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. And some live video platforms, including Zoom, give participants the option to connect to the discussion by phone. Everyone sends in their reply by a set deadline.

Teaching 218

Teaching Instructors Distance Learning Lecturing 218

eSchool News

JULY 20, 2016

Stanford University’s Graduate School of Education has launched a short online course designed specifically to help educators create rich and meaningful opportunities for communication within the classroom. The course, Effective Conversation in the Classroom, launches in August with three online sessions. Read more.

Teaching 186

Teaching Exams Disabilities Learning 186

Faculty Focus

OCTOBER 6, 2024

The below list is of course, just as important to include for in person classes, but there are additional challenges for online instruction that requires a more concerted effort and time to encourage participation and intervene where necessary to promote student success. 2016, Fischer et al.

Instructors 116

Instructors Course Design Students Authentic Assessment 116

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

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 123

Multiple Choice Questions Instructors Textbooks Feedback 123

Edsurge

NOVEMBER 22, 2017

Based on that feedback, the professor, Julia Parra, says she changed the assignment to make it broader, and more inclusive. Instead of just superheroes, she invites students to think about their own cultural icons and cultural representations, and use that to design a character. She takes the approach of co-designing.

Culture 147

Culture Teaching Syllabus English 147

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. He shares back to the class any feedback reported by at least ten percent of those who completed the questionnaire. And the subtext of your syllabus.

Syllabus 152

Syllabus Teaching Beliefs Instructors 152

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

JANUARY 18, 2024

You could also integrate videos or podcasts into your course materials, in addition to assigning readings. Encourage student participation. We know that active participation in class can improve student learning but participation does not always mean speaking. Utilize the Wise feedback model.

Teaching 119

Teaching Syllabus Feedback Instructors 119

Faculty Focus

OCTOBER 6, 2024

The below list is of course, just as important to include for in person classes, but there are additional challenges for online instruction that requires a more concerted effort and time to encourage participation and intervene where necessary to promote student success. 2016, Fischer et al.

Instructors 98

Instructors Course Design Students Authentic Assessment 98

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.

Feedback 126

Feedback Course Design Assignments Evaluation 126

Faculty Focus

JANUARY 18, 2024

You could also integrate videos or podcasts into your course materials, in addition to assigning readings. Encourage student participation. We know that active participation in class can improve student learning but participation does not always mean speaking. Utilize the Wise feedback model.

Teaching 111

Teaching Syllabus Feedback Instructors 111

Ask a Tech Teacher

FEBRUARY 7, 2022

All classes follow an easy-to-use course design: establish goals–what students will learn by the end of the class. At completion, students receive a certificate (or grad school credit) and feedback from certified instructors. provide a clear module-based learning path culminating in a ready to use action plan.

Teaching 179

Teaching Education Learning Assignments 179

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

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 140

Instructors Multiple Choice Questions Course Design Discussions 140

Edsurge

OCTOBER 10, 2017

Based on this feedback, we decided to scale back some of the options. But teachers can select from different activities—such as taking online mini-courses, participating in online discussions and course-development exercises. Some teachers loved the endless possibilities, so I did not want to take that away from them).

Teachers 161

Teachers Lecturing Blended Learning Students 161

Faculty Focus

SEPTEMBER 14, 2023

Tip 1: Conduct an artifact analysis Grab some coffee , settle in, and then gather your meeting agenda, minutes, and feedback data from the class session you held. Were statements made solely by you, or was time spent with students debriefing, acknowledging, questioning for clarification, and providing feedback?

Feedback 116

Feedback Beliefs Lecturing Participation 116

Faculty Focus

JUNE 2, 2024

Online student struggles When you think of “student support,” you probably think about an academic-based intervention; perhaps on-campus or Zoom-based tutoring, a writing center that can provide feedback and services related to class writing assignments, or services for students with accommodations.

Syllabus 131

Syllabus Course Design Learning Students 131

Faculty Focus

SEPTEMBER 14, 2023

Tip 1: Conduct an artifact analysis Grab some coffee , settle in, and then gather your meeting agenda, minutes, and feedback data from the class session you held. Were statements made solely by you, or was time spent with students debriefing, acknowledging, questioning for clarification, and providing feedback?

Feedback 111

Feedback Beliefs Lecturing Participation 111

Faculty Focus

DECEMBER 10, 2023

Adding quiz due dates also provided students with grades and feedback earlier in the semester. Online learning can exceed those expectations by providing students with immediate quiz feedback. This contact informs the students we are noting online presence and monitoring participation in the course. Jossey-Bass.

