AI Guardrails and Hacks Every Educator Needs https://open.spotify.com/episode/4EAtjtoo559NNOnnyBzDRe?si=smAo_mO9T7KJIqT1wGPylA

    🧠 History of AI & EdTech:

    Teaching Machines – B.F. Skinner (Wikipedia)
    https://en.wikipedia.org/wiki/Teaching_machine

    PLATO System Origins (Ars Technica):
    https://arstechnica.com/gadgets/2023/03/plato-how-an-educational-computer-system-from-the-60s-shaped-the-future/

    Intelligent Tutoring Systems: Historical Survey (arXiv)
    https://arxiv.org/abs/1812.09628

    AI Tutoring Meta-Analysis (APA)
    https://www.apa.org/pubs/journals/features/edu-a0037123.pdf

    IES Cognitive Tutor Evaluation (US Dept of Ed)
    https://ies.ed.gov/ncee/wwc/Docs/InterventionReports/wwc_cognitivetutor_062116.pdf

    💻 Student Experience, Equity & Offloading:

    Syracuse University Fluency Report: Bridging the AI Digital Divide (2025)
    https://newhouse.syracuse.edu/research/research-spaces/emerging-insights-lab/2024-25-fluency-report-bridging-the-ai-digital-divide/

    MDPI: Cognitive Offloading & Learning
    https://www.mdpi.com/2075-4698/15/1/6

    Sparrow, Liu, & Wegner (2011) – Google Effects on Memory
    https://psycnet.apa.org/record/2011-18065-002

    🔐 Integrity, Ethics, Privacy:

    ICAI: Academic Integrity Survey Data (2020) https://academicintegrity.org/aws/ICAI/pt/sp/facts

    Bretag (2013). Addressing Plagiarism in Education
    https://pmc.ncbi.nlm.nih.gov/articles/PMC3876970/#s4

    MIT: Generative AI's Carbon Footprint (2025)
    https://news.mit.edu/2025/explained-generative-ai-environmental-impact-0117

    📱 Additional EdTech Examples:

    Duolingo & Microlearning Impact (Vorecol):
    https://vorecol.com/blogs/blog-the-impact-of-mobile-learning-apps-on-the-automation-of-student-progress-tracking-in-lms-187593

    Office Hours:

    📞 If you have ideas on AI that you'd like to share with us, drop us a voicemail at (512) 765-4688, and you could be featured in a future episode!

    📨 If you have an idea for a show or would like to be a guest, send us an email at: TheWhatAndWhoOfEDU@macmillan.com..

    For more information about our hosts, you can visit us at https://go.macmillanlearning.com/the-what-and-who-of-edu
    続きを読む 一部表示
    29 分
  • EP 13: 10 Things Successful Students Do Differently, According to the People Who Grade Them

