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Using PowerPoint in a Video
The familiarity and ease of PowerPoint make it a natural choice for creating instructional videos. After all, your energy is better spent on planning and recording videos than on learning a new tool. However, creating quality slides still requires significant time and attention to detail.
Hyperlink Dos and Don'ts
When designing a course, you will want to ensure that all students can access the websites and documents that you link. Accessible hyperlinks are particularly important for students with screen readers, who will hear links read out loud. This piece contains best practices for writing and formatting accessible hyperlinks so that all learners can access the content that you have curated for your course.
Student-Generated Content
Student-generated content — materials and tasks created by learners for other learners — can strengthen engagement by providing students an opportunity to express creativity, practice critical thinking, and increase ownership of learning. Developing student-generated content requires learners to produce an instructional artifact, demonstrating new knowledge alongside existing understanding. Student-generated content can include a variety of formats:
Navigating Late Policies Online
Late submissions can raise thorny questions for online instructors. While studies show that students who submit assessments before the due date receive higher than average grades, as many as 70% of college students identify as procrastinators (You, 2015, p. 64). Despite instructor attempts to create a manageable workload and motivate students to submit assignments on time, it is inevitable that procrastination, combined with the competing obligations of online students, will result in occasional late submissions. When preparing for an upcoming term, then, it is a good idea to share a late policy that clearly communicates your expectations for student submissions (Santelli et al., 2020, p. 38).
Clear and Quick: The Why and How of Rubrics
Rubrics provide students with insight into their performance and mastery of learning outcomes, providing clarity on how grades are assigned and teaching students how to tailor their work. For instructors, rubrics take the guesswork out of deciding how to grade, saving valuable time.
Five Ways to Succeed as an Online Instructor
Whether experienced or new to online teaching, following these tips on online instruction can make the process more intuitive. The online environment may seem vastly different from the classroom, but these tips will make it feel natural, allowing you to improve student experience, increase teaching efficacy, cultivate engagement, and ensure successful course management.
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.
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.
Creating Learning Objectives
Learning objectives help inform students about what they will learn and how they will be assessed. Objectives are meant to align with course expectations. Therefore, any assigned exercises should be guided by the course’s specific learning objectives. Everything in the course should work together to ensure students master the course objectives.
Discussion Best Practices Guide
Discussions are an impactful way to build engagement and discourse in asynchronous online courses. When properly designed, discussions can encompass the three pillars of engagement: student-content, student-student, and student-instructor. Asynchronous discussions allow students time to reflect prior to participating, which can lead to deeper insights and richer discourse. Moreover, when participating in discussions, students have the opportunity to collaborate with others, participate in an online learning community, and gain insights from others’ unique experiences and perspectives (Ransdell, Borror & Su, 2018). Facilitating multiple types of engagement in an online course can improve student motivation, satisfaction, and achievement (Dailey-Hebert, 2018).