Group items tagged

"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 study of 70,000 courses identified five course design archetypes in terms of LMS use: Supplemental - high in content but with very little student interaction Complementary - used primarily for one-way teacher-student communication Social - high peer-to peer interaction through discussion boards Evaluative - heavy use of assessments to facilitate content mastery Holistic - high LMS activity with a balances use of assessments, content, and discussion

"Results indicate students who enrolled in a redesigned online College Algebra course that strategically placed the instructor in the role of content provider performed significantly better. . . ."

A free downloadable guide on mapping customer experience. I think it would be really interesting to adapt this to a course - especially hybrid or online - for instructors to get a sense of where students hit the "trouble spots," the "low points,' and the "high points."

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 article by enthusiastic instructor that gives details about designing and delivering effective role-playing activities online. Relates activities to Bloom's taxonomy and gives tips for grading students.

Summary of the latest survey of undergraduate students about technology expectations. 

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

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

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."

Takeaways: "A four-year university-wide study of students' e-textbook practices found that e-textbook use has increased, particularly among younger students. The major barriers - including a student preference for print and unfamiliarity with e-textbooks - show signs of being alleviated. Other factors related to mobile device access and pedagogically effective e-textbooks show little change over the study period. Instructor practices have improved, but there is still room for growth, with implications for focused professional development."

Excerpt: "Effective online STEM courses integrated active learning activities, interactive engagement strategies, and robust assessments. In particular, assessment design significantly impacted students' self-perceived learning and learning satisfaction for students of all populations. . . . Online STEM instructors are strongly encouraged to utilize the Universal Design for Learning principles."

Summarizes legal basis for accessible online educational materials and provides tips and key links to aid instructors in moving toward Universal Design for Learning.

An article shared with me by Aaron Lewis (COB); very timely; related to how online instructors can encourage civil conversations in their classrooms