Search

There are 4 results.
Category
Category
All (12) Build (4) Plan (4) Teach (4)
Topic
Topic
All (7) Assessment, Grading, and Feedback (1) Content and Multimedia (1) Experiential Learning (1) Learning Design Consultation (2) Student Engagement (3) Student Support (2) Tech and Tools (1)
Tag
Tag
All (37) Analytics (4) Assessments (2) Asynchrony (3) Belonging (2) Canvas (3) Case Studies (1) Collaboration (3) Communication (6) Community (5) Course Preparation (3) Discussions (4) Diversity (1) Faculty Presence (1) Feedback (2) Grading (3) Inclusion (3) Learning Objectives (1) Multimodality (4) Peer Review (1) Qualitative courses (1) Quantitative courses (1) Rubrics (1) Social Media (1) Synchrony (4) Third-Party Tools (1) Workload (1)
Teach

Engaging Students in Quantitative Courses

September 28, 2021
2021-09-28_05-22-45.png
Teach

Increase Engagement Now

September 24, 2021
Graphical group of people around a large laptop with various academic icons and symbols.
Whether you’re halfway through the term or just getting started, this post presents actionable, simple strategies you can implement immediately to increase engagement in your course.
Teach

Zoom Into Online Learning

September 24, 2021
Online learning in action
Faculty often express concern over how to maintain personal relationships with their students in an online course space; incorporating optional synchronous elements to an online course can help “put a face” to a name. Zoom, the video conferencing tool that allows you to create synchronous experiences for their students, has become ubiquitous in educational and businesses in the past two years.
Teach

Project Based Learning

September 27, 2021
Hybrid team at work on a project
Project Based Learning is learning that is organized around a project (Bell, 2010). It is a student-centered approach to learning, where students choose their topic of study and design an integrative project around the topic (Bell, 2010; Astawa, Artini, Nitiasih, 2017). This form of study promotes self-efficacy in the learning environment. Such self-efficacy enables students to perform more difficult tasks and develop confidence in their abilities (Shin, 2018). These abilities generally help students to transfer their skills to the real world.