    EP 13: 10 Things Successful Students Do Differently, According to the People Who Grade Them
    2025/07/30
    You know the ones. By Week 3, these students have already emailed you. They show up, take notes, ask smart questions, and somehow still smile during group work. They’re not working harder, they’ve just unlocked the cheat code. (And no, not the kind that lands them in front of the Dean.) 🎧 In this episode of The What and Who of EDU, we asked instructors: what are the habits that actually set students apart? From growth mindset to academic risk-taking, these are the real-world patterns that quietly predict success, straight from the people who grade the work. 🎓 Key Takeaways Show up ready. And then show up again. Manage your time like your mom is watching. Study like you brush your teeth. Learn the story, not just the answers. Know how you learn. Ask for help early and often. Believe you can grow. Stay curious. Practice until it’s automatic. Level up... on purpose. 📌 Featured Educators Dr. Eric Chiang is currently a Professor-in-Residence in Economics at the University of Nevada, Las Vegas. He's the author of Economics: Principles for a Changing World (6th ed.), published by Macmillan Learning and praised for its engaging, data-rich approach, global relevance, and inclusive real-world examples. A longtime champion of instructional innovation, Dr. Chiang is known for integrating technology into active learning environments, and his research spans tech spillovers, global trade, and economics education. Dr. Margaret Holloway is an Assistant Professor of English and the Composition Coordinator in the English & Modern Languages Department at Clark Atlanta University. My research is rooted in the rhetoric and composition discipline, and I have nine years of college-level teaching experience. Julie Moore has been teaching writing, literature, and writing center pedagogy in Higher Education for 35 years; presently, she works as a Senior Online Academic Advisor and First-Year Composition Instructor for Eastern University's LifeFlex program. The author of four collections of poems, Moore has recently won the Donald Murray Prize from Writing on the Edge and several notable prizes for her poetry. Dr. Amy Goodman is a Senior Lecturer in the Mathematics Department at Baylor University, where she has taught since 1999. In addition to teaching, she is also a course designer, OER author, teaching mentor to other faculty and graduate students, and learning analytics researcher. Her pedagogy is founded on the belief that all students be successful at mathematics. Dr. Charlotte De Araujo is an Assistant Professor, York University with 16+ years of undergraduate and graduate teaching experience geared towards biology and biomedical science students. She has coordinated large-scale biology/biochemistry programs at multiple Ontario based universities, and was recognized with a 2023 Faculty of Science Excellence in Teaching Award. Dr. Mary Gourley is a psychology instructor at Gaston College with over 16 years of teaching experience. She also teaches gender, human sexuality, and social psychology courses at New Mexico State University’s Global Campus. Dr. Erika Martinez is a Professor of Instruction at the University of South Florida, where she has taught economics for 14 years. She also teaches at UNC-Kenan Flagler Business School’s MBA@UNC online program and Santa Barbara City College, covering courses from principles of economics to advanced microeconomic theory and many electives. Dr. Derek Harmon is an Associate Professor - Clinical in the Department of Biomedical Education and Anatomy at The Ohio State University College of Medicine. For over a decade, he has taught anatomy to medical, graduate, physical therapy, and occupational therapy students, medical residents, and practicing clinicians. His research is focused on the impact of immersive technology on anatomy education and medical simulation. Dr. Mike May is the lower division coordinator in the department of mathematics and statistics at Saint Louis University, where he has taught for more than 30 years. During that time he has looked at how to effectively incorporate numerous technologies into effectively teaching mathematics. Dr. Jennifer Ripley Stueckle has spent the past 17 years as a Teaching Professor and Non-Majors Biology Program Director at West Virginia University. While her expertise centers around toxicology and fish physiology, she has taught introductory biology, immunology, and human physiology, in addition to creating and directing the biology courses offered through dual enrollment at West Virginia high schools. Adriana Bryant is an English and Developmental English Instructor at Lone Star College–Kingwood in Texas. She teaches courses of different modalities, and strives to create an engaging environment that helps foster her students' growth and desire to learn. She also contributes to professional development within her department and college community. ☎️ Join the Conversation 🔗 If this episode ...
    続きを読む 一部表示
    24 分
  • EP 12: Advice New Teachers Actually Need: 10 Tips From Educators Who’ve Been There

