Group items tagged

We have an opportunity in course design, to bring all of the stake-holders to the table. Course design should not just be up to a dept. or a single teacher. Course development can be an opportunity to bring in a librarian, someone from student advising, disabled student services and programs, and developmental education. A course design process can show an instructor how to connect their classroom with other students, instructors, and experts in the field. It can be an opportunity to connect students with professional networks as well as other colleges and schools.  What I have been finding is that when you bring everyone to the table to talk about a course, you can discover many different ways to connect your course to the community than you would have ever thought of yourself.

The instructional design staff supporting faculty developing online courses historically focused primarily on faculty receiving a course release for one semester for which their department was compensated under an award from the Provost's office. The goal was to complete development within this one semester. Unfortunately, that was a rare occurrence. As a result, many course development projects lingered, funds were encumbered, and online courses were taught without being completely developed and reviewed for quality assurance. In the Spring of 2013, the approach changed. we invited faculty receiving awards to join a community focusing on the practice of developing high-quality online courses. We adopted a cohort approach to project-based professional development in the form of an online course.

"The important point here is that investment in new or adapted physical classroom space should be driven by decisions to change pedagogy/teaching methods. This will mean bringing together academics, IT support staff, instructional designers and staff from facilities, as well as architects and furniture suppliers. Second, I strongly believe in the statement that we shape our environments, and our environments shape us. Providing instructors with a flexible, well-designed learning environment is likely to encourage major changes in their teaching; stuffing them into rectangular boxes with rows of desks will do the opposite."

Think-Pair-Share is a strategy designed to provide students with "food for thought" on a given topics enabling them to formulate individual ideas and share these ideas with another student. It is a learning strategy developed by Lyman and associates to encourage student classroom participation. What is Think, Pair, Share? Think-Pair-Share is a strategy designed to provide students with "food for thought" on a given topics enabling them to formulate individual ideas and share these ideas with another student. It is a learning strategy developed by Lyman and associates to encourage student classroom participation. Rather than using a basic recitation method in which a teacher poses a question and one student offers a response, Think-Pair-Share encourages a high degree of pupil response and can help keep students on task. What is its purpose? * Providing "think time" increases quality of student responses. * Students become actively involved in thinking about the concepts presented in the lesson. * Research tells us that we need time to mentally "chew over" new ideas in order to store them in memory. When teachers present too much information all at once, much of that information is lost. If we give students time to "think-pair-share" throughout the lesson, more of the critical information is retained. * When students talk over new ideas, they are forced to make sense of those new ideas in terms of their prior knowledge. Their misunderstandings about the topic are often revealed (and resolved) during this discussion stage. * Students are more willing to participate since they don't feel the peer pressure involved in responding in front of the whole class. * Think-Pair-Share is easy to use on the spur of the moment. * Easy to use in large classes. How can I do it? * With students seated in teams of 4, have them number them from 1 to 4. * Announce a discussion topic or problem to solve. (Example: Which room in our school is larg

The developing themes have influenced the design and strategy of media production at SCE, including: Strategizing videos to tie directly to course assignments and/or assessment Advising faculty members to use conversational language in production; also encouraging them to use humor and draw on past experiences Adding audio/visual elements to the video that supplement the content; the videos should not convey information that students could just read as text Producing high-quality videos (despite mixed findings related to production values, elements such as professional sound, lighting, and graphics are considered important when creating high-quality media) Keeping the four-minute view time as a design consideration, especially when producing longer-form content lectures that can be broken up into shorter segments

Teaching in the Disciplines is a new resource that is designed to complement the general and cross-disciplinary resources in the rest of the Online Instructional Resources website. Teaching to the Competencies is also a new resource that is designed to support MSU's Liberal Learning Goals and Outcomes as well as provide additional resources focused on competency-based education.

"Design is not just what it looks like and feels like. Design is how it works"

The following table provides a listing of the nine Principles of Universal Design for Instruction©, as well as a definition and example for each principle.  Principles like: Equitable Use, flexibility in use,tollerance for error, low physical effort

"Let's say we're designing a course that will help widget sales people overcome buyers' objections. The objection we're focusing on right now is this one: "I've read that your widget creates a lot of heat." We have a specific way we'd like our sales people to respond to that objection. Some people in our audience are familiar with the concerns about heat, while new people might not know as much. How do you think most training designers would approach this? I think they'd do it like this."

Designing a Blended course: Here is a three-step process: Establish clear learning goals for the topic. Design activities to help students meet the learning goals. Sort the activities into two categories: online and face-to-face. Very short article that might be useful in CELT's blended classes.

Canvas supports real-world, learner-owned, best-of-breed blogs in a number of ways. This session presents both the mechanisms that support blogging in Canvas as well as instructional designs that leverage these (and other) external web sites.

Three months of development for one hour of online coursework. In terms of numbers, that's one point that came out of listening to the podcast, which was a helpful landmark. That estimate was for a middle of the road course on the three variables: Graphics/Multimedia Level of Interactivity Instructional Design

from Instacon speaker

The 5th annual Jossey-Bass Online Teaching & Learning (OTL) Conference ONLINE will equip educators and administrators just learning the intricacies of online course design, development, instruction, and assessment with a comprehensive understanding of 'the WHAT' and 'the HOW' of online teaching & learning. You'll learn both the concepts and the real-life applications and tools, directly from the experts in the field - everything you need to build a foundation for success.

You will find a significant amount of research that strongly supports the move to a learner centered teaching practice on this site. It also contains  all of my most recent presentations and more than 30 instructional resources designed to assist faculty and students in making the changes they will need to make if learner centered teaching is to be a successful learning practice for both groups.

When designing a blended learning course, the instructor should remember to use the online portion as an opportunity to create more exciting face-to-face interactions.

Timelines enable chunking. Another ideal feature of timelines is that by their nature, they chunk information. Because events on a timeline occur at a point in time or during a segment of time, you're residing in a chunking environment. Chunk away!Timelines are a good source for interactions. Asking learners to build their own timeline or to drag and drop events on a timeline can make an effective online learning activity.

You wish to play all or part of a movie or piece of music, show a picture or image, or post articles for downloading from your online course Web site. How can you do this?