G. Brooke Lester

G. Brooke Lester, Assistant Professor of Hebrew Scriptures, and Director for Emerging Pedagogies, Garrett-Evangelical Theological Seminary. G. Brooke Lester writes on inner-biblical allusion, and his current project is titled Inner-Biblical Allusion: A Phenomenological Approach. He also coordinates digital pedagogy at Garrett-Evangelical, offering a leadership of co-learning in online course design, lesson design, and “cool tools.” Brooke is curator and contributor for Seminarium Blog (Fortress Education) and at his personal site, Anumma. He is @AnummaBrooke on Twitter.

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Developing a more learner-centered course design does not have to mean pulling everything up by the roots. A good start is to examine the activities already happening in your courses, finding where good learner-centered design principles already exist. Here, I look at two versions of an activity that is common ...

You know who has a lot of spare time lately? Nobody. You know something that wastes time when you’re a student? Finding yourself in a class that is definitely not a class you want, because no one gave you a heads-up about Dr. Lester. Someone should give them that ...

If communication were easy, all marriages would be made in heaven, differing perspectives would be valued, all students would be well rested and at ease, and we would get the sauce we asked for with our McNuggets. So much for the Better Universe. Here in this one, we instructors spend ...

Students are always already being "formed" in our online classes, whether we mean to have incorporated "formation" into our course designs or not. In this ineluctable process of formation, do the communities of inquiry designed into our online classes align with the norms and values of the communities into which ...

Like so many aspects of the online course, we must pre-plan student interaction and incorporate it into the course at the design stage. I find it helpful to distinguish between organizational interaction (exchanges that help learners understand, and thrive in, the structures of the course) and social interaction (ways that ...

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