Faculty Focus

APRIL 18, 2023

I support both groups by engaging the synchronous students in activities and discussions during our time together and posting a recording of the session for those who do not attend. All sections of bi-modal courses receive a copy over of the asynchronous LMS master course. Every educator has the same course design and materials.

Exams 111

Exams Course Design Assignments Learning 111

Faculty Focus

JULY 4, 2023

If you watch anonymized online student communities on the internet, you’ve grown to expect a weekly student post about the soul-killing nature of discussion boards and group projects. Of course, student contempt for a pedagogical tool shouldn’t ground its dismissal.

Exams 116

Exams Students Instructors Evaluation 116

Faculty Focus

JANUARY 21, 2024

Establish and maintain an inclusive community: During the first days of class, it is important to initiate an anonymous survey and a follow-up discussion about what makes students feel valued, seen, respected, included, challenged, and supported by the instructor and their peers. This type of intellectual rigor is desirable in course design.

Syllabus 132

Syllabus Exams Students Motivation 132

Edsurge

APRIL 30, 2020

After all, “it's not just enough to put materials in Blackboard if it's not going to be accessible,” says Jennifer Albat, instructional designer at Southern Illinois University at Edwardsville. So we were able to extend our Respondus Monitor license, which monitors the students during an exam. We're already in a stressful situation.

Accessibility 217

Accessibility Disabilities Universal Design Syllabus 217

Faculty Focus

APRIL 18, 2023

I support both groups by engaging the synchronous students in activities and discussions during our time together and posting a recording of the session for those who do not attend. All sections of bi-modal courses receive a copy over of the asynchronous LMS master course. Every educator has the same course design and materials.

Exams 98

Exams Course Design Assignments Learning 98

Faculty Focus

JULY 4, 2023

If you watch anonymized online student communities on the internet, you’ve grown to expect a weekly student post about the soul-killing nature of discussion boards and group projects. Of course, student contempt for a pedagogical tool shouldn’t ground its dismissal.

Exams 98

Exams Students Instructors Evaluation 98

Edsurge

JANUARY 13, 2017

Print content was uploaded and accessible via the LMS, where faculty could view discussion prompts and suggestions. 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”? Is that adaptive? A good experience?

Multiple Choice Questions 127

Multiple Choice Questions Instructors Textbooks Feedback 127

Edsurge

APRIL 26, 2018

Do exams still serve a purpose? On Tuesday, April 24 the #DLNchat community got together to discuss and debate: How Can Alternative Assignments Effectively Assess Student Learning? But why, then, do so many courses still rely on exams? In other words, exams do serve a purpose. Yes exactly.

Assignments 93

Assignments Exams Instructors Learning 93

Faculty Focus

SEPTEMBER 19, 2023

On a practice and policy level, there is widespread agreement that formative assessment and feedback should be featured within course design and delivery (Carless & Winstone, 2019). There needs to be a clear distinction between when formative and summative assessments are primarily utilized.

Fairness 122

Fairness Instructors Feedback Evaluation 122

Faculty Focus

MARCH 19, 2023

The Business Education Design Thinking Instructional Model (Wickam et al., For example, written papers and class discussion are assignments that can be used to aid students in reflecting on each stage of the design thinking process (Clark & Brennan, 1991; Grandzol & Grandzol, 2006; Wickam et al.,

Course Design 116

Course Design Testing Feedback Assignments 116

Faculty Focus

JANUARY 21, 2024

Establish and maintain an inclusive community: During the first days of class, it is important to initiate an anonymous survey and a follow-up discussion about what makes students feel valued, seen, respected, included, challenged, and supported by the instructor and their peers. This type of intellectual rigor is desirable in course design.

Syllabus 101

Syllabus Exams Students Motivation 101

Faculty Focus

SEPTEMBER 19, 2023

On a practice and policy level, there is widespread agreement that formative assessment and feedback should be featured within course design and delivery (Carless & Winstone, 2019). There needs to be a clear distinction between when formative and summative assessments are primarily utilized.

