Ask a Tech Teacher

AUGUST 12, 2019

It’s clear to me that the course design–how I lay out the mix of resources, homework, classwork, and more–affects how students absorb and share knowledge. One of our Ask a Tech Teacher contributors knows a lot about how course design impacts learning. All of this starts with a good course design.

Course Design 80

Course Design Students Exams Feedback 80

Edsurge

APRIL 8, 2020

Then the professor can either respond to each video with feedback or ask the students to post video responses to each other. One free online course on that topic is Learning How to Learn , and a key concept is developing habits to seek out new knowledge and skills on your own. Everyone sends in their reply by a set deadline.

Teaching 218

Teaching Instructors Distance Learning Lecturing 218

Edsurge

OCTOBER 6, 2016

So how do colleges and universities help faculty build the knowledge to teach in online environments? Ask for their input and feedback throughout the session. Use an online tool to capture feedback from all participants. Untethering Faculty Development. Provide an option to participate remotely using video conferencing.

Faculty Development 161

Faculty Development Participation Feedback Course Design 161

Ask a Tech Teacher

FEBRUARY 7, 2022

Model Teaching is an online educator training program with a goal not only to provide teaching knowledge but to improve overall student performance. Classes are designed to help new and experienced K-12 teachers master concepts and immediately apply them to their lessons. What is Model Teaching? assess success at completion.

Teaching 179

Teaching Education Learning Assignments 179

Faculty Focus

NOVEMBER 1, 2022

Unlike the end-of-semester feedback, when gathering formative feedback on what’s helping or hindering student learning might be too late, mid-term analysis of our teaching and student learning may help motivate students and enhance their learning. Sound familiar? Adding small activities for engagement.

Student Engagement 131

Student Engagement Lecturing Students Feedback 131

Faculty Focus

NOVEMBER 29, 2022

These are: pre-exposure, activating prior knowledge, and retrieval practice. When we understand the different ways of priming and how they work, we can better identify opportunities for incorporating priming into our courses and programs. Activating prior knowledge. a concept map). Retrieval practice.

Knowledge 126

Knowledge Quizzes Students Learning 126

Edsurge

NOVEMBER 21, 2018

Faculty risk excluding certain students and impeding their ability to succeed when they aren’t intentional about design and facilitation. This second poll with the same question allows students to demonstrate what they learned from peers, and instructors can collect more feedback. What do we mean by an inclusive classroom?

Instructors 142

Instructors Multiple Choice Questions Course Design Discussions 142

Faculty Focus

JANUARY 21, 2025

Trusting students does not mean ignoring accountability; it means designing courses, policies, and practices that build their confidence and skills while treating them as equal partners in their education. Collaborative syllabus design: During the first class, engage students in setting community and classroom norms and goals.

Plagiarism 121

Plagiarism Syllabus Ethics Feedback 121

Edsurge

NOVEMBER 20, 2018

Photo Credit: Tina Nazerian Consider Pedagogy and Course Design Safeguarding a course from cheating can come down to the very design of the course itself. For example, a course that has two big tests worth 80 percent of a student’s grade can create anxiety because the stakes are so high.

Academic Integrity 148

Academic Integrity Exams Assignments Instructors 148

Faculty Focus

JANUARY 18, 2024

Provide meaningful feedback Another way to achieve both of the above goals, and support student learning, is to provide students with clear, supportive feedback on their work. This recommendation might sound daunting at first, so here are some tips to make providing feedback easier for you and more meaningful for students.

Teaching 119

Teaching Syllabus Feedback Instructors 119

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 were asked to consider their transferable skills in identifying their strengths and development needs.

Course Design 116

Course Design Testing Feedback Assignments 116

Faculty Focus

NOVEMBER 12, 2024

It not only reinforces vocabulary and grammatical structures but also helps students synthesize their knowledge in a way that supports the other core language skills: reading, speaking, and listening. Of the 11 students who participated, 72% expressed positive feedback, finding the AI conversation to be a helpful tool for practicing Spanish.

Language 124

Language Languages Writing Communication 124

Scholarly Teacher

NOVEMBER 20, 2024

Modeled after the program at Bryn Mawr College, the student-faculty partnership program at the University of Texas Rio Grande Valley (URTGV), one of the largest Hispanic-Serving Institutions in the nation, aims to create educational spaces in direct response to students’ experiences, knowledge, and insights.

Teaching 98

Teaching Instructors English Language 98

Faculty Focus

DECEMBER 5, 2024

Access: Building Bridges to Opportunity Accessible Course Design Accessibility in online education goes beyond compliance with legal requirements. It involves designing courses that accommodate diverse learning needs and preferences. These activities promote critical thinking and application of knowledge.

Accessibility 105

Accessibility Disabilities Education Culture 105

Edsurge

MARCH 29, 2017

This is because students bring their own prior knowledge and misconceptions to educational media. “If However, you can think of a pedagogically rich online course like a balanced meal that should strive to provide at least a serving of each. Then, I storyboard the instructional videos I’ll need to incorporate.

Instructors 146

Instructors Education Lecturing Knowledge 146

Faculty Focus

NOVEMBER 1, 2022

Unlike the end-of-semester feedback, when gathering formative feedback on what’s helping or hindering student learning might be too late, mid-term analysis of our teaching and student learning may help motivate students and enhance their learning. Sound familiar? Adding small activities for engagement.

Student Engagement 98

Student Engagement Lecturing Students Feedback 98

Faculty Focus

JANUARY 18, 2024

Provide meaningful feedback Another way to achieve both of the above goals, and support student learning, is to provide students with clear, supportive feedback on their work. This recommendation might sound daunting at first, so here are some tips to make providing feedback easier for you and more meaningful for students.