    EP 12: Advice New Teachers Actually Need: 10 Tips From Educators Who’ve Been There
    2025/07/16
    Remember your first semester teaching? The syllabus was hot off the printer, you weren't sure how to curve grades, and someone just called you “professor” for the first time. The next generation of instructors is now feeling all of that, hardcore. This episode brings real talk from educators who've been there, survived that, and even enjoyed office hours. Maybe… 🎧 In this episode: Surviving flop assignments, balancing feedback, and remembering that even Slytherins need support. Brought to you by Macmillan Learning 🎓 Key Takeaways (01:11) Be One Day Smarter: Start small and build confidence. (03:10) Don't Take It Personally: Student feedback is about growth, not perfection. (05:48) Find Your Inner Goldilocks: Balance change with consistency. (09:11) Just Pick One: Incorporate new tools gradually. (10:53) Teach Like It’s Still Hard for You (12:18)Teach with Confidence And Help Students Build Theirs (014:01) Not Everyone Got Sorted Into ‘Loves School’ House, And That’s OK (16:00) Don't Do It Alone. Seek collaboration and support. (18:36) Plan Like a Pro, Reflect Like a Rookie. Continuous improvement is key. (20:37) You Will Make a Difference. Impact often comes without applause. (22:05) It’s a privilege to teach. Kindness isn’t optional, it’s foundational. 📌 Featured Educators Find out more about our amazing featured educators Betsy Langness is the Psychology Department Head at Jefferson Community and Technical College, where she has worked for more than 20 years. She currently teaches general and developmental psychology courses in a virtual, asynchronous environment. Previously, she worked as a counselor, taught as an adjunct and also worked as Senior Academic Advisor for the Honors Program at the University of Louisville. Dr. Ryan Herzog is an Associate Professor of Economics, Program Coordinator, and Faculty Fellow at Gonzaga University, where he has been teaching for 16 years. His work focuses on macroeconomics, financial markets, and public policy. Dr. Kendra Thomas is an Associate Professor of Psychology at Hope College. She has been teaching human development courses for 12 years. She is a mother of two and researches adolescents' perceptions of justice and how hope changes over time. Dr. Jennifer Ripley Stueckle has spent the past 17 years as a Teaching Professor and Non-Majors Biology Program Director at West Virginia University. While her expertise centers around toxicology and fish physiology, she has taught introductory biology, immunology, and human physiology, in addition to creating and directing the biology courses offered through dual enrollment at West Virginia high schools. Dr. Mike May is the lower division coordinator in the department of mathematics and statistics at Saint Louis University, where he has taught for more than 30 years. During that time he has looked at how to effectively incorporate numerous technologies into effectively teaching mathematics. Dr. Derek Harmon is an Associate Professor - Clinical in the Department of Biomedical Education and Anatomy at The Ohio State University College of Medicine. For over a decade, he has taught anatomy to medical, graduate, physical therapy, and occupational therapy students, medical residents, and practicing clinicians. His research is focused on the impact of immersive technology on anatomy education and medical simulation. Jennifer Duncan is an Associate Professor of English at Georgia State University's Perimeter College. She has been teaching English literature and composition for twenty-five years and specializing in online teaching for fifteen. Adriana Bryant is an English and Developmental English Instructor at Lone Star College–Kingwood in Texas. She teaches courses of different modalities, and strives to create an engaging environment that helps foster her students' growth and desire to learn. She also contributes to professional development within her department and college community. Dr. Amy Goodman is a Senior Lecturer in the Mathematics Department at Baylor University, where she has taught since 1999. In addition to teaching, she is also a course designer, OER author, teaching mentor to other faculty and graduate students, and learning analytics researcher. Her pedagogy is founded on the belief that all students be successful at mathematics. Julie Moore has been teaching writing, literature, and writing center pedagogy in Higher Education for 35 years; presently, she works as a Senior Online Academic Advisor and First-Year Composition Instructor for Eastern University's LifeFlex program. The author of four collections of poems, Moore has recently won the Donald Murray Prize from Writing on the Edge and several notable prizes for her poetry. Mary Gourley is a psychology instructor at Gaston College with over 16 years of teaching experience. She also teaches gender, human sexuality, and social psychology courses at New Mexico State University’s Global Campus. Resources: What ...
    続きを読む 一部表示
    25 分
  • EP 10: The Heartbeat of Berea: How Hutchins Library Builds Community and Critical Thinkers

    EP 10: The Heartbeat of Berea: How Hutchins Library Builds Community and Critical Thinkers
    2025/06/18

    In this episode of The What & Who of EDU, host LaShawn Springer sits down with Amanda Peach, Associate Director of Library Services at Berea College, a place where students don’t just study in the library; they co-author, co-create, and even campaign for their favorite databases.

