Group items tagged

Article that includes tips/arguments for OER and a list of 18 OER sites every educator should know about. Includes information about spreading OER use across campus. (This is an article in Campus Technology magazine -- free subscription online if you're unable to access it via the link here.)

Many ideas for incorporating active learning into on-campus and online classes.

From OLC Tweet stream - interesting to see how this review process includes instructor online skills as well as 'pure' course design

This post makes a strong case for the benefits of universal design and it also has a useful annotated resource list.

Example of moving a Math course online and creating community by getting students to record themselves explaining solutions to problems

"As long as aviation pioneers tried to mimic birds, controlled, heavier-than-air human flight proved impossible. Along somewhat similar lines, it is only by breaking decisively from traditional face-to-face models that it will be truly possible to create the kinds of immersive, social experiences in online education that will truly engage students and promote high levels of attainment among broad profiles of students."

Defines personalized, adaptive, individualized, differentiated and competency-based learning.

Excellent instructors' toolkits to apply six evidence-based learning strategies: retrieval practice, spaced practice, elaboration, interleaving, metacognition and growth mindset.

An excellent teaching guide about backward design from Vanderbilt's Center for Teaching including a Grant Wiggins "understanding by design" video, description of the 3 stages of backward design, and a backward design template.

Abstract: The growth of online learning within education has corresponded to an increase in use of asynchronous discussion. Asynchronous discussion is a form of interaction that is mediated rather than directed, and is characterized by a time lag in the interactions between discussants. In this paper we conducted a brief narrative review of the literature on asynchronous discussion. We argue, initially, that discussion is necessary, but not sufficient, for successful pedagogic outcomes-especially in the case of online learning. We identified areas of agreement within the literature on what can be considered the key factors for successful asynchronous discussion.

"Findings indicate that the scaffolded, audio-based argumentation activity helped students achieve higher levels of thinking skills as well as exert greater cognitive efforts during discussions. In addition, most students expressed a positive perception of and satisfaction with their experience."

Excerpt: "In order for video to serve as a productive part of a learning experience . . . it is important for the instructor to consider three elements for video design and implementation: 1. cognitive load 2. non-cognitive elements that impact engagement 3. features that promote active learning."

Harvard's online repository for active learning. Searchable by activity type (e.g., discussion, game, peer instruction, debate, presentation), subject area, timeline, learning goals, student scope (individual, pair, group, or whole-class), final product and assessment type. Site also summarizes research on active learning by activity type.

Though this post refers to in-class activities, the techniques are readily transferable to online teaching and learning.