Group items tagged

Something to check in on later as they develop ... "The OSP's mission is to build a large-scale online collection of syllabi and to build foundational tools for analyzing it in order to advance scholarly inquiry, promote institutional cooperation, and foster pedagogical diversity. We believe that this critical mass of syllabi will stimulate new research tools, drive policy change, foster best practices, provide new metrics, and aid in the search, discovery, and the development of new course materials."

Components of development and delivery: Content development, pre-semester setup, and overall involvement in the class decrease in time consumption by the third iteration. Yet, Grading & Assessment time consumption actually increases. The survey found that [of the respondents]: Learning curves: The problems, "myths," and concerns associated with online course development and delivery are more likely associated with pedagogy than with technology.

I like Central Michigan's online instructor self-check for course development. Easy to complete with simple radio buttons. I also like Michigan Comm. College's rubric style so that you can show level of progress at achieving certain standards. Great examples -- maybe something we can apply to our processes here.

Great blog post about the critical need to align content with objectives in adaptive learning and the time and effort required to do so.

Resources and ideas from CSU Channel Islands for faculty development, especially blended and online, including slides from a presentation their Teaching and Learning Innovations team did at OLC Innovate. Content and approaches include a toolbox, Facebook, Twitter, learning communities, course construction workshops and a faculty/staff blog. Impressive.

"Instructional designers, like web developers in the '90s, historically had expertise in conveying content through a limited set of tools and platforms, such as a learning management system (LMS). LX designers, in contrast, merge design-thinking principles with curriculum development and the application of emerging technologies to help faculty tailor content to student behaviors and preferences. It cuts across disciplines and moves beyond the LMS: LX designers embrace graphic design, multimedia production, research-based standards and social media. They are partners to faculty throughout the program and course development process."

Example of a rubric that helps IDs or course developers assess the quality of learning objectives in a course

"The case for learning out loud extends beyond the development of effective communication skills. An asynchronous, multimodal learning environment that invites students to verbally converse with one another has been shown to improve the social and emotional elements of learning." (also see http://www.slideshare.net/brocansky/learning-outloudsept2014)

Dianna's table

An article about the emerging idea that independent game developers would fit well with the edu-games market. I think it's interesting to see a summary of the current edu-games rockstars, and to think about the future of working with 3rd parties. (honestly not sure if it's a growing market or a bad idea. While we drool over polished edu-games and simulations for some classes, it also seems like teachers ALWAYS want some customization for thier course. which most 3rd party developers aren't setup to deliver. sooo. maybe the real takeaway is that schools will all end up having an edu-games department! i hope... :)

Interesting blog post about how VR is being used in nursing education - having students experience the world from the patient perspective. Curious how this approach might be used in courses that we're developing - public health, etc?

"The findings suggest that a new role, the life skill promoter, has emerged. Furthermore, analysis of the remaining roles (pedagogical, designer, social, technical and managerial) showed that: (i) online instructors are, first and foremost, pedagogues; (ii) the design of the particular online program influences the pedagogical and designer roles and; (iii) the managerial role has declined in importance over the years due to the development of more intuitive and transparent online scenarios from the beginning of the course onward."

This article by Kevin Gannon would be ideal to share with faculty developing or teaching a hybrid or online course for the first time.