Over this past academic year, I have had the pleasure of being part of the Online Faculty Fellows. As part of this experience, we were trained on Quality Matters standards and process for ensuring quality online courses. The training modules and group discussions were impactful, not only for online courses that I am developing but
Establishing authority is hard. And teaching is scary. Anyone who tells you otherwise is not doing you any favors.
What does it mean to be there? It may seem obvious that face-to-face instructors are “there” every time they hold class. But everyone has had professors who seemed more present, more engaged, than the norm. What behaviors make for an excellent sense of presence? And does presence matter?
I am happy to report that the “alignment” experiment mentioned in my previous blog post was a qualified success, on two fronts. First, test scores were notably higher (about a letter grade in aggregate) than in the past. Second, students like the class better, and found it less daunting. The feedback from the first round
Have to teach an online course that someone else built? If it’s well designed, the transition should be seamless. If it’s lousy, you’re in for a long haul.
Looking for a way for students to interact asynchronously using a communication platform used by the advertising industry, I decided to try Slack…
Dive into the digital world of your students. Here are 3 tools to help facilitate synchronous learning and tips to better engage your students online.
How taking another look at your online content can help you redefine your face-to-face classes.
Using test question pools can save you a lot of time. This video will walk you through finding questions in a test pool.