    Brought to you by Macmillan Learning

    Learn more about:

    • What it means to run a tuition-free work college in today’s educational climate

    • How Hutchins Library serves as a third space for student belonging and well-being

    • Why research consultations are the secret sauce of building student confidence

    • The power of invitation: how Amanda turns students into co-authors and collaborators

    • What faculty and librarians can build together when they treat each other as pedagogical partners

    🏫 About Berea College

    • ⁠Berea College Homepage⁠

    • ⁠Berea College Work Program⁠

    • ⁠Hutchins Library⁠

    • ⁠Work Colleges Consortium⁠

    📐 Information Literacy & Frameworks

    • ⁠ACRL Framework for Information Literacy for Higher Education ⁠

    🖋️ Open Pedagogy & Zine Making

    • ⁠Zines 101 – Barnard Library⁠

    • Zines as Open Pedagogy: ⁠Open Pedagogy Notebook ⁠

    🎧 Stay tuned to the end for four big takeaways and practical tips you can use, starting today.

    📞 Want to weigh in? Leave us a voicemail at 512-765-4688. 📢 Don’t forget to subscribe, rate, and share—it helps more educators join the conversation.
    続きを読む 一部表示
    37 分
  • EP 9: From Blah to Aha! 10 Instructor-Approved Ways to Engage Students

    EP 9: From Blah to Aha! 10 Instructor-Approved Ways to Engage Students
    2025/06/04
    Lectures have a reputation. And it’s... not great. Think glazed eyes, hidden phones and the eternal question: “Will this be on the exam?” But lectures don’t have to be one-way streets. In this Top 10 episode of The What & Who of EDU, we share 10 engagement strategies straight from real educators who’ve wrestled with disengaged students, and won. 🔥 Spoiler: There are iClickers, Disney villains, coloring pages, and even campaign speeches involved. Brought to you by Macmillan Learning 🎓 Episode Highlights: Don’t Compete With AI—Do What It Can’t [00:01:27] Break the Spell—Reset Focus Every 15 Minutes [00:03:47] Pop In a Checkpoint—Mid-Lecture, Not Midnap [00:5:21] Let Students Take the Wheel [00:07:14] iClickers = Speed Bumps for Your Brain [00:08:17] Remix the Medium—Even Disney Counts [00:10:20] Don’t Just Lecture—Choreograph Learning [00:11:41] Asynchronous ≠ Autopilot [00:14:05] Build Belonging Into the Bones [00:15:50] Have Students Direct (And SOmetimes Eat) Their Learning [00:18:18] Flip the Script—Let Students Lead the Questions [00:20:34] 📌 Educator Bios & Resources: Learn more about our amazing featured educators Dr. Ryan Herzog is an Associate Professor of Economics, Program Coordinator, and Faculty Fellow at Gonzaga University, where he has been teaching for 16 years. His work focuses on macroeconomics, financial markets, and public policy. Dr. Erika Martinez is a Professor of Instruction at the University of South Florida, where she has been teaching economics for 14 years. She also teaches at UNC-Kenan Flagler Business School’s MBA@UNC online program and Santa Barbara City College, covering courses from principles of economics to advanced microeconomic theory and many economic electives. She is the recipient of multiple teaching awards and is passionate about making economics accessible and engaging for all students. Dr. Margaret Holloway is an Assistant Professor of English and the Composition Coordinator in the English & Modern Languages Department at Clark Atlanta University. Her research is rooted in the rhetoric and composition discipline, and she has nine years of college-level teaching experience. Dr. Mike May is the lower division coordinator in the department of mathematics and statistics at Saint Louis University, where he has taught for more than 30 years. During that time he has looked at how to effectively incorporate numerous technologies into effectively teaching mathematics. He is currently looking at using spreadsheets in teaching mathematics to business students. Dr. Christin Monroe is an Assistant Professor of Chemistry at Landmark College, where she has been teaching for five years. She teaches in Principles of Chemistry, Introduction to Chemistry, Organic Chemistry, and Biochemistry, with a focus on supporting neurodivergent learners through inclusive and innovative teaching practices. Jennifer Duncan is Associate Professor of English at Georgia State University's Perimeter College. Jennifer has been teaching English literature and composition for twenty-five years and specializing in online teaching for fifteen. Dr. Derek Harmon is an Associate Professor - Clinical in the Department of Biomedical Education and Anatomy at The Ohio State University College of Medicine. For over a decade, he has taught anatomy to medical, graduate, physical therapy, and occupational therapy students, medical residents, and practicing clinicians. His research is focused on the impact of immersive technology on anatomy education and medical simulation. Betsy Langness has been with Jefferson Community and Technical College since 2002. Prior to becoming a full-time faculty member in 2015, she was a Counselor at the college and taught as an adjunct for 9 years. Before coming to Jefferson, she was a Senior Academic Advisor for the Honors Program at the University of Louisville. She is currently teaching general and developmental psychology courses in a virtual, asynchronous environment. Dr. Charlotte de Araujo is an Assistant Professor, York University with 16+ years of post-secondary undergraduate and graduate teaching experience geared towards biology and biomedical science students. She was recently recognized with a 2023 Faculty of Science Excellence in Teaching Award. Dr. Charlotte has coordinated large-scale biology/biochemistry programs at multiple Ontario based universities and is also a consultant. Dr. Jennifer Ripley Stueckle has spent the past 17 years as a Teaching Professor and Non-Majors Biology Program Director at West Virginia University. While Dr. Ripley Stueckle expertise centers around toxicology and fish physiology, she has taught introductory biology, introductory biology labs, immunology, and human physiology, in addition to creating and directing the introductory biology courses offered through dual enrollment at West Virginia high schools. Adriana Bryant is an English and Developmental English Instructor at ...
    続きを読む 一部表示
    24 分
  • EP 8: Little Reflections, Big Gains: Digging Into the Data on Student Belonging & Metacognition

