This is awesome.
A great list. Here’s one of my favorites:
3) Step aside and allow students to learn from each other. “Pre-class, my students access digital readings using a web-based, collaborative PDF annotation tool called NB, which was designed by MIT,” says Mazur. “I have been truly impressed by the energy with which my students dive into the readings. I thought I would need to give much more extrinsic motivation [for them] to do that, but the answer is no, not at all.
“Within a couple of weeks, my 35 students created 2,000 annotations in their text, discussing the readings asynchronously with each other. Their discussions were incredibly thorough, exciting, and in-depth. Yet, every time I participated in the NB annotations, I killed the discussion among the students, because I was seen as the authority. It stopped them from working it out on their own and finding the solution. [Now] I participate only if there is a situation where they are completely and utterly stuck.”