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Game-Based Learning Experiences
Game-based learning (GBL) is a learning experience, or set of learning experiences, delivered through gameplay or game-like activities with defined learning outcomes. GBL is often confused with gamification, which is the application of game elements to a non-gaming experience. GBL engages students cognitively, emotionally, behaviorally, and socioculturally (Plass et al., 2015). Many factors should be considered when designing GBL, including narrative, player positioning, and interactive design (Dickey, 2005).
Branching Scenario Best Practices Guide
Designed to simulate real-world experiences, branching scenarios are powerful tools for increasing student engagement. Like a choose-your-own-adventure book, a branching scenario invites users to explore a virtual world, using knowledge and skills from their coursework and information shared within the scenario to make decisions. The decisions they make lead them down different pathways (some of which may include embedded documents and videos) towards different endings. Depending on the complexity of the branching scenarios and the choices students make, they can experience a variety of different possible outcomes within a single scenario.
Written Assignment Best Practices Guide
Formal writing requires sustained focus on content and close attention to detail. For these reasons, written assignments can be an effective assessment tool in graduate courses when they are thoughtfully and purposefully designed. This guide provides recommendations for faculty who are looking to harness the pedagogical benefits of written assignments.
Accessible PDFs
Developing and delivering accessible instructional content—meaning content that students with and without disabilities can readily engage with and use—is essential to the success of an online course. While many accessibility standards and guidelines are broadly applicable, there are also specific considerations unique to different content formats and delivery modes. In this piece, we present recommendations for enhancing the accessibility of PDFs for students.
Leveraging Podcasts in Online Higher Education
Podcasts are digital audio that you can download or stream onto a computer or mobile device. They are convenient, portable, reusable, and do not require particularly high-tech devices or connections. They are also popular. According to a 2022 Infinite Dial survey, "Seventy-three percent of the U.S. 12+ population (an estimated 209 million people) have listened to online audio in the last month, up from 68% in 2021" (Edison Research, 2022). While podcast use declined slightly in 2022, returning to pre-pandemic levels, the medium is still burgeoning, with plenty of room for further growth.
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.
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.
Formative Assessments
Formative assessments encompass a broad range of low-stakes activities aimed at improving student learning outcomes. In contrast to summative assessments, which are intended to measure products of student learning, formative assessments are oriented towards the learning process itself (Black & Wiliam, 1998). They can provide students with opportunities to evaluate their developing understanding of key concepts, practice new skills, and prepare for summative assessments (McLaughlin & Yan, 2017; Orange, Agak, Okelo, & Kiprotich, 2018). They can also provide instructors with valuable data on student progress (Bell & Cowie, 2001; McLaughlin & Yan, 2017). The results of formative assessments can indicate where individual students are struggling or excelling, allowing instructors to provide targeted feedback and tailor their instructional delivery accordingly.