Search
There are 16 results.
Tag
Tag
All (54)
Active Learning (2)
Activities (1)
Alt Text (2)
Analytics (4)
Assessments (2)
Asynchrony (6)
Belonging (2)
Branching Scenarios (1)
Canvas (2)
Case Studies (1)
Collaboration (2)
Color Contrast (2)
Communication (6)
Community (5)
Content Creation (4)
Content Delivery (1)
Course Materials (4)
Course Preparation (3)
Discussions (4)
Diversity (2)
Equity (2)
Faculty Presence (1)
Formative Assessments (1)
Game-Based Learning (2)
Gamification (1)
Hyperlinks (1)
Images (1)
Inclusion (4)
Inclusive Language (1)
Multimodality (7)
PowerPoint (1)
Qualitative courses (1)
Quantitative courses (1)
Representation (1)
Rubrics (1)
Screen Readers (1)
Social Media (1)
Spreadsheets (1)
Summative Assessments (1)
Synchrony (7)
Third-Party Tools (1)
UDL (1)
Universal Design for Learning (UDL) (1)
Video (1)
Visual Accessibility (2)
Visual Design (1)
Format
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.
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.
Representation Matters: Guest Speakers to Support DEIB
Guest speakers can support diversity, equity, inclusion, and belonging (DEIB) initiatives while promoting students’ academic and professional growth across disciplines. When designing courses, identify ways to integrate speakers into the curriculum, tap established networks, and ensure that any readings and assignments align with these efforts.
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:
Communication, Community, and Student Engagement in the Online Classroom
The most difficult task in transitioning from on-ground to online teaching is determining the best way to emulate the community and engagement inherent in a face-to-face classroom.Consider this: Your online classroom can be even more engaging than an on-campus classroom. Simple tools, such as discussion forums and announcements, can elevate your classroom immensely.
Multimodal Models
Designing a successful multimodal course means, at each step of the process, considering what each format does well—structuring the course such that each piece of content, each activity, each interaction uses the most effective delivery method available. But what does that look like in practice? This piece describes three approaches to structuring a multimodal course. In each model, asynchronous and synchronous time complement one another and further module and course objectives. Where the models differ is in the relative importance of asynchronous activities in enabling students to complete synchronous activities and vice versa.