Edsurge

MAY 16, 2024

She’s also director of the Center for Teaching Excellence there, which provides faculty with support for instruction, edtech, course design, classroom management and grading. I was thinking a lot about this kind of work and related to the question of how does physical absence affect other students in the classroom?

Students 203

Students Instructors Lecturing Participation 203

Edsurge

NOVEMBER 21, 2018

A) Choose questions that most students will be able to answer correctly. B) Vary the types of poll questions beyond multiple choice. D) Stress that students answer questions independent of their peers. Here are a few tips: Scaffold your questions as class progresses. Select all that apply. Play with the polls.

Instructors 140

Instructors Multiple Choice Questions Course Design Discussions 140

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.

Instructors 116

Instructors Course Design Students Authentic Assessment 116

Edsurge

DECEMBER 27, 2021

The report urges schools away from all-in-one service bundles that outsource design, construction, and sometimes even teaching of online courses, and especially from contractors who promise hugely increased revenue. If we start with these questions, a very different and far more diversified approach to online learning may emerge.

Online Learning 194

Online Learning Faculty Development Learning Instructors 194

Edsurge

DECEMBER 11, 2017

Those are just some of the questions we’ve asked at #DLNchat , and the answers from your peers abound ! Users participate in a conversation by following—and importantly, tweeting with—a particular hashtag. The host, @HigherEdSurge , will post questions using Q1, Q2, Q3, etc. to indicate the questions. Pacific / 4:00 p.m.

Mobile Devices 116

Mobile Devices Learning Participation Course Design 116

Edsurge

AUGUST 9, 2022

That may mean hiring more staff who have expertise in digital course design and instruction—and reevaluating whether to pay for help from outside companies or bring services in-house. It may also mean doing more to truly prepare students for online learning.

Hybrid Learning 194

Hybrid Learning Hybrid Courses Learning Exams 194

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

Edsurge

APRIL 30, 2020

They dug into the principles of universal design for learning, how instructions can use rubrics to empower students to demonstrate knowledge in many different ways, and how to break up class sessions to make it easier for everyone to participate fully. Audience question]: So I had a question about students with ADHD.

Accessibility 218

Accessibility Disabilities Universal Design Syllabus 218

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.

Instructors 98

Instructors Course Design Students Authentic Assessment 98

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 131

Multiple Choice Questions Instructors Textbooks Feedback 131

Edsurge

FEBRUARY 12, 2019

Olivia explained how a course designed like Obstacles might prepare students to work at Meow Wolf, where her job continually requires her to let go of ego to be creatively ready for radical change. How might educators, with their domain expertise, become the designers of these changes? Insight 2: Educator-designers need agency.

Education 167

Education Schools Art History 167

Faculty Focus

JUNE 2, 2024

This poses the question: How can we best serve our online students? Those who participate in fully online courses, particularly asynchronous ones, may feel isolated from their instructor, their peers, and the university as a whole. Mental i llness.

Syllabus 131

Syllabus Course Design Learning Students 131

Edsurge

OCTOBER 10, 2017

During that summer meeting, the teachers answered three specific questions. But teachers can select from different activities—such as taking online mini-courses, participating in online discussions and course-development exercises. What about the ILPs worked well for you? What did not work for you?

Teachers 160

Teachers Lecturing Blended Learning Students 160

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. Buil et al., 2023; Park et al.,

Lecturing 98

Lecturing Active Learning Activities STEM 98

Faculty Focus

APRIL 23, 2023

In addition, professional development promotes a growth mindset, and faculty become active participants in their own learning. 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. A sk thought-provoking questions.

Evaluation 111

Evaluation Participation Knowledge Learning Styles 111

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. In the replies, there are always a few defenders of the pedagogical tools, but most participants affirm their widespread dissatisfaction.

Exams 116

Exams Students Instructors Evaluation 116

Faculty Focus

JANUARY 18, 2024

Similarly, if you can, stick around for a few minutes after class so that students can ask you questions they might not have felt comfortable asking in front of others. You could also integrate videos or podcasts into your course materials, in addition to assigning readings. Encourage student participation.

Teaching 119

Teaching Syllabus Feedback Instructors 119

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

NOVEMBER 1, 2022

By informal, I mean posting a short video inviting them to participate in a discussion forum, journal entry, or an anonymous online poll. I recommend looking at your current teaching content with a question, “What’s the most important information I want students to learn here?”

