We’ve all used them…you know, the yes/no discussion board prompts, the six-part question, and the obvious answer query. We vow, at least I do, to revamp these next time. Unfortunately, next time comes without the extra time to re-conceptualize and implement my vastly improved discussion starters. Thus, my need for the experts: Drs. Orlando, Paul, and Elder.
Why is it that some instruction is long remembered and leads to change and some is forgotten as soon as a multiple-choice exam is submitted? Why is some teaching “sticky” and some completely dry?
Often I go to the Faculty Focus site to find helpful articles on instruction written by teachers. I enjoy their posts so much that I even subscribe to their online newsletter. Recently, they sent out Six Ways to Get Your Online Students Participating in the Course which contains six common sense, EASY ways to encourage your students to ENGAGE.
As instructional designers or faculty working on developing online content, it seems like we are presented with a virtual smorgasbord of choices for adding multimedia content to courses. We know adding multimedia resources to an online course is an important strategy for increasing learner engagement, addressing multiple learning styles, and making content comprehensible. Because multimedia resources are always so attractive, the danger comes when trying to determine how much is too much, and falling victim to the “kitchen sink” syndrome.
Technology has enabled us to interact, innovate and share in whole new ways. This dynamic shift in mindset is creating profound change throughout our society. The Future of Learning looks at one part of that change, the potential to redefine how we learn and educate. Watch as we talk with world renowned experts and educators about its potential to shift away from traditional methods of learning based on memorization and repetition to more holistic approaches that focus on individual students’ needs and self expression.
When you are creating a course, strive to design with the end in mind. After you have established a set of measurable learning objectives for your course, work to develop assessments that are aligned with your stated learning objectives. Think of the learning objectives as a set of skills, knowledge, or abilities that your students will be able to demonstrate a mastery of at the end of the course. Then consider the assessments as a way for the student to prove they are capable of that mastery.
Paying for an A?
In her article “Paying for an A,” Alexandra Tilsley of Insider Higher Ed reported on the up-cropping of unscrupulous businesses offering to take your online course for you. Though one such business, Wetakeyourclass.com, bowed out of the black market after scrutinous publicity, fears of similar services abound in academia. As educators, how can we combat these issues?
Nicely done article on online learning myths. Admittedly, the author of the article, John Ebersole is a proponent of online learning per his page bio, but he correctly explains the viewpoint that all of us at ASU Online believe; namely that online education done well can improve the lives of people who may not have the opportunity, flexibility, or desire to obtain a full-time campus based degree program.
You’ve probably heard the phrase, Online education should be about the learning interaction, not the technology. However, managing instructor presence and fostering a community online is easier said than done when one is developing courses in different platforms, teaching, grading, researching, lecturing, etc.
Fabulous article on University of Arizona’s Ed Prather’s experiences with his large lecture Astronomy class for non-majors. Focus is student centered/student interaction AND student ambassadors. “With this work we see the progression of participants in the Ambassador Program from high-achieving non-science majors taking a GE course, to peer-teaching assistants within the course, to astronomy education researchers evaluating the success of the course.”