Scholarly Teacher

SEPTEMBER 4, 2024

Framework for Developing Your Approach to Generative AI AI can complete so many cognitive tasks that it can be overwhelming to comprehensively address generative AI in your courses. We have created a set of guiding questions to serve as a framework for developing your approach to generative AI. 2023; Gordon, 2023).

Ethics 102

Ethics Multidisciplinary Course Design Confidentiality 102

Edsurge

OCTOBER 19, 2023

Built for Flexibility The first known course that called itself HyFlex emerged in 2006 , at San Francisco State University, taught by Brian Beatty, a professor of instructional design and technology. And one main driver was surprisingly mundane: traffic snarls that routinely kept students from getting to class on time.

Teaching 207

Teaching Instructors Lecturing Blended Courses 207

Faculty Focus

JUNE 2, 2024

This poses the question: How can we best serve our online students? Does everything work together to achieve the stated learning objectives of the course? Bridge achievement gaps with increased course structure An unfortunate truth is that achievement gaps in education start at an early age.

Syllabus 109

Syllabus Course Design Learning Students 109

Edsurge

FEBRUARY 12, 2019

Olivia explained how a course designed like Obstacles might prepare students to work at Meow Wolf, where her job continually requires her to let go of ego to be creatively ready for radical change. How might educators, with their domain expertise, become the designers of these changes? Why must we reimagine school?

Education 167

Education Schools Art History 167

Ask a Tech Teacher

OCTOBER 21, 2021

Institutions cannot achieve the goal without incorporating technology-based learning into the programs themselves.”. The age-old question is how much the states and the federal government will invest in the cause? And here lies the problem. Graziano. . Our student’s future depends on it. .

Technology 158

Technology Teachers Evaluation Course Design 158

Faculty Focus

FEBRUARY 11, 2024

This faculty member may give exams and may collect student artifacts, such as projects or papers, but the faculty really doesn’t connect student performance with the course design or classroom experience. In this scenario, the faculty might be more preoccupied with the question, “Am I doing my job?” He wants them to grow.

Feedback 126

Feedback Course Design Assignments Evaluation 126

Faculty Focus

FEBRUARY 26, 2023

Implementation steps There are five basic steps to designing and implementing a course that engages students in experiential learning. Reflection questions on a more personal level could include: In what ways did you do well in this experience? Assess the extent to which the students achieved the desired learning outcomes.

Learning 122

Learning Problem-Based Learning Students Lecturing 122

Faculty Focus

FEBRUARY 11, 2024

This faculty member may give exams and may collect student artifacts, such as projects or papers, but the faculty really doesn’t connect student performance with the course design or classroom experience. In this scenario, the faculty might be more preoccupied with the question, “Am I doing my job?” He wants them to grow.

Feedback 111

Feedback Course Design Assignments Evaluation 111

Faculty Focus

AUGUST 4, 2024

Although Lightboard videos have also been useful in traditional brick-and-mortar settings for students as just in time review after classroom sessions (Schweiker, Griggs, Levonis, 2020), online learning presents a different challenge because the instructor is not available in real-time to answer questions or elaborate on difficult concepts.

Online Learning 111

Online Learning Learning Tools Instructors Learning 111

Scholarly Teacher

NOVEMBER 13, 2024

This piece will suggest a few simple ideas that teachers of introductory STEM classes may implement in their course design to turn their lectures into active learning experiences for a large student body, without needing to completely revisit and change their whole teaching style.

Lecturing 98

Lecturing Active Learning Activities STEM 98

Edsurge

OCTOBER 10, 2017

Last summer teachers at our public virtual high school, Achieve Virtual Education Academy, met to reflect on their experiences so far. During that summer meeting, the teachers answered three specific questions. Personalization is now part of our course design process and is making its way into each and every one of our classes.

Teachers 158

Teachers Lecturing Blended Learning Students 158

Faculty Focus

JULY 4, 2023

Classic online course standards emphasize the value of three types of interactions: student-instructor interaction, student-content interaction, and student-student interaction. On the other hand, quality assurance standards almost always require online courses to create persistent opportunities for student-student engagement.

Exams 116

Exams Students Instructors Evaluation 116

Faculty Focus

JANUARY 21, 2024

Increasing student success requires tight alignment across course learning outcomes, assessments, and planned learning experiences, but why, after all the hours spent planning for student success, do large numbers of students still struggle in college? This type of intellectual rigor is desirable in course design.

