Search
There are 6 results.
Tag
Tag
All (71)
Active Learning (2)
Activities (1)
Alt Text (2)
Analytics (1)
Animations (1)
Assessments (3)
Asynchrony (3)
Backwards Design (1)
Belonging (3)
Canvas (3)
Collaboration (2)
Color Contrast (2)
Communication (6)
Community (3)
Content Creation (10)
Copyright (2)
Course Maintenance (5)
Course Materials (7)
Course Preparation (4)
Discussions (1)
Diversity (4)
Equity (2)
Faculty Presence (2)
Faculty Support (1)
Feedback (1)
Game-Based Learning (2)
Gamification (1)
Hyperlinks (1)
Images (3)
Inclusion (6)
Infographics (2)
Learning Objectives (2)
Multimodality (3)
Page Design (2)
Podcasts (1)
PowerPoint (2)
Presentations (1)
Qualitative courses (1)
Quantitative courses (1)
Representation (1)
Revising (2)
Rubrics (2)
Screen Readers (1)
Social Media (1)
Summative Assessments (1)
Synchrony (4)
Third-Party Tools (1)
Universal Design for Learning (UDL) (2)
Video (12)
Visual Accessibility (2)
Visual Design (2)
Representation in Course Images
How many times have you looked at an image and thought, “Have I seen this before?” Chances are, if you are browsing a stock photo site, it’s often. That feeling of déjà vu occurs because images reflect an amalgam of artistic, cultural, and ideological influences (Hall, 2015).
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.
Improving PowerPoints
Sharing information via PowerPoint presentations is a long-established strategy in higher education. Designing PowerPoint presentations for online courses can pose unique challenges; however, best practices can help overcome these hurdles. With time and attention, faculty and instructional designers can create engaging and purposeful presentations with lasting value.
Implementing Social Media
Many students use social media platforms in their daily lives, and “emerging evidence indicates that students express positive attitudes toward using social media for learning in general” (Baisley-Nodine, Ritzhaupt & Antonenko, 2018). However, there are also many concerns connected with using social media in an educational setting. These include issues related to a lack of familiarity with the platform, the potential for distraction, and privacy concerns. Therefore, it is important to carefully plan the use of social media in a course to address any potential issues or concerns.
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.