Edsurge

NOVEMBER 10, 2016

Does our current quality evaluation ensure a wonderful learning experience? The emerging field of Learner Experience Design or LX design is about balancing the need for quality course design with the central role of human interaction in online learning. Finally, don’t give up.

Blended Courses 166

Blended Courses Instructors Evaluation Participation 166

Faculty Focus

MAY 7, 2024

With a commitment to ensuring educational excellence and student success, in 2020, UF CJC Online developed a comprehensive course design strategy to elevate its online courses, a mission mandated by the State University System of Florida’s 2025 Strategic Plan for Online Education.

Feedback 111

Feedback Course Design Instructors Education 111

Ask a Tech Teacher

OCTOBER 21, 2021

Still, knowing that many educators retired at the end of the past school year, I can imagine that on a larger scale, those entering the workforce face unprecedented challenges such as course design and managing an online platform. .

Technology 159

Technology Teachers Evaluation Course Design 159

Edsurge

AUGUST 13, 2016

Unlike movie enjoyment, which is an inherently subjective evaluation, learning is an objective outcome. Unlike movie enjoyment, which is an inherently subjective evaluation, learning is an objective outcome. Jay Lynch is Senior Academic Research Consultant for Course Design, Development, and Academic Research (CDDAR) at Pearson.

Education 155

Education Evaluation Failure Essay 155

Edsurge

OCTOBER 14, 2022

Moskal, director of Digital Learning Impact Evaluation at University of Central Florida, says her team is also in the process of learning how to benefit from analysis of LMS data. They’re also considering studying whether giving financial incentives to students to go to tutoring or other study-help resources can help with completion rates.

Students 172

Students Course Design Study Coaching 172

Edsurge

JULY 1, 2017

This evaluation has enabled us to adapt and hone the process of selecting, preparing and assisting instructors to teach in the room. A classroom can be feature-rich and highly flexibly, however this needs to be supported by course design, technical support, and ongoing evaluation. It’s still all about the people.

Active Learning 141

Active Learning Activities Learning Instructors 141

Edsurge

JANUARY 27, 2023

Providing deep, tailored learning experiences for our students requires a lot of effort, from evaluating curricular resources to aligning research-based instructional practices to the evolving state standards. Our district’s curriculum team includes a variety of members with roles designed to support teachers to work through these areas.

Teachers 211

Teachers Course Design Participation Discussions 211

Faculty Focus

JUNE 16, 2024

This requires thoroughly self-examining personally held biases and evaluating our social connectedness (Dewsbury & Brame, 2019). In the design stage, the educator will need to organize the information gathered from the research and decide on the focus of the education.

Learning 111

Learning Universal Design Course Design Fairness 111

Faculty Focus

JUNE 16, 2024

This requires thoroughly self-examining personally held biases and evaluating our social connectedness (Dewsbury & Brame, 2019). In the design stage, the educator will need to organize the information gathered from the research and decide on the focus of the education.

Learning 111

Learning Universal Design Course Design Fairness 111

Faculty Focus

SEPTEMBER 19, 2023

According to the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC), the body for the accreditation of degree-granting higher education institutions in the southern states, the Quality Enhancement Plan (QEP) evaluative framework consists of an assessment indicator. Diagram 2 below describes the distinction.

Fairness 122

Fairness Instructors Feedback Evaluation 122

Faculty Focus

JANUARY 12, 2025

Consideration 2: Identify the Learning Experience After reflecting on your course design, the second consideration is to identify the type of experience you want students to engage in that can help bridge the gap between theory and practice and determine how you will assess their success.

Learning 109

Learning Evaluation Students Course Design 109

Faculty Focus

SEPTEMBER 24, 2023

Oftentimes, putting a brick-and-mortar course online begins by preserving the readings and assessments, and then considering adaptations to replace all or some of the “live” elements of interactive lectures.

