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High school students talk about what teachers do and don't do to engage them in learning.

I liked the article in this week's reading on creating an interactive syllabus and found this article about how writing students contributed to an interactive course syllabus. This resonated with me since I teaching writing courses.

Even though this reference seems simple, it is a nice concise outline for developing a grading rubric.

After last week's class and looking at this, I'm sold on at least giving rubrics a shot. I've been kind of reluctant about them up until now.

Lot's of interesting charts and worksheets on creating assessment tools. Worth taking a look.

Quick read, reputable source.

Practitioners are regularly confronted with significant events which present them with learning opportunities, and yet many are unable to recognise the learning opportunity these significant events present. The ability to recognise a learning opportunity in the workplace and learn from it, is a higher-order cognitive skill which instructors should be seeking to develop in learners.

In the time I do not have, I am keeping an eye (and only that) on a Coursera online course on how to create an online course. Nowhere as exhastive as this one, but it does provide me with hunting ground for sites to suggest in this forum. Here is one of two I will post on writing SLO's

Nice article with an excellent Bibliography to take you further into the rabbit hole of this discussion.

Graphics-based exampled of questions to answer in the syllabus. Ignoring the ugly UT brown color, this is a bulleted document that offers good points in simple fashion.

This lays a lot of information out nicely and is especially helpful in thinking about what the students need to get oriented to the class. Hideous brown, though, it's true.

I agree with all the above, including the poor color choice, however ... am I the only once feeling daunted and this point? I am beginning to wonder if it takes a certain "type" of faculty member to create an appropriate online course - someone who can think and manage in multiple platforms, constantly, both synchronously and asynchronously!! What about all the rest of our work engagements? how do they fit in?

This is a special report that features 12 articles from "Online Classroom" that offers some insight into how to assess online learning at the course, program, and institutional levels.

Learning Contract Study and Undergraduate Students Policy Empire State College is committed to the principles that: effective learning derives from purposes and needs important to the individual learning occurs in varied ways and places styles of learning may differ significantly from person to person and from one setting to another.

"The NMC Horizon Report > 2015 Higher Education Edition is a collaborative effort between the NMC and the EDUCAUSE Learning Initiative (ELI).....designed to identify and describe emerging technologies likely to have an impact on learning, teaching, and creative inquiry in education."

An oldish but still useful Edutopia article on online video in the classroom, with some notes on fair use and on video editing software

A discussion of fair use practices for online video. This should be helpful for anybody who is planning on using video clips as illustrations or for discussions or assignments.

Thanks, Dan. This is an excellent overview that offers reasonable guidelines while highlighting the gray areas within the area of fair use, a very flexible term. The focus is on intent but, more importantly, that the educational/critical aspect must be clearly defined and communicated. I do use quite a lot of video so this is very helpful to me.

More help on creating your syllabus. I found the sections on "Managing Your Student's Expectations" and creating the geographical "Map" for your course (showing students where everything is on the Bb site for example) were very helpful and provided some interesting information. It's not just about the nuts and bolts of putting a syllabus together but how doing it well can save you time and headaches later!

an account of using diigo vs. evernote

Thanks Leah, I have been playing with diigo this week and am sure that eventually it will become a "go to" site, as Evernote currently is for me. Unfortunately, I am not tech savvy, such as the people who write these commentaries, rather I am like the "old dog" who has mastered "one bone". Having become familiar with my "bone" no matter how chewed-up it is, and how old it is... it is comfortable. In this lies perhaps my biggest challenge with technology - I am not comfortable jumping from one platform to the next and transforming my "work" into new platforms at what appears to be constant speed! Is this type of classroom rendering perhaps more appropriate for younger generations??

I think it might be just like buying a car: Most will get you where you want to go, but you have to take it for a test drive to feel if it is right for you. I've not used Evernote, but now I will certainly kick the tires on it to see how it compares. When designing sound for theatrical productions, I often use Audacity, a free program, over more sophisticated programs such as Amadeus and Logic, because it is quicker to move through the interface. It cannot do as much as the other programs, but the comfort level is higher with the "get you where you need to go" mantra. And then I use the more sophisticated programs as necessary.

Providing faculty resources and support to teach successfully online

I consider my classroom, in general, flipped. My general rule of thumb is that the more I talk the less they learn, so I really push the application process.

This is a great example of using these techniques. I see lots of application of this info in my future teaching. Thanks for sharing.