Syllabus 132

Syllabus Exams Students Motivation 132

Edsurge

NOVEMBER 1, 2017

In the session, titled “The Wicked Problem of Learning Data Privacy,” educators asked questions and shared lessons learned about using learning analytics in higher education. Education writer Phil Hill covered the privacy issue and college objections to it last year: “Faculty assign usage of Piazza, often as required course tool.

Discussions 124

Discussions Education Learning Course Design 124

Faculty Focus

AUGUST 4, 2024

Although Lightboard videos have also been useful in traditional brick-and-mortar settings for students as just in time review after classroom sessions (Schweiker, Griggs, Levonis, 2020), online learning presents a different challenge because the instructor is not available in real-time to answer questions or elaborate on difficult concepts.

Online Learning 98

Online Learning Learning Tools Instructors Learning 98

Faculty Focus

FEBRUARY 26, 2023

Implementation steps There are five basic steps to designing and implementing a course that engages students in experiential learning. Reflection questions on a more personal level could include: In what ways did you do well in this experience? Assess the extent to which the students achieved the desired learning outcomes.

Learning 98

Learning Problem-Based Learning Students Lecturing 98

Faculty Focus

JULY 4, 2023

Classic online course standards emphasize the value of three types of interactions: student-instructor interaction, student-content interaction, and student-student interaction. On the other hand, quality assurance standards almost always require online courses to create persistent opportunities for student-student engagement.

Exams 98

Exams Students Instructors Evaluation 98

Edsurge

MARCH 29, 2017

Learning Design First, Production Values Second When organizations decide to produce an online course, many quickly jump into questions of video production and start lining up a film crew and maybe even hiring an animator. Yet, until we get the learning design right, these questions about production values are premature.

Instructors 144

Instructors Education Lecturing Knowledge 144

Faculty Focus

APRIL 10, 2025

Many professors may not be familiar with, A self-directed guide to designing courses for significant learning , a resource designed to do just what it says. From this, Fink developed a model known as integrated course design which consists of three phases: the initial, intermediate and final design phases.

Course Design 62

Course Design Students Active Learning Activities 62

Faculty Focus

JANUARY 18, 2024

Similarly, if you can, stick around for a few minutes after class so that students can ask you questions they might not have felt comfortable asking in front of others. Provide meaningful feedback Another way to achieve both of the above goals, and support student learning, is to provide students with clear, supportive feedback on their work.

Teaching 119

Teaching Syllabus Feedback Instructors 119

Faculty Focus

APRIL 10, 2025

Many professors may not be familiar with, A self-directed guide to designing courses for significant learning , a resource designed to do just what it says. From this, Fink developed a model known as integrated course design which consists of three phases: the initial, intermediate and final design phases.

Course Design 61

Course Design Students Active Learning Activities 61

Faculty Focus

JANUARY 14, 2024

They achieve this by creating electronic portfolios, which include examples and descriptions of their work from the internship. These e-portfolios, showcasing their range of skills and achievements, can then be presented to prospective employers and/or graduate/professional programs.

Interdisciplinary 124

Interdisciplinary Assignments Participation Exams 124

Faculty Focus

JANUARY 18, 2024

Similarly, if you can, stick around for a few minutes after class so that students can ask you questions they might not have felt comfortable asking in front of others. Provide meaningful feedback Another way to achieve both of the above goals, and support student learning, is to provide students with clear, supportive feedback on their work.

Teaching 111

Teaching Syllabus Feedback Instructors 111

Faculty Focus

APRIL 23, 2023

This is the question that faculty ask themselves silently, or among their colleagues. I find the question to be valid, therefore, start with a clear objective and focus. Therefore, allow faculty to self-question, write in a learning journal, and practice shared planning. A sk thought-provoking questions. Why are we here?

Evaluation 111

Evaluation Participation Knowledge Learning Styles 111

Faculty Focus

JANUARY 21, 2024

Increasing student success requires tight alignment across course learning outcomes, assessments, and planned learning experiences, but why, after all the hours spent planning for student success, do large numbers of students still struggle in college? This type of intellectual rigor is desirable in course design.