Lecturing 126

Lecturing Feedback Evaluation Course Design 126

Faculty Focus

JULY 7, 2024

This requires thoroughly self-examining personally held biases and evaluating our social connectedness (Dewsbury & Brame, 2019). Empathy – The educator will want to research students’ needs through a student-centered approach. Prototype –The educator will develop a plan for the content and the environment in which it will be taught.

Learning 111

Learning Universal Design Fairness Course Design 111

Faculty Focus

OCTOBER 27, 2024

Sally Baldwin, EdD, researches online course quality, online course design, and course evaluation instruments. Her research is motivated and informed by her work as an instructor and instructional designer within the California community college system.

Instructors 116

Instructors Students Minute Papers Course Design 116

Faculty Focus

JANUARY 12, 2025

Consideration 2: Identify the Learning Experience After reflecting on your course design, the second consideration is to identify the type of experience you want students to engage in that can help bridge the gap between theory and practice and determine how you will assess their success.

Learning 103

Learning Evaluation Students Course Design 103

Edsurge

JUNE 9, 2020

Some offer the full suite of technologies needed to build an online program, including course design, recruitment, enrollment and student support. It evaluates what a college needs to start an online program, and decides which services Noodle can provide, and which ones to outsource to a third-party provider.

Course Design 121

Course Design Evaluation Educational Technologies Activities 121

Faculty Focus

SEPTEMBER 19, 2023

According to the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC), the body for the accreditation of degree-granting higher education institutions in the southern states, the Quality Enhancement Plan (QEP) evaluative framework consists of an assessment indicator. Diagram 2 below describes the distinction.

Fairness 111

Fairness Instructors Feedback Evaluation 111

Edsurge

MARCH 3, 2018

But rather than demonize teachers, the very people able and willing to do the hard work day in and day out, let’s evaluate the greater context in which students are learning languages other than English. The classroom-based system in the U.S. is far from perfect. There’s no incentive quite like real life. So, for as long as the U.S.

Language 153

Language Languages Failure English 153

Faculty Focus

OCTOBER 27, 2024

Sally Baldwin, EdD, researches online course quality, online course design, and course evaluation instruments. Her research is motivated and informed by her work as an instructor and instructional designer within the California community college system.

Instructors 105

Instructors Students Minute Papers Course Design 105

Faculty Focus

JULY 4, 2023

In 2005, Marks, Sibley, and Arbaugh published a study to evaluate the impacts of all three forms of course interaction through a student survey. Chang and Smith (2008) studied student engagement in a computer science course, again through a student survey. The article has been cited 268 times.

Exams 116

Exams Students Instructors Evaluation 116

Edsurge

FEBRUARY 5, 2022

Moore have organized the self-assessment tool into three sections: The context and design of your course. The text of your syllabus and course design. We can also invite others in to provide us with feedback, or even perform a self-evaluation of our teaching. Authors Ed Brantmeier, Andreas Broscheid and Carl S.

Syllabus 152

Syllabus Teaching Beliefs Instructors 152

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. For example, consider a faculty member who pursues assessment for the strict purpose of “satisfying the Dean.”

Feedback 126

Feedback Course Design Assignments Evaluation 126

Faculty Focus

SEPTEMBER 24, 2023

Oftentimes, putting a brick-and-mortar course online begins by preserving the readings and assessments, and then considering adaptations to replace all or some of the “live” elements of interactive lectures.

Lecturing 110

Lecturing Feedback Evaluation Course Design 110

Faculty Focus

OCTOBER 13, 2024

Being consistent in our use of the LMS features, whether that is within the program or department, school or college, can help reduce stress for students and faculty alike and allow students to focus their energy on learning instead of navigating their courses. This appreciation is often mentioned in end-of-term evaluations.

Syllabus 122

Syllabus Instructors Assignments Faculty Development 122

Faculty Focus

APRIL 10, 2025

The second type of curriculum consists of the set of plans made for guiding learning, which includes the learning experiences and interactions that students have with the content, materials, resources and the process for evaluating mastery of the objectives (Glatthorn, Boschee, Whitehead & Boschee, 2019).

