Edsurge

APRIL 30, 2020

We heard from Albat and Stephanie Del Tufo, assistant professor in the School of Education at the University of Delaware, who studies individual differences in learning, language and literacy. Do they have internet connections? Jennifer, as an instructional designer, are there particular concerns that you look out for?

Accessibility 218

Accessibility Disabilities Universal Design Syllabus 218

Faculty Focus

JUNE 16, 2024

For instance, the Universal Design for Learning (UDL) (CAST, 2018) is a commonly used design framework that curriculum developers and educators use to optimize teaching and learning. The next thing to consider is the design and structure of the learning offering or activity. References Billings, Dianne M., and Judith A.

Learning 111

Learning Universal Design Course Design Fairness 111

Faculty Focus

JUNE 16, 2024

For instance, the Universal Design for Learning (UDL) (CAST, 2018) is a commonly used design framework that curriculum developers and educators use to optimize teaching and learning. The next thing to consider is the design and structure of the learning offering or activity. References Billings, Dianne M., and Judith A.

Learning 111

Learning Universal Design Course Design Fairness 111

Faculty Focus

JULY 7, 2024

Designing With Intention Thus far, we have discussed the Universal Design for Learning and the integration of the IPEC competencies to foster inclusion and encourage active collaboration. The next thing to consider is the design and structure of the learning offering or activity. References: 1. Billings, Dianne M.,

Learning 111

Learning Universal Design Fairness Course Design 111

Edsurge

JANUARY 13, 2017

These are smart because they can connect to the internet and generally do more, or do something better, than their traditional, often analog counterparts. 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”?

Multiple Choice Questions 135

Multiple Choice Questions Instructors Textbooks Feedback 135

Faculty Focus

JULY 7, 2024

Designing With Intention Thus far, we have discussed the Universal Design for Learning and the integration of the IPEC competencies to foster inclusion and encourage active collaboration. The next thing to consider is the design and structure of the learning offering or activity. References: 1. Billings, Dianne M.,

Learning 92

Learning Universal Design Fairness Course Design 92

Scholarly Teacher

SEPTEMBER 4, 2024

For those that are strongly impacted, how could you: Integrate AI to further students’ learning and achievement of course objectives? Access to generative AI tools may differ based on students’ technological skills, internet connectivity, and income, an extension of the digital divide and an ethical issue in and of itself.

Ethics 102

Ethics Multidisciplinary Course Design Confidentiality 102