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 127

Multiple Choice Questions Instructors Textbooks Feedback 127

Edsurge

NOVEMBER 21, 2018

Faculty risk excluding certain students and impeding their ability to succeed when they aren’t intentional about design and facilitation. It is important that CRS questions mirror questions that might appear on an exam. What do we mean by an inclusive classroom? But using these tools successfully requires careful consideration.

Instructors 144

Instructors Multiple Choice Questions Course Design Discussions 144

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 both Brookhart and Vygotsky, action is often driven by feedback. Broadbent, J., Bearman, M., & Boud, D.

Feedback 126

Feedback Course Design Assignments Evaluation 126

Faculty Focus

JANUARY 21, 2024

Based on student feedback, make necessary adjustments and/or remind students of the shared agreements (Lovett, et al., Focus on challenge and relevance: We all hope our courses will engage students, challenge their assumptions, require effort, and facilitate the development of deep understandings and skills.

Syllabus 132

Syllabus Exams Students Motivation 132

Faculty Focus

SEPTEMBER 19, 2023

In higher education, there has been an over-reliance on administering summative assessments and simply assigning student grades, often with minimal to no feedback provided prior to the conclusion of the course. Providing student feedback on an assessment, or any assignment, provides extensive value.

Fairness 111

Fairness Instructors Feedback Evaluation 111

Edsurge

APRIL 26, 2018

Do exams still serve a purpose? Where there’s an alternative there must be a standard, so we started our chat creating a list of what those standard assignment are: exams, quizzes, essays, reports, lab manuals and the like. But why, then, do so many courses still rely on exams? In other words, exams do serve a purpose.

Assignments 96

Assignments Exams Instructors Learning 96

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 both Brookhart and Vygotsky, action is often driven by feedback. Broadbent, J., Bearman, M., & Boud, D.

Feedback 111

Feedback Course Design Assignments Evaluation 111

Faculty Focus

MARCH 19, 2023

A SWOT analysis The five stages of the Stanford Design Thinking Process were used to structure the course. Design thinking activities and assessments were designed at each stage of the course. Students also tracked threats and opportunities which are external factors that can help or hinder career development.

Course Design 116

Course Design Testing Feedback Assignments 116

Faculty Focus

JANUARY 21, 2024

Based on student feedback, make necessary adjustments and/or remind students of the shared agreements (Lovett, et al., Focus on challenge and relevance: We all hope our courses will engage students, challenge their assumptions, require effort, and facilitate the development of deep understandings and skills.

Syllabus 103

Syllabus Exams Students Motivation 103

Faculty Focus

AUGUST 8, 2024

Think about changes directed at some aspect of the course: assignments, exams, in-class activities, the feedback you provide to students. It makes sense to target whatever’s making the course tough to teach. But if you’re not terribly motivated, it wise to go with any targeted change that sparks your interest.

Motivation 113

Motivation Exams Lecturing Questions 113

Faculty Focus

AUGUST 8, 2024

Think about changes directed at some aspect of the course: assignments, exams, in-class activities, the feedback you provide to students. It makes sense to target whatever’s making the course tough to teach. But if you’re not terribly motivated, it wise to go with any targeted change that sparks your interest.

Motivation 111

Motivation Exams Lecturing Questions 111

Faculty Focus

MARCH 19, 2023

A SWOT analysis The five stages of the Stanford Design Thinking Process were used to structure the course. Design thinking activities and assessments were designed at each stage of the course. Students also tracked threats and opportunities which are external factors that can help or hinder career development.

Course Design 98

Course Design Testing Feedback Assignments 98

Faculty Focus

MARCH 16, 2025

Would you emphasize a supportive learning environment, cognitive and affective learning, pedagogical design, essential content, creating assessments, providing feedback, integrating technology, or something different? If you had to focus on one, two, or three essential factors, what would they be?

Counselling 92

Counselling Learning Lecturing Knowledge 92

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 64

Course Design Students Active Learning Activities 64

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

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. How will you provide feedback?

Learning 122

Learning Problem-Based Learning Students Lecturing 122

Faculty Focus

DECEMBER 8, 2024

Offer periodic feedback for improvement along the way. Students could form small groups to review material, create a study guide, and/or work on solving a set of problems to help prepare for the exam. Emphasize the importance of each component or stage. To keep students on track, provide a calendar or checklist.

Assignments 108

Assignments Instructors Critical Thinking Activities 108

Faculty Focus

MARCH 16, 2025

Would you emphasize a supportive learning environment, cognitive and affective learning, pedagogical design, essential content, creating assessments, providing feedback, integrating technology, or something different? If you had to focus on one, two, or three essential factors, what would they be?

Counselling 71

Counselling Learning Lecturing Knowledge 71

Faculty Focus

DECEMBER 8, 2024

Offer periodic feedback for improvement along the way. Students could form small groups to review material, create a study guide, and/or work on solving a set of problems to help prepare for the exam. Emphasize the importance of each component or stage. To keep students on track, provide a calendar or checklist.

Assignments 91

Assignments Instructors Critical Thinking Activities 91

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. How will you provide feedback?

Learning 98

Learning Problem-Based Learning Students Lecturing 98

Edsurge

JUNE 9, 2020

In a paper Koedinger co-published in Science , he found that as instructors consider their course design and teaching options during a typical college course, they’re picking from trillions of possibilities. That kind of feedback would be perfect if you had a robot learner on the other end,” he says.

Education 218

Education Learning Textbooks Instructors 218

Edsurge

JANUARY 6, 2017

I became a Strava user in 2013, around the same time I became an online course designer. Quickly I found that even as I logged runs on Strava daily, I struggled to find the time to log into platforms like Coursera, Udemy or Udacity to finish courses produced by my fellow instructional designers.

Course Design 143

Course Design Online Learning Teaching Motivation 143