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.”
Designing a course for the online world can feel downright daunting. And sometimes daunting tasks can get, well, postponed. Adopt these tips for quick, quality course design to get that ball rolling. Tackle one tip a day and you’ll be closer to having a finished course, and soon!
When you begin creating a course, you want to design with the end in mind. The best way to approach this is to start by writing measurable, learning objectives. Effective learning objectives use action verbs to describe what you want your students to be able to do by the end of the course or unit. Aligning assessments with course expectations is much easier when you have written measurable objectives from the beginning.
In this video, we will look at how students cheat and how common certain acts of cheating really are. By taking a look at what students are commonly doing to be dishonest, we can develop strategies to prevent these acts.
- Krutsch, J. (2008). Late Night Learning with John Krutsch – How to Cheat Online [Video]. Retrieved from: http://dotsub.com/view/dbbfa993-11ed-4a64-908e-31a627403427
This excerpt follows sections on the distance education context and learning theory related to the social presence of online learning. The author addresses best practices related to social presence in online learning based on their experience. The author provides a few suggestions of what they consider to be next best practices.
In mentored online seminars, students complete reading assignments and/or view video lectures, post initial responses in a threaded discussion forum to a question from a faculty member, post additional responses in discussion with students and the faculty member, and complete other course-length assignments, such as papers and tests also administered online. It is best to give additional guidance regarding the threaded discussion forum. For instance, if lessons are to be completed weekly, students should be expected to make their initial postings early in the week so that there is plenty of time for “substantive” response later in the week.
Graham et al. note the following seven lessons for online instruction: Instructors should provide clear guidelines for interaction with students; provide well-designed discussion assignments to promote cooperation among students; encourage students to present course projects to one another; provide prompt feedback of two types–information and acknowledgement; provide assignment deadlines; provide challenging tasks, sample cases, and praise for high-quality work to reinforce high expectations; and allow students to choose project topics.