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incorporate more high-profile guest speakers than you could get to come to your classroom.

interesting problems for students to solve,

keep students engaged, and they rarely present more than five minutes of video lecture before offering a quiz or programming exercise.

"It's a very different medium from sitting in a traditional lecture hall."

Using thought-provoking questions together with video clips can benefit the learning experience

adding arrows in the video to highlight important content and stressing key words in the audio portion of the video to emphasize key information. Providing visual overlays or automatically zooming in on key elements

valuate the use of text and other information that are presented simultaneously with video. Too much extraneous information presented together with video can easily overload working memory

ORIENT: Find out where stuff is. Then remember where it is. DECLARE: Set up a place to record and share your thoughts. NETWORK: Follow others;  interact with them. CLUSTER: Once you’ve gotten your feet wet, get together with people who share your interests. FOCUS: “Halfway through,” Cormier says, “your mind starts to wander.” So have a way to apply what you’ve been learning.

video by Dave Cormier

My classes, instead, are focused on developing intellectual curiosity and teaching students to learn how to learn

If I can spark their intellectual curiosity about a subject and teach them how to actively pursue knowledge about that subject

students are responding to the lecture in real time on Twitter, and they have agency in the way that the topic develops through various techniques like guiding questions discussed via Twitter or even coming up and writing topics

A sense of belonging as a student,

mportant aspect in retention

Teaching online has its own very distinct set of instructor skills that are essential for an online course to be successfu

In addition to using a variety of types of assignments to address different learning styles, Frisch strives for variety in presentation of course content, including videos of her interviews with experts in the communications field. “The students love that. When they can hear my voice asking the questions or see me in the video, it’s one degree of separation. … I

The interviews give a variety of perspectives

Classmate questions. In each course, Frisch has her students post questions and answers to nonacademic questions. The following are examples: If you could change one thing about the way society is today, what would it be and why? If you could meet one fictional character, who would it be and why? These questions build community and may help deepen the content-related discussions that occur throughout the course, Frisch says.

Reading your course material on a computer screen does not make for a memorable learning experience

Start by thinking about the kinds of learning experiences you want to create rather than letting the CMS define a more limited view of putting your course online.

In the old model of education, the instructor stood on the podium and served as the students’ revered and primary access point to the desired knowledge. Today, your students may be Googling your lecture topic while you speak and finding three sources that update or improve upon your presentation.