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 135

Multiple Choice Questions Instructors Textbooks Feedback 135

Faculty Focus

APRIL 6, 2023

I also believe in using Universal Design for Learning (UDL) as a framework for designing instruction that meets the diverse needs of all students. In summary, my philosophy of teaching is centered on student-centered approaches, universal design for learning, active learning, and the importance of assessment.

Teaching Philosophy 111

Teaching Philosophy Teaching Beliefs Universal Design 111

Scholarly Teacher

SEPTEMBER 4, 2024

Framework for Developing Your Approach to Generative AI AI can complete so many cognitive tasks that it can be overwhelming to comprehensively address generative AI in your courses. We have created a set of guiding questions to serve as a framework for developing your approach to generative AI. 2023; Gordon, 2023).

Ethics 102

Ethics Multidisciplinary Course Design Confidentiality 102

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

Faculty Focus

APRIL 6, 2023

I also believe in using Universal Design for Learning (UDL) as a framework for designing instruction that meets the diverse needs of all students. In summary, my philosophy of teaching is centered on student-centered approaches, universal design for learning, active learning, and the importance of assessment.

Teaching Philosophy 98

Teaching Philosophy Teaching Beliefs Universal Design 98

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

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. For your revision, in addition to describing the set, be sure to add how the design elements support your identified theme.

Teaching 119

Teaching Syllabus Feedback Instructors 119

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 67

Course Design Students Active Learning Activities 67

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. For your revision, in addition to describing the set, be sure to add how the design elements support your identified theme.

Teaching 111

Teaching Syllabus Feedback Instructors 111

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 62

Course Design Students Active Learning Activities 62

Faculty Focus

OCTOBER 9, 2022

2016); however, the model should be accompanied by a course design that applies the Universal Design for Learning (UDL) framework to augment accessibility. The Hyflex model becomes more effective when accompanied by a course design that uses the Universal Design for Learning (UDL) Framework.

Universal Design 116

Universal Design Course Design Learning Syllabus 116

Edsurge

MAY 7, 2020

What does that mean for faculty academic freedom, student participation in discussions and questions about intellectual property? Course Materials Journals: Hybrid Pedagogy ; Online Learning “ Best Practices for Teaching with Emerging Technologies ,” by Michelle Pacansky-Brock (book), describes practical tools to support student learning.

Syllabus 218

Syllabus Lecturing Education Course Design 218

Faculty Focus

FEBRUARY 28, 2023

Attach your class syllabus (if ready) Encourage students to reach out to you if they have any questions and identify the best method for them to do this—email, phone, Learning Management System, etc. This style can immediately engage students and it supports Universal Design for Learning, accessibility, and student equity.

Syllabus 111

Syllabus Teachers Discussions Questions 111

Faculty Focus

FEBRUARY 28, 2023

Attach your class syllabus (if ready) Encourage students to reach out to you if they have any questions and identify the best method for them to do this—email, phone, Learning Management System, etc. This style can immediately engage students and it supports Universal Design for Learning, accessibility, and student equity.

Syllabus 98

Syllabus Teachers Discussions Questions 98