    EP 8: Little Reflections, Big Gains: Digging Into the Data on Student Belonging & Metacognition
    2025/05/21

    We talk a lot about helping students succeed, but what if the most powerful tools aren’t new technologies or teaching hacks, but the quiet moments where students reflect, connect, and feel like they actually belong?

    In this special edition of Digging Into the Data on the What & Who of EDU, host Marisa Bluestone returns with Marcy Baughman, VP of Learning Science & Research at Macmillan Learning, to unpack findings from a large-scale, IRB-approved study funded by the Bill & Melinda Gates Foundation. With data from 726 students across 29 institutions, this episode explores two deceptively simple tools: a metacognitive reflection resource and a digital tool that fostered real belonging. The results were statistically significant, and included higher exam scores, increased engagement and students saying, “I actually felt like I belonged here.”

    Whether you're curious about the impact of “soft skills,” want to support first-gen students or are just looking for a low-lift way to improve outcomes, this episode has practical insights you can use right away.

    Brought to you by Macmillan Learning

    🔍 What You’ll Learn:

    • Just because students don’t say “I need belonging” doesn’t mean they don’t.
    • How small, reflective check-ins led to measurable gains in student performance.
    • What students really mean when they talk about feeling lost in college.
    • How one grief-sharing moment sparked peer support and classroom connection.
    • Why instructors who responded to student insights saw the biggest payoffs.
    • The surprising power of mentors in normalizing academic doubt.
    • How “good enough” engagement with these tools still moved the needle.
    📚 Today's Syllabus:
    • What Makes IRB-Approved Research So Powerful – 00:01:58
    • The Scale and Diversity of the Research – 00:03:18
    • Why Instructors Helped Design the Tools – 00:06:05
    • Belonging in Student Language (Not Research Jargon) – 00:08:01
    • What Reflection Really Looks Like for Busy Students – 00:9:56
    • Why It Worked: The Surprising Impact – 00:10:32
    • Reflection That Actually Changed Outcomes – 00:12:44
    • The Power of Peer Mentorship (Even on Video) – 00:13:43
    • Belonging, Made Visible – 00:14:55
    • How Instructors Integrated These Tools – 00:18:26
    • Implementation Wins and “Good Enough” Habits – 00:21:04
    • What’s Next for the Belonging Tool – 00:22:06
    • Final Takeaways & Tips Recap – 00:24:06

    Required Reading:

    • Interested in participating in the research? Let us know! https://survey.alchemer.com/s3/8198865/F25-Macmillan-Research-Study-Instructor-Interest-Survey

