Can I help you in any way? Learning objectives

Can I help you in any way? Learning objectives“Hello, thank you for visiting. Can I help you in any way?” If you’ve browsed our TAA website, you’ve likely seen those words in the chat box that appears on the screen. We’re often asked by visitors if we’re “real” (as opposed to an automated bot). Then those who realize that we are, and that we are there to help, ask questions that you may have as well.

In this series of “Can I help you in any way?” posts, we’ll highlight some of the questions people have asked through the TAA Live Chat feature of our site and the responses we have for those questions.

In this post, we’re focused on a question about the importance of learning objectives when writing a textbook. [Read more…]

The stuff our books are made of – Part 1

dictionaryThere is terminological chaos in the education culture. Yes, this is about the words we use as authors. More specifically, it is about the language of instruction, not about cellulose and silicone.

As Aristotle put it,

“For as long as it is not clear in how many senses a term is used, it is possible that the answerer and the questioner are not directing their minds upon the same thing,… [and, therefore] It often happens that a difficulty is found in discussing or arguing a given position because the definition has not been correctly rendered.”

The stuff our books are made of is extremely important because classroom teachers rely instructionally on textbooks for engaging subject matter. [Read more…]

Why textbook authors should be using critical instruction pedagogy

puzzle piecesYou are seated at a table covered with a thousand scrambled puzzle pieces. Your task is to assemble the pieces. But there is a catch. You are not shown a picture of the assembled puzzle. You are not given any instructions that might help you to assemble the pieces into a critically understandable coherent whole. How would you proceed? [Read more…]

Pedagogy of the book and chapter questions

teachDoes the organization of the textbook relate to pedagogical approaches used to teach with it? I considered this question in relation to chapter organization in a previous post. In this post I will explore another part of the typical textbook chapter: questions.

Flip to the end of a textbook chapter, and you will usually find a list of questions, exercises, or other suggested assignments. Sometimes you will find additional learning activity ideas and resources on the companion website. Do they serve a purpose, or do readers flip past to get to the next assigned reading? [Read more…]

Pedagogy of book and chapter organization

knowledge typesDoes the organization of the textbook relate to pedagogical approaches used to teach with it? What pedagogical perspectives are represented by the organizational style we choose for a book and its chapters? These questions percolated through my work on a recently completed book manuscript. When thinking about the organization of the book, I reflected on ways people read books today and how they use them to learn. [Read more…]

Cutting edge: Using QR codes in a textbook: An interview with Al Trujillo

Al Trujillo Photo for featured member

Al Trujillo during an oceanographic expedition in Antarctica.

Al Trujillo is a Distinguished Teaching Professor of Earth Sciences at Palomar College in San Marcos, California. He has worked with his co-author, Hal Thurman, on Essentials of Oceanography (Trujillo and Thurman, Pearson Education) since the 6th edition, and they have also co-authored Introductory Oceanography, which is now in its 10th edition.

Here Trujillo discusses the value and functionality of embedding QR code technology into textbooks: [Read more…]