Updates

teach_online/content_delivery.md

@@ -4,6 +4,10 @@
 Source Code: [`teach_online/content_delivery.md`](https://github.com/niemasd/How-to-Teach-Online/blob/main/teach_online/content_delivery.md)
 ```
 
+Once you have *developed* course materials and assessments,
+you of course need some way to *deliver* them to students.
+In this section, we will 
+
 TODO TALK ABOUT HOW, ONCE YOU *MAKE* THESE MATERIALS, YOU NEED TO DELIVER THEM IN SOME WAY
 
 TALK ABOUT DIFFERENT LMS PLATFORMS, EMPHASIZE THAT STUDENT SHOULDN'T HAVE TO FIGURE OUT HOW TO NAVIGATE THINGS (MAKE IT INTUITIVE / ONE-CLICK)

teach_online/general_tips.md

@@ -51,3 +51,23 @@ solicit unique student IDs or accounts from the external tool *once* at the begi
 (e.g. via pre-course survey),
 and create a system (using e.g. Python script, Excel tools, etc.)
 to automatically map student points from the external tool to the appropriate entry in your course gradebook.
+
+## Avoid Technology Fatigue
+
+University education has looked almost identical for *hundreds* of years:
+an instructor stands at the front of a lecture hall,
+students sit en masse in seats facing the front of the lecture hall,
+and the instructor lectures at the students for some period of time
+(typically around an hour or so).
+The main innovations between the early classrooms from over a thousand years ago {cite}`beichner_history_2014`
+and those taking place in state-of-the-art lecture halls in present-day universities have focused on scalability
+(e.g. more seats, projector, sound system to project the lecturer's voice, etc.).
+Innovations in *pedagogical techniques* that actually focus on *how students learn effectively* are fairly recent:
+most evidence-based teaching methods were developed in the mid-1900s onward,
+with a particular boom in the past few decades as formal education research has become more common in universities.
+
+As is the case with *all* disciplines,
+advances in education research have resulted in the creation of new innovative technologies to better facilitate student learning.
+
+TODO MENTION TECHNOLOGY IS GOOD, BUT TOO MANY DIFFERENT TOOLS CAN CAUSE TECHNOLOGY FATIGUE AND OVERWHELM STUDENTS.
+MENTION THAT THEY HAVE YOUR CLASS + ALL OF THEIR OTHER CLASSES = MANY OVERALL TECHNOLOGIES THEY NEED TO JUGGLE

teach_online/ref.bib

@@ -839,3 +839,22 @@ @book{bonwell_active_1991
 	year = {1991},
 	keywords = {Active learning, College teaching, United States},
 }
+
+@article{beichner_history_2014,
+	title = {History and {Evolution} of {Active} {Learning} {Spaces}},
+	volume = {2014},
+	copyright = {http://onlinelibrary.wiley.com/termsAndConditions\#vor},
+	issn = {0271-0633, 1536-0768},
+	url = {https://onlinelibrary.wiley.com/doi/10.1002/tl.20081},
+	doi = {10.1002/tl.20081},
+	abstract = {This chapter examines active learning spaces as they have developed over the years. Consistently well‐designed classrooms can facilitate active learning even though the details of implementing pedagogies may differ.},
+	language = {en},
+	number = {137},
+	urldate = {2024-04-23},
+	journal = {New Directions for Teaching and Learning},
+	author = {Beichner, Robert J.},
+	month = mar,
+	year = {2014},
+	pages = {9--16},
+	file = {Beichner - 2014 - History and Evolution of Active Learning Spaces.pdf:C\:\\Users\\a1moshir\\Zotero\\storage\\TVE7ZZ3S\\Beichner - 2014 - History and Evolution of Active Learning Spaces.pdf:application/pdf},
+}