Teaching 111

Teaching Syllabus Feedback Instructors 111

Faculty Focus

JANUARY 12, 2025

Next, consider the content students need to master, the depth of their understanding, and the skills they need to apply that knowledge in practical situations. This approach allows you to assess not just what students know, but how they apply their knowledge in real-world situations within a supportive learning environment.

Learning 106

Learning Evaluation Students Course Design 106

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

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 21, 2025

Trusting students does not mean ignoring accountability; it means designing courses, policies, and practices that build their confidence and skills while treating them as equal partners in their education. Collaborative syllabus design: During the first class, engage students in setting community and classroom norms and goals.

Plagiarism 98

Plagiarism Syllabus Ethics Feedback 98

Faculty Focus

NOVEMBER 29, 2022

These are: pre-exposure, activating prior knowledge, and retrieval practice. When we understand the different ways of priming and how they work, we can better identify opportunities for incorporating priming into our courses and programs. Activating prior knowledge. a concept map). Retrieval practice.

Knowledge 98

Knowledge Quizzes Students Learning 98

Faculty Focus

DECEMBER 5, 2024

Access: Building Bridges to Opportunity Accessible Course Design Accessibility in online education goes beyond compliance with legal requirements. It involves designing courses that accommodate diverse learning needs and preferences. These activities promote critical thinking and application of knowledge.

Accessibility 98

Accessibility Disabilities Education Culture 98

Faculty Focus

FEBRUARY 26, 2023

Experiential learning is a process through which a learner constructs knowledge, skill, and value from direct experience. It is inductive, beginning with raw experience that is processed through an intentional learning format and transformed into working, usable knowledge. Why experiential learning i nside the classroom?

Learning 122

Learning Problem-Based Learning Students Lecturing 122

Faculty Focus

APRIL 23, 2023

It is also a basic part of teaching and learning and aims to make you more aware of your own professional knowledge. Communication is not complete until there is both understanding and feedback. The teaching and learning process can be defined as the transformation process of knowledge from the teacher to the students.

Evaluation 111

Evaluation Participation Knowledge Learning Styles 111

Faculty Focus

JANUARY 12, 2025

Next, consider the content students need to master, the depth of their understanding, and the skills they need to apply that knowledge in practical situations. This approach allows you to assess not just what students know, but how they apply their knowledge in real-world situations within a supportive learning environment.

Learning 99

Learning Evaluation Students Course Design 99

Gaggle Speaks

MAY 8, 2015

Discussion boards are a great way to assess whether students are grasping foundational knowledge. Provide a Feedback Loop. Student surveys aren’t normally implemented at the K-12 level, but when you are designing your learning space, feedback can be the key to making sure the design is effective and efficient.

Learning Spaces 83

Learning Spaces Hybrid Courses Learning Assignments 83

Edsurge

APRIL 26, 2018

I often think of standard assessments as ‘show me what you know’ and alternative assessments as ‘demonstrate what you can do with that knowledge.’” But why, then, do so many courses still rely on exams? As many #DLNchat -ters pointed out, they are efficient and thus attractive assessment tools for instructors of large courses.

Assignments 96

Assignments Exams Instructors Learning 96

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? An Anticipatory Set For me, a well-designed class begins with an anticipatory set and a review of prior learning.

Counselling 89

Counselling Learning Lecturing Knowledge 89

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 were asked to consider their transferable skills in identifying their strengths and development needs.

Course Design 97

Course Design Testing Feedback Assignments 97

Faculty Focus

MAY 30, 2023

This alternative student-centered assessment structure moves away from the conventional approach, opting instead for a more diversified and inclusive model of assessment that gives students the agency to choose how to best demonstrate their knowledge.

Student Engagement 98

Student Engagement Assignments Instructors Students 98

Edsurge

MARCH 7, 2017

The competencies are grouped into four quadrants: Content Knowledge, Creative Know-How, Habits of Success and Wayfinding Abilities. In some cases, the framework’s quadrants are central to course design, impacting curriculum, instruction and the student experience. Eighth graders who are taking a capstone course on U.S.

Schools 140

Schools Laboratory Language Languages 140

Faculty Focus

MAY 15, 2025

Each semester, the surveys were refined based on student feedback and changing classroom dynamics. Dr. Emily Tarconish, a teaching professor in the College of Education, contributed her deep knowledge of Universal Design for Learning and accessible course design. They are co-creators of it.

Disabilities 64

Disabilities Course Design Lecturing Students 64

Faculty Focus

NOVEMBER 12, 2024

It not only reinforces vocabulary and grammatical structures but also helps students synthesize their knowledge in a way that supports the other core language skills: reading, speaking, and listening. Of the 11 students who participated, 72% expressed positive feedback, finding the AI conversation to be a helpful tool for practicing Spanish.

Language 98

Language Languages Writing Communication 98

Faculty Focus

AUGUST 17, 2023

On day one, they completed a pretest to determine their prior Chess knowledge. During the next six weeks of the semester, students worked with a partner and developed their own Lifetime Health and Fitness course for college students. Peer feedback was also incorporated by having students share their ideas with their classmates.

Curriculum 98

Curriculum Physical Education Assignments Learning 98

Faculty Focus

APRIL 6, 2023

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. The more opportunities students have to apply their knowledge the more motivation will exist. Reflection : Utilize a reflective framework.

Teaching Philosophy 111

Teaching Philosophy Teaching Beliefs Universal Design 111

Faculty Focus

APRIL 15, 2025

In this light, designing and facilitating online discussions to increase student engagement, peer connection, and idea exchange, as well as creating a cohesive online learning community for knowledge creation, is far more important for the success of online education. References Bustillo-booth, M. Magna Publications Inc. , Dixson, M.

Student Engagement 106

Student Engagement Instructors Lecturing Students 106