Fairness 111

Fairness Instructors Feedback Evaluation 111

Faculty Focus

MARCH 19, 2023

The Business Education Design Thinking Instructional Model (Wickam et al., For example, written papers and class discussion are assignments that can be used to aid students in reflecting on each stage of the design thinking process (Clark & Brennan, 1991; Grandzol & Grandzol, 2006; Wickam et al.,

Course Design 98

Course Design Testing Feedback Assignments 98

Faculty Focus

JANUARY 14, 2024

This support includes information about application materials, timelines, funding options, entrance exam information, and preparing the CV and personal statement for competitive admission into these advanced programs. These discussions revolve around best practices for integrating career strategies into the classroom.

Interdisciplinary 124

Interdisciplinary Assignments Participation Exams 124

Edsurge

AUGUST 16, 2018

Plus, it sounded a lot like a MOOC (short for “massive open online courses”)—free courses designed for thousands of students that were all the rage a few years ago, but which today are seen as having fallen far short of the hype. The other half are like, ‘This isn’t on the exam so I’m not going to do this.’” he remembers.

Textbooks 160

Textbooks Teaching Assistants Instructors Exams 160

Faculty Focus

FEBRUARY 26, 2023

We can immediately correct misconceptions or misapplication of data rather than waiting until students make the errors in homework or on exams. In-class opportunities are well suited to students who have busy schedules that involve a heavy course load, work, and/or family responsibilities.

Learning 122

Learning Problem-Based Learning Students Lecturing 122

Faculty Focus

JANUARY 14, 2024

This support includes information about application materials, timelines, funding options, entrance exam information, and preparing the CV and personal statement for competitive admission into these advanced programs. These discussions revolve around best practices for integrating career strategies into the classroom.

Interdisciplinary 111

Interdisciplinary Assignments Participation Exams 111

Faculty Focus

JANUARY 15, 2023

Student exam performance then becomes a matter of cramming course content into short-term memory, without ever really mastering, considering, or owning the course material in a meaningful way.

Lecturing 122

Lecturing Instructors Active Learning Activities 122

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

Faculty Focus

AUGUST 13, 2023

To facilitate implementation, we have categorized the strategies from the perspectives of course designers, content creators, and those delivering the content or workshops. The following lists provide an overview of strategies and some suggestions on how to incorporate these you’re your courses.

Disabilities 98

Disabilities Learning Spaces Universal Design Learning Disabilities 98

Faculty Focus

AUGUST 13, 2023

To facilitate implementation, we have categorized the strategies from the perspectives of course designers, content creators, and those delivering the content or workshops. The following lists provide an overview of strategies and some suggestions on how to incorporate these you’re your courses.

Disabilities 98

Disabilities Learning Spaces Universal Design Learning Disabilities 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

FEBRUARY 26, 2023

We can immediately correct misconceptions or misapplication of data rather than waiting until students make the errors in homework or on exams. In-class opportunities are well suited to students who have busy schedules that involve a heavy course load, work, and/or family responsibilities.

Learning 98

Learning Problem-Based Learning Students Lecturing 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 61

Course Design Students Active Learning Activities 61

Faculty Focus

JANUARY 15, 2023

Student exam performance then becomes a matter of cramming course content into short-term memory, without ever really mastering, considering, or owning the course material in a meaningful way.

Lecturing 98

Lecturing Instructors Active Learning Activities 98

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 68

Counselling Learning Lecturing Knowledge 68

Faculty Focus

APRIL 9, 2023

exam scores increased post adjustments). We should welcome the unfamiliarity of new and blended course designs and strive to build courses based on the best approach for the content regardless of the format, rather than revert to the comfort of analog lecturing. For example, Ardissone et al.

Lecturing 126

Lecturing Course Design Blended Courses Instructors 126

Faculty Focus

APRIL 9, 2023

exam scores increased post adjustments). We should welcome the unfamiliarity of new and blended course designs and strive to build courses based on the best approach for the content regardless of the format, rather than revert to the comfort of analog lecturing. For example, Ardissone et al.

Lecturing 98

Lecturing Course Design Blended Courses Instructors 98

Edsurge

OCTOBER 30, 2017

I am going to rework the course from the ground up. Master Educator Stanley Stepanic discusses his course, Dracula; video source: Course Hero. Professor Stanley Stepanic What do you cover in your course? I can do 30 exams in 15 minutes, which used to take me three days. I’ll keep the title.”

Education 132

Education Lecturing History Quizzes 132