Quizzes 126

Quizzes Teaching Learning Feedback 126

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.

Feedback 111

Feedback Course Design Assignments Evaluation 111

Faculty Focus

DECEMBER 5, 2024

Efforts to include all individuals, including those with disabilities in educational settings should prioritize specific measures to ensure their full participation in all activities. Access: Building Bridges to Opportunity Accessible Course Design Accessibility in online education goes beyond compliance with legal requirements.

Accessibility 105

Accessibility Disabilities Education Culture 105

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. All of these documents and exercises were then used to create the Career Development Plan SWOT Analysis.

Course Design 116

Course Design Testing Feedback Assignments 116

Faculty Focus

OCTOBER 15, 2023

Faculty were eager to learn out of necessity, and we were thrilled to witness double-digit participation in online trainings that would typically draw only a handful of attendees. We sought feedback from our undergraduate students regarding their preferences for faculty use of the LMS.

Syllabus 126

Syllabus Instructors Peer Review Lecturing 126

Faculty Focus

OCTOBER 4, 2022

These sessions are conducted with some students in-person and others using Zoom or other conferencing tools to view and participate at a distance. All of this also requires feedback from both of your audiences. But what you don’t see is the feedback the host gets from the director and staff of the show.

Feedback 105

Feedback Minute Papers Mobile Devices Discussions 105

Faculty Focus

MAY 30, 2023

Additionally, this approach balanced the need for high-levels of faculty-student interaction as well as personalized feedback within a growing class size, a previously challenging task. The target course was a completely asynchronous and was redesigned into three blocks, each containing five modules.

Student Engagement 98

Student Engagement Assignments Instructors Students 98

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

DECEMBER 5, 2024

Efforts to include all individuals, including those with disabilities in educational settings should prioritize specific measures to ensure their full participation in all activities. Access: Building Bridges to Opportunity Accessible Course Design Accessibility in online education goes beyond compliance with legal requirements.

Accessibility 98

Accessibility Disabilities Education Culture 98

Faculty Focus

APRIL 23, 2023

In addition, professional development promotes a growth mindset, and faculty become active participants in their own learning. Only then will participants find the value of being present because lack of engagement is just as fatal for teachers as it is for their students. N avigate using technology and present information visually.

Evaluation 111

Evaluation Participation Knowledge Learning Styles 111

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 106

Learning Evaluation Students Course Design 106

Faculty Focus

DECEMBER 10, 2023

Adding quiz due dates also provided students with grades and feedback earlier in the semester. Online learning can exceed those expectations by providing students with immediate quiz feedback. This contact informs the students we are noting online presence and monitoring participation in the course. Jossey-Bass.

Quizzes 111

Quizzes Teaching Learning Feedback 111

Faculty Focus

JUNE 2, 2024

Online student struggles When you think of “student support,” you probably think about an academic-based intervention; perhaps on-campus or Zoom-based tutoring, a writing center that can provide feedback and services related to class writing assignments, or services for students with accommodations.

Syllabus 108

Syllabus Course Design Learning Students 108

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. Over multiple semesters, more than 2,000 students voluntarily participated in IRB-approved surveys and follow-up interviews. Tessa Wolf strengthened our commitment to inclusive course design.

Disabilities 64

Disabilities Course Design Lecturing Students 64

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 99

Learning Evaluation Students Course Design 99

Faculty Focus

NOVEMBER 12, 2024

Of the 11 students who participated, 72% expressed positive feedback, finding the AI conversation to be a helpful tool for practicing Spanish. Incorporating Feedback Based on the feedback, there were clear ways to improve this activity in future iterations.

Language 124

Language Languages Writing Communication 124

Scholarly Teacher

NOVEMBER 20, 2024

The program fosters student agency in learning through solidarity, creates a sense of belonging and self-efficacy for students and instructors, integrates teaching approaches responsive to students’ learning needs, and builds a culture of openness to student feedback (Cavazos, 2024; Cavazos & Chapa, 2023; Cavazos et al.,

Teaching 98

Teaching Instructors English Languages 98

Faculty Focus

OCTOBER 15, 2023

Faculty were eager to learn out of necessity, and we were thrilled to witness double-digit participation in online trainings that would typically draw only a handful of attendees. We sought feedback from our undergraduate students regarding their preferences for faculty use of the LMS.

Syllabus 111

Syllabus Instructors Peer Review Lecturing 111