Syllabus 101

Syllabus Exams Students Motivation 101

Faculty Focus

JANUARY 24, 2023

The second question I ask in one form or another is, “Do your students know that this is what you want for them?” Another way of asking the question is, “Do you talk to them about this?” Be specific about what will need to happen to achieve their learning goals versus just to get the grade. This is the humdinger.

Teaching 122

Teaching Syllabus Instructors Disabilities 122

Faculty Focus

JANUARY 14, 2024

They achieve this by creating electronic portfolios, which include examples and descriptions of their work from the internship. These e-portfolios, showcasing their range of skills and achievements, can then be presented to prospective employers and/or graduate/professional programs.

Interdisciplinary 111

Interdisciplinary Assignments Participation Exams 111

Scholarly Teacher

NOVEMBER 20, 2024

We share background about the student-faculty partnership program, define linguistic implicit biases, provide examples of how these biases manifest, offer recommendations for how to challenge them, and invite a dialogue through discussion questions. Deficit thinking and Hispanic student achievement: Scientific information resources.

Teaching 98

Teaching Instructors English Language 98

Faculty Focus

OCTOBER 24, 2023

This research tool can be modified so the questions are about specific events or activities within a course or module, and the answers on these themes are scaled. The CIQ prompts students to reflect on their learning experiences, distinguishing between engaging and distancing experiences within a program.

Research Methods 111

Research Methods Learning Study Social Studies 111

Faculty Focus

MARCH 4, 2025

Students in smaller classes often feel more comfortable asking questions and engaging in discussions, fostering a collaborative learning environment. Occasionally, we paused the lecture to pose a thought-provoking question, encouraging students to discuss it with a partner before sharing their insights with the class. EdTech Books.

Teaching 88

Teaching Lecturing Gamification Interdisciplinary 88

Edsurge

APRIL 3, 2018

Online learning platforms have experimented many times to figure out what price points and purchasing models will bring in sustainable revenues necessary for them to grow and achieve an IPO. The Upsides and Ongoing Questions about Platform Models Still, platform business models undeniably have huge upsides for instructors.

Online Learning 84

Online Learning Instructors Education Fairness 84

Faculty Focus

DECEMBER 13, 2022

in the UK’s Framework for Higher Education Qualifications, QAA, 2014) and for specific course design (e.g. The value of this classification extends to checking on the prevalence of critical analysis and its forms on different courses and modules. in the language of learning outcomes for the later stage modules of programs).

Teaching 98

Teaching Learning Critical Thinking Evaluation 98

Faculty Focus

JUNE 25, 2023

They asked questions throughout class sessions and expected students to engage with the content. I began by crafting a few questions for my students using a process known as appreciative inquiry [AI]. [2] They worked side-by-side with students to interact with the discipline. How did this work?

Coaching 105

Coaching Syllabus Confidentiality Assignments 105

Faculty Focus

DECEMBER 13, 2022

in the UK’s Framework for Higher Education Qualifications, QAA, 2014) and for specific course design (e.g. The value of this classification extends to checking on the prevalence of critical analysis and its forms on different courses and modules. in the language of learning outcomes for the later stage modules of programs).

Teaching 98

Teaching Learning Critical Thinking Evaluation 98

Edsurge

OCTOBER 24, 2019

And for some faculty, the biggest question is: What about the extras the publishers give us (like those homework systems that automatically grade work students turn in)? So far, OpenStax Tutor is available for beta testing in physics, biology and sociology courses. With OpenStax, the rationale is that it’s free.

Textbooks 119

Textbooks Instructors History Syllabus 119

Faculty Focus

APRIL 23, 2023

This is the question that faculty ask themselves silently, or among their colleagues. I find the question to be valid, therefore, start with a clear objective and focus. Therefore, allow faculty to self-question, write in a learning journal, and practice shared planning. A sk thought-provoking questions. Why are we here?

Evaluation 93

Evaluation Participation Knowledge Learning Styles 93

Faculty Focus

MARCH 16, 2025

The Delivery Next comes the delivery of new learning, which can be achieved through various methods such as assigned readings, live or pre-recorded lectures, class discussions, flipped classroom activities, or small group work. Summary Statement Finally, an effective class concludes with a strategy to summarize key points.

Counselling 90

Counselling Learning Lecturing Knowledge 90