Ease of use refers to the effort participants must expand to navigate your course, see and hear the materials, and complete the work you assign. Students are more likely to learn the curriculum if the classroom is easy to use. A related idea, which further supports the importance of easy to use classrooms, is cognitive Read More
Category: Online Teaching
Your Feedback Practices Matter
Storytime… About 20 years ago, I was looking to refocus my career. I had an interest in library science, so I found an online program and singed up for two courses with the intent of matriculating in the master’s program before the deadline during which I was to study. The two courses were interesting. I Read More
Thinking About High-Quality Virtual Classrooms #1
What exactly is a high-quality online course is a question that has held the attention of researchers, practitioners, and entrepreneurs for decades. Many schools have adopted their own set of guidelines, perhaps even templates other methods of making sure instructors have in place what the school leaders believe to be effective practices. Some schools have Read More
Even When They “Know” the Best Approach, Effective Teachers Develop, Use, and Refine Many Strategies
Your experiences in the field will serve you well as you teach. Your examples and stories will help your students understand the context of the ideas they study, see connections, and they will make your class more engaging and effective. Your experiences will limit you, also. We all adapt to the culture in which we Read More
Thinking About Files in Online Classrooms
Instructors create information for their students. In some cases, the material is original, for example they may create presentations or documents, or the material may originate from publishers or open education resource providers and instructors revise them for their specific needs. Many instructors find the ability to share documents they make is one of the benefits of Read More
Effective Teachers Use Technology
Early in the history of computing, no one could predict the degree to which digital information and devices were going to affect communication. Early in the 21st century, it was common to quantify the speed at which humans communicate and the vastness of the information available, but those comparisons are no longer relevant. With the Read More
Using the LMS
Every instructor can expect their college will provide a course shell on the learning management system they support. The shell may be largely empty, or it may be completely filled with the materials for the course, or it may be partially filled. Student are likely to be enrolled in your course shell without the instructor’s Read More
“Why are we doing this?”
Educators are very familiar with the question that gives the title of the post. We hear students ask it… frequently. We speculate at their motivation: “Are they trying to distract me?” “Are they trying to get out of doing work?” “Are they challenging my authority?” are all reasonable interpretations of the question. Leaders are familiar Read More
Thoughts on “Education for Misinformation”
I’ve been kicking around the concept of “red herrings” for a few years, at least since I started to recognize them. I attribute this skill to the habits I developed while a doctoral student, but we all know how “reliable” such stories are about ourselves. For me, red herrings always appeared in our school structures, Read More
A Story About Plagiarism Detection
The conversations about online proctoring of… excuse me… online surveillance during… exams has caused me to take a deeper look at the technology tools we use to ensure academic honesty. By the way, The Manifesto for Online Learning (Bayne, 2020) has a wonderful and brief discussion of this issue. Specifically, I started thinking about plagiarism Read More