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Carolyn Hoessler

Basics of Survey and Question Design | HowTo.gov - 0 views

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    Introduction on how to design surveys and survey questions to collect customer feedback. Includes: A quick handy table of Likert rating scale labels for measuring satisfaction, agreement, extent, helpfulness, interest, relative quantity, importance and quality rating. *best list I have seen so far* Initial design considerations Common survey question types and examples Common question design pitfalls Tips for technology-based surveys Initial design considerations Before you design your survey Clearly articulate the goals of your survey. Regarding copyright, "As a U.S. Government federal website, HowTo.gov is in the public domain. Materials are free to use, unless otherwise noted"
Heather Ross

Universal Design at McGill University - YouTube - 0 views

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    "Universal Design is a framework which removes barriers on campus in order to broaden access to university services for ALL students.  Universal Design for Learning (UDL) specifically provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs."
Heather Ross

Design & Teach a Course - Teaching Excellence & Educational Innovation - Carnegie Mello... - 0 views

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    "Many of the decisions affecting the success of a course take place well before the first day of class. Careful planning at the course design stage not only makes teaching easier and more enjoyable, it also facilitates student learning. Once your course is planned, teaching involves implementing your course design on a day-to-day level."
Brad Wuetherick

Dave's Toolbox | instructional design and ed tech repository - 0 views

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    David Trottier, from our ICT services on campus at the U of S, has begun a repository of interesting information related to educational technology and instructional/course design.
Heather Ross

5 Free Online Courses For Social Media Beginners | Edudemic - 0 views

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    "Whether you're new to technology, just getting started with a social network, or looking for some useful tips then these courses are for you. They're part of a new idea that I've been working on with a few friends. We're calling it Modern Lessons and it's essentially a 'Khan Academy for real-world skills' where a small handful of people build free online courses designed to help you learn some important things. But it's more than just a few useful videos about Twitter. There are customized certificates, quizzes, prerequisites, and more. But that's not important. The important part is what YOU can expect to learn. Since many Edudemic readers are teachers, there's a whole area devoted to teachers, don't worry. Adam Webster, an Oxford-educated teacher just outside London, has lovingly crafted a series of useful (and free!) courses designed to help you integrate technology into your classroom. More on that later. "
Heather Ross

My Open Textbook: Pedagogy and Practice - actualham - 0 views

  • People often ask me how students can create textbooks when they are only just beginning to learn about the topics that the textbooks cover.  My answer to this is that unlike many other scholarly materials, textbooks are primarily designed to be accessible to students– to new scholars in a particular academic area or sub-specialty.  Students are the perfect people to help create textbooks, since they are the most keenly tuned in to what other students will need in order to engage with the material in meaningful ways.  By taking the foundational principles of a field– most of which are not “owned” by any prior textbook publisher– and refiguring them through their own lens, student textbook creators can easily tap their market.  They can access and learn about these principles in multiple ways (conventional or open textbooks, faculty lecture and guidance, reading current work in the field, conversations with related networks, videos and webinars, etc.), and they are quite capable, in my opinion, of designing engaging ways to reframe those principles in ways that will be more helpful to students than anything that has come before.
  • My answer to this is that unlike many other scholarly materials, textbooks are primarily designed to be accessible to students– to new scholars in a particular academic area or sub-specialty.  Students are the perfect people to help create textbooks, since they are the most keenly tuned in to what other students will need in order to engage with the material in meaningful ways.  By taking the foundational principles of a field– most of which are not “owned” by any prior textbook publisher– and refiguring them through their own lens, student textbook creators can easily tap their market.  They can access and learn about these principles in multiple ways (conventional or open textbooks, faculty lecture and guidance, reading current work in the field, conversations with related networks, videos and webinars, etc.), and they are quite capable, in my opinion, of designing engaging ways to reframe those principles in ways that will be more helpful to students than anything that has come before.
  • As students and alums worked with me over the summer to create that first skeletonic text, it was clear something amazing was happening.  The students immediately seemed invested in the project– almost like they were, well, writing a book with me. To me, the work seemed sort of second nature, since I often write for publication. But for my students, the idea that they were creating something that would be read/used by a different cohort of students a few months later was a truly novel and thrilling concept. They repeatedly volunteered to work for free (I resisted this), and they still sometimes inquire about whether there are roles they can play now that the book is at its next stage of development. When the students in the class started working with and contributing to the book, they often made comments about liking our textbook! But by getting to contribute to the book, make curatorial decisions about the kinds of texts to include, and frame the work in their own words, they seemed more connected to the textbook itself, more willing to engage with it. Here’s a short video featuring several of my students, which explores their experience of using OER and engaging in open pedagogy-based learning.
Brad Wuetherick