Student Engagement 131

Student Engagement Lecturing Students Feedback 131

Faculty Focus

JANUARY 18, 2024

Similarly, if you can, stick around for a few minutes after class so that students can ask you questions they might not have felt comfortable asking in front of others. You could also integrate videos or podcasts into your course materials, in addition to assigning readings. Encourage student participation.

Teaching 110

Teaching Syllabus Feedback Instructors 110

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

JUNE 2, 2024

This poses the question: How can we best serve our online students? Those who participate in fully online courses, particularly asynchronous ones, may feel isolated from their instructor, their peers, and the university as a whole. Mental i llness.

Syllabus 106

Syllabus Course Design Learning Students 106

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 111

Feedback Beliefs Lecturing Participation 111

Edsurge

MAY 7, 2018

And the unconference format enables participants to engage with major themes—and each other—in ways that deeply resonate with them. Each of these topics shared more questions than answers. Learners come from all backgrounds with different needs so accessibility and equity must be at the core of designing learning experiences.

Participation 125

Participation Course Design Instructors Discussions 125

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

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. Tessa Wolf strengthened our commitment to inclusive course design.

Disabilities 64

Disabilities Course Design Lecturing Students 64

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. In the replies, there are always a few defenders of the pedagogical tools, but most participants affirm their widespread dissatisfaction.

Exams 97

Exams Students Instructors Evaluation 97

Faculty Focus

JANUARY 14, 2024

Moreover, academic programs may require student participation in interprofessional education (IPE) activities. Additionally, participating in specific professional development activities such as panels, workshops, and readings can equip educators with insights on how to enhance their support for students.

Interdisciplinary 124

Interdisciplinary Assignments Participation Exams 124

Faculty Focus

APRIL 23, 2023

In addition, professional development promotes a growth mindset, and faculty become active participants in their own learning. 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. A sk thought-provoking questions.

Evaluation 89

Evaluation Participation Knowledge Learning Styles 89

Faculty Focus

NOVEMBER 29, 2022

Priming your students will provide solutions to these questions. Priming prepares students for upcoming information or a learning activity before they receive the information or participate in the activity in a course. The content of the questions is aligned to the learning outcomes and is linked to the subsequent assignments.

Knowledge 126

Knowledge Quizzes Learning Students 126

Edsurge

AUGUST 16, 2018

Plus, it sounded a lot like a MOOC (short for “massive open online courses”)—free courses designed for thousands of students that were all the rage a few years ago, but which today are seen as having fallen far short of the hype. Whether we’re right or not is one question, but a very important one is, ‘What’s going to work?’

Textbooks 162

Textbooks Teaching Assistants Instructors Exams 162

Faculty Focus

MARCH 20, 2025

Students were able to ask questions and get immediate answers or feedback, which was particularly satisfying and gave them confidence to move forward. Fourth and finally, students and instructors shared that participating in live sessions resulted in having an attitude of greater interest and there was markedly more enthusiasm generated.

Student Engagement 90

Student Engagement Instructors Students Feedback 90

Faculty Focus

AUGUST 17, 2023

The mini-curriculum that was designed for the collective learning experience consisted of goals and objectives, essential questions, research, prioritized content, core vocabulary, skills, experiences/activities, and assessments. Their first task was to answer two essential questions: How do you set up a chess board for play?

Curriculum 98

Curriculum Physical Education Assignments Learning 98

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. It’s also essential to have a student in the class, or a teaching assistant, monitor feedback during class via the chat so they can bring comments or questions to you.

Feedback 105

Feedback Minute Papers Mobile Devices Discussions 105

Faculty Focus

DECEMBER 10, 2023

This contact informs the students we are noting online presence and monitoring participation in the course. We also made note of commonly missed quiz questions and posted further explanations and examples after quiz due dates.

Quizzes 126

Quizzes Teaching Learning Feedback 126

Edsurge

SEPTEMBER 11, 2018

The quality of online courses still varies drastically, and research shows there are major racial disparities in digital-learning outcomes. Then we tried to answer the question, why this is happening? Xu: This is a great question. All of this is anchored in course design and online teaching, not one or the other.

Instructors 130

Instructors Distance Learning Students Online Learning 130

Faculty Focus

AUGUST 17, 2023

The mini-curriculum that was designed for the collective learning experience consisted of goals and objectives, essential questions, research, prioritized content, core vocabulary, skills, experiences/activities, and assessments. Their first task was to answer two essential questions: How do you set up a chess board for play?

Curriculum 94

Curriculum Physical Education Assignments Learning 94