Course Design 64

Course Design Students Active Learning Activities 64

Faculty Focus

JANUARY 5, 2025

In essence, an instructional designer leverages technology by marrying pedagogy and practice with selective and useful innovations. Technology is not always the answer, and the ID must evaluate each innovation thoroughly before implementation. The word selective is important. Is an ID a Consultant or Admin?

Schools 122

Schools Authentic Assessment Syllabus Evaluation 122

Edsurge

MARCH 17, 2017

Yet it's the practical significance of research findings that educators, administrators, parents and students really care about when it comes to evaluating educational interventions. Jay Lynch is Senior Academic Research Consultant for Course Design, Development, and Academic Research (CDDAR) at Pearson.

Communication 129

Communication Education Study Evaluation 129

Faculty Focus

JULY 7, 2024

This requires thoroughly self-examining personally held biases and evaluating our social connectedness (Dewsbury & Brame, 2019). Empathy – The educator will want to research students’ needs through a student-centered approach. Prototype –The educator will develop a plan for the content and the environment in which it will be taught.

Learning 92

Learning Universal Design Fairness Course Design 92

Faculty Focus

JANUARY 9, 2025

When our students overcome obstacles in their learning due to our support and encouragement, or experience transformations from our well-constructed course design and subsequent instruction, we succeed in cultivating spaces where their success is made possible. Student success is teacher success.

Students 122

Students Motivation Feedback Communication 122

Faculty Focus

APRIL 10, 2025

The second type of curriculum consists of the set of plans made for guiding learning, which includes the learning experiences and interactions that students have with the content, materials, resources and the process for evaluating mastery of the objectives (Glatthorn, Boschee, Whitehead & Boschee, 2019).

Course Design 61

Course Design Students Active Learning Activities 61

eSchool News

JULY 26, 2016

The program used Brightspace to deliver blended learning courses designed with experiential learning elements that allowed them to be offered with significant cost savings. The University of Akron launched the GenEd Core Pilot Program in Fall 2015 to help increase access to higher education.

Online Learning 139

Online Learning Quizzes eLearning Learning 139

Faculty Focus

MAY 15, 2025

These courses enroll a diverse cross-section of the student body, creating the perfect environment to listen broadly and learn deeply. These were not standard end-of-semester evaluations. Together, we weren’t just evaluating survey results. Tessa Wolf strengthened our commitment to inclusive course design.

Disabilities 64

Disabilities Course Design Lecturing Students 64

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. For example, consider a faculty member who pursues assessment for the strict purpose of “satisfying the Dean.”

Feedback 111

Feedback Course Design Assignments Evaluation 111

Faculty Focus

APRIL 23, 2023

Teaching principles Effective teaching involves acquiring relevant knowledge about students and using that knowledge to inform our course design. Professional development and adult learning should be evaluated in higher education. Evaluation of professional learning is necessary to ensure coherence and impact.

Evaluation 111

Evaluation Participation Knowledge Learning Styles 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. How long should they last? References Bouchrika, I.

Lecturing 98

Lecturing Active Learning Activities STEM 98

Faculty Focus

JULY 4, 2023

In 2005, Marks, Sibley, and Arbaugh published a study to evaluate the impacts of all three forms of course interaction through a student survey. Chang and Smith (2008) studied student engagement in a computer science course, again through a student survey. The article has been cited 268 times.

Exams 98

Exams Students Instructors Evaluation 98

Faculty Focus

OCTOBER 13, 2024

Being consistent in our use of the LMS features, whether that is within the program or department, school or college, can help reduce stress for students and faculty alike and allow students to focus their energy on learning instead of navigating their courses. This appreciation is often mentioned in end-of-term evaluations.

Syllabus 105

Syllabus Instructors Assignments Faculty Development 105