Why We Played Wiffle Ball on Wednesday

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Published: Feb 14, 2024
DOI: https://doi.org/10.14434/ijdl.v15i1.34920
Keywords:
brain-based learning, active learning, lesson planning
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Design Cases
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Timothy Abraham
Utica University
Katie Hanifin
Utica University

Abstract

The decision to move away from lecture-led instruction in the college classroom is not simple. Planning for and managing a more interactive classroom brings unique challenges and opportunities. A biomechanics instructor and an instructional designer from Utica University compared teacher-led instruction to brain-based instruction and share their brain-based class redesign.

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How to Cite
Abraham, T., & Hanifin, K. (2024). Why We Played Wiffle Ball on Wednesday. International Journal of Designs for Learning, 15(1), 96–113. https://doi.org/10.14434/ijdl.v15i1.34920
Author Biographies

Timothy Abraham, Utica University

Timothy Abraham is an Associate Professor of Physical Education, Exercise and Wellness Studies at Utica University. He earned his bachelor’s degree in Kinesiology from the University of Illinois - Chicago, and his master’s degree in Kinesiology from the University of Illinois - Urbana Champaign. Abraham teaches courses in adventure programming, physical education, and exercise science, and his scholarly interests lie in effective teaching and learning practices, especially in non-traditional settings or using nontraditional methods.

Katie Hanifin, Utica University

Katie Hanifin is an instructional designer at Utica University. She believes that learning, at its heart, should be fun. This is a topic she’s explored while writing for EdWeek.org and EdTech magazine, with her research in Massively Multiplayer Online Role-Playing Games, in her classroom as a former public schoolteacher, and in her office at the Utica University Center for Innovative Learning.

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