Best Practices from the Marlboro College Graduate School - clear communication, 3 common missteps, etc.

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To use the index, first select an activity from the list below. After an overview of the lesson type, examples are given. In the examples on this Website, yellow boxes are used to designate information as it would appear to students. See the Activity Template with additional ideas for constructing activities in general.

Writing objectives to guide and assess student learning is not considered by some instructors to be very important. However, when you apply for a research grant, you must spell out the general and specific goals of the research, indicate the methods you will incorporate to reach those goals, and provide evidence that you are qualified to conduct research in this subject. These then provide guidelines, for you and the funding organization, upon which you will measure the success or failure of your research study. In the same way, you can guide student learning by explaining how this course relates to other courses given in the same department, why the content of the course should be taught, what role this course might lay in the student's general education and life, what particular interest and background you have in the subject, and what they will learn and be able to do after taking the course.

Instructional Strategies for Online Courses Effective online instruction depends on learning experiences appropriately designed and facilitated by knowledgeable educators. Because learners have different learning styles or a combination of styles, online educators should design activities that address their modes of learning in order to provide significant experiences for each class participant.

WHAT THE STUDENTS DO The learning experience is driven by the four individually-based assessment tasks and it is expected that the learners are active participants by contributing to the online discussions. The learning tasks follow this sequence: Students are encouraged to participate in the construction of knowledge and actively pursue the negotiation of what knowledge is constructed and how this is done.