Perry's Scheme of Intellectual Development - YouTube - 0 views

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    20 minute mini-lecture Eric Landrum from Boise State University on Perry's Scheme of Intellectual Development prepared for the Boise State Course Design Institute.
Heather Ross

Scaffolding Student Learning: Tips for Getting Started | Faculty Focus - 0 views

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    "Many of us who teach in higher education do not have a teaching background, nor do we have experience in curriculum development. We know our content areas and are experts in our fields, but structuring learning experiences for students may or may not be our strong suit. We've written a syllabus (or were handed one to use) and have developed some pretty impressive assessments, projects, and papers in order to evaluate our students' progress through the content. Sometimes we discover that students either don't perform well on the learning experiences we've designed or they experience a great deal of frustration with what they consider high stakes assignments. Vygotsky's zone of proximal development (Vygotsky, 1978) proposes that it's important to determine the area (zone) between what a student can accomplish unaided and what that same student can accomplish with assistance. This provides for consistent structural support, when required (Hogan & Pressley, 1997)."
Heather Ross

An Introduction to Bloom's Taxonomy for Instructional Designers - E-Learning Heroes - 0 views

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    Concise look at writing learning outcomes based on Blooms Taxonomy.
Heather Ross

Applying the Seven Principles for Good Practice to the Online Classroom | Faculty Focus - 0 views

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    "Almost 25 years have passed since Chickering and Gamson offered seven principles for good instructional practices in undergraduate education. While the state of undergraduate education has evolved to some degree over that time, I think the seven principles still have a place in today's collegiate classroom. Originally written to communicate best practices for face-to-face instruction, the principles translate well to the online classroom and can help to provide guidance for those of us designing courses to be taught online."
Sheryl Mills

SOLO taxonomy - 0 views

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    "The SOLO taxonomy stands for: Structure of Observed Learning Outcomes It was developed by Biggs and Collis (1982), and is well described in Biggs and Tang (2007) It describes level of increasing complexity in a student's understanding of a subject, through five stages, and it is claimed to be applicable to any subject area. Not all students get through all five stages, of course, and indeed not all teaching (and even less "training" is designed to take them all the way)."
Heather Ross

7 Things You Should Know About Flipped Classrooms | EDUCAUSE.edu - 0 views

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    "The flipped classroom is a pedagogical model in which the typical lecture and homework elements of a course are reversed. The notion of a flipped classroom draws on such concepts as active learning, student engagement, hybrid course design, and course podcasting. The value of a flipped class is in the repurposing of class time into a workshop where students can inquire about lecture content, test their skills in applying knowledge, and interact with one another in hands-on activities. Although implementing a flipped classroom places different demands on faculty and forces students to adjust their expectations, the model has the potential to bring about a distinctive shift in priorities-from merely covering material to working toward mastery of it."
Brad Wuetherick

NSSE CLASSE - 0 views

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    CLASSE is a version of the National Survey of Student Engagement that is designed to be used at the level of an individual course. It is free to use, but requires a note to be sent to the developers (as per the instructions on the website.
Barbara Schindelka

New School System in Sweden Entirely Eliminates Classrooms - 2 views

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    The interior design is perhaps much more mod than one typically sees at a Canadian university - but a fascinating innovation.
Ryan Banow

College Degrees, Designed by the Numbers - Technology - The Chronicle of Higher Education - 0 views

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    Interesting article that describes the student data being collected at some universities. The data is be used to "eAdvise" students into the proper programming and courses, which leads to higher retention rates. The data may be used to go as far as even monitoring card swipes and analyze student social interactions.
Ryan Banow

Gunning Fog Index - 1 views

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    The is a quick online tool to determine the "readability" of your written content. You simply paste in some text and it gives you an indication of how many years of formal education would be needed to be able to understand the reading. This tool is helpful when designing your course content. For example, if you paste in text for a first year course and get a reading level of 16 years of education on the Gunning Fog index; then you should try to state your content more simply. You don't need to "dumb down" the content, but rather re-state it.
Ryan Banow

Rubric for Online Instruction - 0 views

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    "This site is designed to answer the question being asked: What does a high quality online course look like? It is ourhope that instructors and instructional designers will use this site to learn more about the Rubric for Online Instruction, and be able to view examples of exemplary courses that instructors have done in implementing the different components of the rubric."
Heather Ross

Distraction or Opportunity? A Guide to Embracing Technology in the Classroom | EdTech M... - 0 views

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    "Students are going to use mobile devices and computers in the classroom, regardless of the professor's level of comfort with technology. It's best to embrace the technology and work with your educational technologist or instructional designer to determine the best tools and methodologies to enhance your course with technology and support the course objectives."
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