    • Sense of Belonging and Metacognition Study Overview: https://community.macmillanlearning.com

    • Goal Setting and Reflection Surveys Research Note: https://go.macmillanlearning.com/rs/1

    • About Achieve: https://go.macmillanlearning.com/achieve

    Guest:
    Marcy Baughman
    VP, Learning Science & Research, Macmillan Learning

    Office Hours:
    Have a classroom story, tip, or question? Call (512) 765-4688 and you might be featured in a future episode.
    Want to be a guest or suggest a topic? Email us at TheWhatAndWhoOfEDU@macmillan.com
    続きを読む 一部表示
    29 分
  • EP 7: Four Strategies, Five Point Gains: Digging Into The Data on The Real Impact of Evidence-Based Teaching

    EP 7: Four Strategies, Five Point Gains: Digging Into The Data on The Real Impact of Evidence-Based Teaching
    2025/05/14

    What if improving your students’ exam scores didn’t mean more grading, longer lectures, or sacrificing your personal life to the pedagogical gods? In this special episode of Digging Into the Data, host Marisa Bluestone sits down with Marcy Baughman, VP of Learning Science & Research at Macmillan Learning, to break down a large-scale study funded by the Bill & Melinda Gates Foundation. The focus? Four powerhouse evidence-based teaching strategies and the measurable impact they had on over 1,400 students across three semesters.

    From surprising subgroup insights to tips you can try tomorrow, we’re giving you the research-backed goods—and a few mic-drop moments you won’t want to miss.

    Brought to you by Macmillan Learning

    🔍 What You’ll Learn:

    • Why “thinking about thinking” might just be the ultimate grade booster.

    • What instructors think they’re doing vs. what students feel they’re experiencing.

    • How small digital nudges created big academic wins.

    • Why it’s not just what you teach—but how students understand they’re learning.

    • What students really need to hear when they’re knee-deep in coursework (and why you should say it more often).

    • How the simple act of assigning the right resource can unlock better outcomes—without adding more to your plate.

    • The one strategy students loved... but couldn’t name.

    📚 Today's Syllabus:

    📜 The Goals Behind the Study → 00:02:01
    📊 Defining the Four Strategies → 00:03:28
    🏫 The Biggest Surprises → 00:05:10
    💡 Metacognition's Outsized Impact → 00:07:17
    🛠 Scaling Strategies: What’s Ready, What’s Not → 00:09:02
    🔍 Bridging Perception Gaps in Active Learning → 00:12:23
    ✨ Instructors Who Pivoted Mid-Semester → 00:13:21
    🎓 One Simple, Powerful Teaching Habit → 00:15:40
    🎯 How to Implement Goal Setting and Reflection → 00:17:11
    🧠 The 5-Point Impact of Evidence Based Teaching → 00:19:03
    ✨ What We Learned Today — A Brief Summary → 00:22:18

    📖 Required Reading:

    Links to studies, references, and Macmillan Learning resources mentioned in the episode:

    • Macmillan Learning. Goal Setting and Reflection Surveys Research Note. (2024). https://community.macmillanlearning.com

    • About Achieve: https://go.macmillanlearning.com/achieve

    • Goal Setting and Reflection Surveys Research Note: https://go.macmillanlearning.com/rs/1

    • Digging Into the Data: Why Metacognition is the new Meta in Learning Apple | Spotify

    • Learning Forward – Evidence-Based Teaching Practices That Work: https://community.macmillanlearning.com/t5/learning-stories-blog/learning-forward-evidence-based-teaching-practices-that-work/ba-p/23054

    Guest:

    Marcy Baughman
    VP, Learning Science & Research, Macmillan Learning

    Office Hours:

    📞 Leave us a voicemail! Got a classroom story, tip, or question? Call (512) 765-4688 and you might be featured in a future episode.

    📨 Want to be a guest or suggest a topic? Email us at TheWhatAndWhoOfEDU@macmillan.com.
    続きを読む 一部表示
    27 分