Edsurge

JANUARY 13, 2017

Smart courses also employ “designed adaptivity,” where faculty and designers determine rules that drive feedback and content sequence in lessons based on student performance to ensure students receive the right information at the right time. Emphasize Learning-by-Doing. And the work does not end there.

Multiple Choice Questions 131

Multiple Choice Questions Instructors Textbooks Feedback 131

Edsurge

NOVEMBER 21, 2018

DLNchat partner Educause said, “Universal design for learning and digital accessibility both seek to increase learning access and reduce barriers for students.” Garay agreed but added a few more recommendations to consider for sustainability.

eLearning 149

eLearning Instructors Participation Discussions 149

Faculty Focus

AUGUST 13, 2023

Learning spaces I. In-person: There are two approaches to accessibility in academia—accommodations and universal design. Consider various delivery approaches, like Pecha Kucha [vii] or Universal Design for Learning (UDL), to further supports their diverse needs.

Disabilities 98

Disabilities Learning Spaces Universal Design Learning Disabilities 98

Faculty Focus

AUGUST 13, 2023

Learning spaces I. In-person: There are two approaches to accessibility in academia—accommodations and universal design. Consider various delivery approaches, like Pecha Kucha [vii] or Universal Design for Learning (UDL), to further supports their diverse needs.

Disabilities 98

Disabilities Learning Spaces Universal Design Learning Disabilities 98

Faculty Focus

MARCH 14, 2023

Integral to these efforts, the Center for Educational Innovation (CEI) designed and delivered several faculty development opportunities focusing on research-based teaching and learning strategies that support student mental health and well-being. Clear expectations for all assignments, homework, activities, etc. Wisner, 2022).

Syllabus 98

Syllabus Exams Instructors Assignments 98

Faculty Focus

FEBRUARY 12, 2023

Zheng (2022) explains that instructors can incorporate interaction into their videos through the use of “pause points” where they prompt students to pause the video and complete an activity (e.g., a reflection, quiz, writing exercise, or note taking activity). Morgantown: West Virginia University Press. link] Tobin, Thomas J.,

Instructors 98

Instructors Lecturing Faculty Development Activities 98

Faculty Focus

DECEMBER 5, 2024

Efforts to include all individuals, including those with disabilities in educational settings should prioritize specific measures to ensure their full participation in all activities. By incorporating various content formats such as videos, readings, and interactive activities, educators can cater to different learning styles.

Accessibility 105

Accessibility Disabilities Education Culture 105

Faculty Focus

APRIL 10, 2025

The basic components of integrated course design include: analyzing situational factors, formulating learning goals, designing feedback and assessment, and selecting learning activities. There are several important situational factors that Fink suggests can affect course design.

Course Design 62

Course Design Students Active Learning Activities 62

Faculty Focus

APRIL 10, 2025

The basic components of integrated course design include: analyzing situational factors, formulating learning goals, designing feedback and assessment, and selecting learning activities. There are several important situational factors that Fink suggests can affect course design.

Course Design 61

Course Design Students Active Learning Activities 61

Faculty Focus

DECEMBER 5, 2024

Efforts to include all individuals, including those with disabilities in educational settings should prioritize specific measures to ensure their full participation in all activities. By incorporating various content formats such as videos, readings, and interactive activities, educators can cater to different learning styles.

Accessibility 98

Accessibility Disabilities Education Culture 98

Faculty Focus

OCTOBER 9, 2022

2016); however, the model should be accompanied by a course design that applies the Universal Design for Learning (UDL) framework to augment accessibility. In turn, student attendance increases learning (Abdelmalak & Parra, 2016). I use a standard weekly structure using learning modules.

Universal Design 116

Universal Design Course Design Learning Syllabus 116