Search
There are 5 results.
Tag
Tag
All (27)
Alt Text (2)
Assessments (1)
Asynchrony (3)
Backwards Design (1)
Collaboration (1)
Color Contrast (2)
Communication (1)
Community (1)
Content Creation (3)
Content Delivery (1)
Copyright (1)
Course Maintenance (1)
Course Materials (4)
Course Preparation (2)
Diversity (1)
Equity (2)
Feedback (1)
Hyperlinks (1)
Images (1)
Inclusion (1)
Learning Objectives (2)
Multimodality (3)
PowerPoint (1)
Representation (1)
Rubrics (1)
Screen Readers (1)
Spreadsheets (1)
Summative Assessments (1)
Synchrony (3)
UDL (1)
Universal Design for Learning (UDL) (1)
Video (1)
Visual Accessibility (2)
Format
Easy and Essential Online Course Elements
Transferring your course online opens a world of possibilities. In fact, you might be tempted to spend hours trying to locate and learn new educational technologies, or to rebuild your entire course in the learning management system (LMS). But while effective use of technology can certainly enhance learning experiences, it can also introduce obstacles for both faculty and students.
Backward Design
Backward design is, as the name suggests, a process for designing curricula, courses, and lectures by working backwards from big-picture learning goals. The concept, introduced by Grant Wiggins and Jay McTighe (2005), suggests that instructors create assessments, activities, and course content that are explicitly aligned with the broader learning goals of the unit. This is different from the traditional content-driven approach to learning design, which focuses on course content first and only secondarily tries to align that content with learning goals.
No Sweat Alt Text
What is “alt text”? Alt text is descriptive text linked to an image, graph, or other visual content that allows users to understand the visual without viewing it. Any image online should contain alt text, but guidelines differ depending on whether the image is simply decorative or related to other content on the page.
Emergency Course Build Checklist: A Response to COVID-19
Your class was never intended to be online. It was delivered face-to- face to a live audience. Perhaps it followed that same structure for years. Now, with little warning, it’s an online class. Where do you start? What do you prioritize? And what is essential to create a meaningfully engaging learning experience online? Rapidly transitioning a course to online doesn’t require recreating every element of the face-to-face version.