Edsurge

JANUARY 13, 2017

A few trees were saved, but courses weren’t any smarter. So if automation and interactivity differentiate a smart phone from a phone, what makes a course “smart”? What attributes of course design and applications of technology transform outcomes and impact, as opposed to gratuitous investment in technology for technology’s sake?

Multiple Choice Questions 135

Multiple Choice Questions Instructors Textbooks Feedback 135

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 67

Course Design Students Active Learning Activities 67

Edsurge

JANUARY 2, 2019

In addition to using technology in my own biology courses, I also work with faculty across the country on how to teach with technology through an inclusive lens. The narrative I often hear centers on how students may resist active learning approaches, a teaching style that often (but not always) is predicated on some technology.

Technology 167

Technology Teaching Intellectual Development Instructors 167

Faculty Focus

OCTOBER 6, 2024

It is quite possible to increase the number of seats in a well-designed online class, but for online instructors to build and facilitate student centered courses based on active learning and inclusive pedagogy, there are some important considerations.

Instructors 98

Instructors Course Design Students Authentic Assessment 98

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 30, 2024

After the first class ends, I like to ask my students to complete one additional task to round out “preview day,” which is to answer several questions in the learning management system. These questions reside in a discussion board so all students can see responses.

Syllabus 124

Syllabus Lecturing Discussions Science 124

Faculty Focus

APRIL 6, 2023

This approach recognizes that learners have different strengths, preferences, and experiences and seeks to provide multiple ways of engaging with content, expressing what they have learned, and demonstrating their understanding. Active learning is another key aspect of my philosophy. What is working? What is not working?

Teaching Philosophy 111

Teaching Philosophy Teaching Beliefs Universal Design 111

Faculty Focus

JANUARY 30, 2024

After the first class ends, I like to ask my students to complete one additional task to round out “preview day,” which is to answer several questions in the learning management system. These questions reside in a discussion board so all students can see responses.

Syllabus 111

Syllabus Lecturing Discussions Science 111

Faculty Focus

NOVEMBER 1, 2022

In addition to mid-semester check-in techniques, I try to incorporate at least one low stake active learning strategy instead of direct teaching. We know that it’s important to incorporate small changes in our teaching, such as periodically adding a learning activity in place of a brief lecture.

Student Engagement 98

Student Engagement Lecturing Students Feedback 98

Faculty Focus

APRIL 6, 2023

This approach recognizes that learners have different strengths, preferences, and experiences and seeks to provide multiple ways of engaging with content, expressing what they have learned, and demonstrating their understanding. Active learning is another key aspect of my philosophy. What is working? What is not working?

Teaching Philosophy 98

Teaching Philosophy Teaching Beliefs Universal Design 98

Edsurge

AUGUST 19, 2016

What I find truly innovative about these platforms is their ability to bring together all of your library’s content, in addition to the OERs, to not only save money, but help faculty become more creative with their course design. This is not a simple question to answer; it requires a paradigm shift that many institutions resist.

Textbooks 123

Textbooks Syllabus Course Design Communication 123

Faculty Focus

MARCH 4, 2025

Students in smaller classes often feel more comfortable asking questions and engaging in discussions, fostering a collaborative learning environment. Building a sense of community across campuses is crucial (Columbia Center for Teaching and Learning, 2021). Retrieved from [link] Columbia Center for Teaching and Learning (2021).

Teaching 94

Teaching Lecturing Gamification Interdisciplinary 94

Faculty Focus

MARCH 4, 2025

Students in smaller classes often feel more comfortable asking questions and engaging in discussions, fostering a collaborative learning environment. Building a sense of community across campuses is crucial (Columbia Center for Teaching and Learning, 2021). Retrieved from [link] Columbia Center for Teaching and Learning (2021).

Teaching 89

Teaching Lecturing Gamification Interdisciplinary 89

Scholarly Teacher

NOVEMBER 6, 2024

One of the key elements of active learning is exerting mental effort to recall information, without relying on notes or other props. Spaced retrieval involves an initial encounter with the material (e.g., in a class session or lab) and periodically revisiting that material (e.g., How well have they worked?

Learning 92

Learning Languages Language Instructors 92

Scholarly Teacher

FEBRUARY 12, 2025

Rachel Thelen , The University of Minnesota School of Dentistry Noelle Haight , Occupational Therapist and Educator Julia VanderMolen , University of the Pacific Key Statement: Four helpful tips, including backwards design, for the new instructor looking to (re)design their course.

Instructors 52

Instructors Curriculum Quizzes Lecturing 52

Faculty Focus

MARCH 30, 2025

For instructors serving diverse, often underserved populations, AI raises critical questions: How has it evolved into a pedagogical tool? Overreliance on AI risks undermining critical thinking; Pritts (2023) warns that tools generating papers may erode analytical skills, echoing SoTL calls for active learning (Davidson, 2021).

Faculty Development 92

Faculty Development Teaching Instructors Academic Integrity 92

Faculty Focus

MARCH 30, 2025

For instructors serving diverse, often underserved populations, AI raises critical questions: How has it evolved into a pedagogical tool? Overreliance on AI risks undermining critical thinking; Pritts (2023) warns that tools generating papers may erode analytical skills, echoing SoTL calls for active learning (Davidson, 2021).

Faculty Development 89

Faculty Development Teaching Instructors Academic Integrity 89

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). Integrating UDL within a HyFlex model.

Universal Design 116

Universal Design Course Design Learning Syllabus 116