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 213

Teachers Course Design Participation Discussions 213

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 149

Active Learning Activities Learning Instructors 149

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. . The age-old question is how much the states and the federal government will invest in the cause?

Technology 158

Technology Teachers Evaluation Course Design 158

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. Some examples include having students use the chat, the raising hand function, or submitting questions ahead of time to the professor.

Lecturing 126

Lecturing Feedback Evaluation Course Design 126

Edsurge

FEBRUARY 5, 2022

You can pose a question for a future column here. Reader Question: Dear Bonni, I know it is important to be able to address the needs of diverse learners. 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.

Syllabus 156

Syllabus Teaching Beliefs Instructors 156

Faculty Focus

OCTOBER 27, 2024

Louis’ Olin Business School encourages instructors to select a few questions to create an authentic course introduction video. Interact consistently with students throughout the term, actively posing questions and remaining receptive to their inquiries. questions). Interview-style question bank. link] Wehr, K.

Instructors 115

Instructors Students Minute Papers Course Design 115

Edsurge

MARCH 17, 2017

Question: What do we learn from a study that shows a technique or technology likely has affected an educational outcome? Even researchers’ recent efforts to estimate the size of an effect don’t answer key questions. Answer: Not nearly enough. Sure, a study may show that an intervention likely has an effect on learning, but so what?

Communication 133

Communication Education Study Evaluation 133

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?”

Feedback 126

Feedback Course Design Assignments Evaluation 126

Faculty Focus

OCTOBER 27, 2024

Louis’ Olin Business School encourages instructors to select a few questions to create an authentic course introduction video. Interact consistently with students throughout the term, actively posing questions and remaining receptive to their inquiries. questions). Interview-style question bank. link] Wehr, K.

Instructors 105

Instructors Students Minute Papers Course Design 105

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

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 110

Learning Universal Design Course Design Fairness 110

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 115

Exams Students Instructors Evaluation 115

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 109

Learning Universal Design Course Design Fairness 109

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. A Review of What Instructional Designers Do: Questions Answered and Questions Not Asked.

Schools 121

Schools Authentic Assessment Syllabus Evaluation 121

Faculty Focus

OCTOBER 13, 2024

This lack of consistency can create confusion and unnecessary cognitive load for students who are taking multiple classes in a term, each one with a very different-looking course shell. This appreciation is often mentioned in end-of-term evaluations. So how do we begin to address these concerns?

Syllabus 122

Syllabus Instructors Assignments Faculty Development 122

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. Some examples include having students use the chat, the raising hand function, or submitting questions ahead of time to the professor.

Lecturing 104

Lecturing Feedback Evaluation Course Design 104

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 108

Learning Universal Design Fairness Course Design 108

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 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 110

Students Motivation Feedback Communication 110

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?”

Feedback 111

Feedback Course Design Assignments Evaluation 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 124

Syllabus Lecturing Discussions Science 124

Faculty Focus

MAY 15, 2025

This project started with a deceptively simple question: What arent our students telling us? I wanted to change thatnot just by asking better questions, but by building an open-access platform that would amplify student voices and inform actionable change. These were not standard end-of-semester evaluations.

Disabilities 64

Disabilities Course Design Lecturing Students 64

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

Faculty Focus

OCTOBER 13, 2024

This lack of consistency can create confusion and unnecessary cognitive load for students who are taking multiple classes in a term, each one with a very different-looking course shell. This appreciation is often mentioned in end-of-term evaluations. So how do we begin to address these concerns?

Syllabus 105

Syllabus Instructors Assignments Faculty Development 105

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. A Review of What Instructional Designers Do: Questions Answered and Questions Not Asked.

Schools 104

Schools Authentic Assessment Syllabus Evaluation 104

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 97

Exams Students Instructors Evaluation 97

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 109

Syllabus Lecturing Discussions Science 109

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 91

Learning Universal Design Fairness Course Design 91

Faculty Focus

SEPTEMBER 14, 2023

Artifact Type Key Steps Questions for Analysis Next Steps Agenda from class session Read through your agenda and highlight key words, actions, and topics. Were statements made solely by you, or was time spent with students debriefing, acknowledging, questioning for clarification, and providing feedback? Did you ask about understanding?

Feedback 115

Feedback Beliefs Lecturing Participation 115

Faculty Focus

APRIL 6, 2023

Finally, I place a strong emphasis on assessment as a tool for both learning and evaluation. A well-written teaching philosophy statement should act as a guide during course design, development, instruction, and assessment as well as through programmatic development and revision. What is working? What is not working?

Teaching Philosophy 111

Teaching Philosophy Teaching Beliefs Universal Design 111

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 60

Course Design Students Active Learning Activities 60

Faculty Focus

SEPTEMBER 14, 2023

Artifact Type Key Steps Questions for Analysis Next Steps Agenda from class session Read through your agenda and highlight key words, actions, and topics. Were statements made solely by you, or was time spent with students debriefing, acknowledging, questioning for clarification, and providing feedback? Did you ask about understanding?

Feedback 110

Feedback Beliefs Lecturing Participation 110

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 58

Course Design Students Active Learning Activities 58

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 86

Evaluation Participation Knowledge Learning Styles 86

Faculty Focus

APRIL 6, 2023

Finally, I place a strong emphasis on assessment as a tool for both learning and evaluation. A well-written teaching philosophy statement should act as a guide during course design, development, instruction, and assessment as well as through programmatic development and revision. What is working? What is not working?

Teaching Philosophy 98

Teaching Philosophy Teaching Beliefs Universal Design 98

Faculty Focus

NOVEMBER 12, 2024

We tasked students with engaging in a written conversation with an AI, specifically designed to simulate natural dialogue. Our hope was that by eliminating the pressure of activities subject to formal evaluation, students would feel more comfortable experimenting with the language.

Languages 124

Languages Language Writing Communication 124

Faculty Focus

JANUARY 21, 2024

Flexible policies such as dropping the lowest quiz/assignment score and offering one free pass for a “no-questions-asked” due-date extension can reduce anxiety and logistical rigor. This type of intellectual rigor is desirable in course design. References Gopalan, M., & Brady, S.

Syllabus 132

Syllabus Exams Students Motivation 132