This article is a part of the What Does it Mean to Design for Scale? series. “How do you know they know?” is a critical course-design question to answer to ensure learners provide evidence of…
![So Many Submissions, So Little Time: Scalable Assessments, Feedback Models, and Fostering Community [1]](https://teachonline.asu.edu/wp-content/uploads/andrew-neel-cckf4TsHAuw-unsplash-scaled-1-1280x720.jpeg)
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Category: Equity & Inclusion
An Introduction to the Whys, and the Challenges, Solutions, and Opportunities of Scaling Up [1] Imagine being in a meeting with your supervisor, a team of instructional designers (IDs), a project manager, media director, and…
Course Design, Editor's Picks, Engagement, Equity & Inclusion, Facilitation, Faculty, Learning design, Universal Design for Learning
How to Make Virtual Office Hours Work for You and Your Students
Summary: In this article we’ll explore strategies to manage expectations, promote access, and clarify value to students to drive successful virtual office hours. Author: Brendan Lake, D.M.A., M.Ed., is a senior instructional designer with ASU…
Finding the right learning materials to include in your course is critical for achieving your learning objectives. But it’s also important to be aware of how copyright might impact or limit your choices. Seeking Creative…
Course Stories podcast
In this podcast, we tell an array of course design stories alongside other ASU Online designers and faculty.
