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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.
Six Strategies for Multimodal Content Delivery
If you’re developing a course with synchronous and asynchronous elements, you have a host of options for engaging students and delivering content. Research suggests that incorporating multiple modalities increases accessibility, engagement, and learning (Mick and Middlebrook, 2015; Margolis et al., 2017). With that said, it is important to be intentional about multimodal course design. Both synchronous and asynchronous methods of delivery are effective, but activities can be better suited to one or the other modality and synchronous time is often limited. Delivering selected content asynchronously can support students’ understanding of how information is organized and leave more time for interactivity in synchronous sessions.
LMS Analytics: Supporting Your Students With Data
With the help of tools like Canvas New Analytics, faculty can leverage learning management system (LMS) data to hone their instructional techniques and improve their online students' experience. In this piece, we provide an introduction to learning analytics in online higher education and detail some analytics best practices.
Navigating Canvas New Analytics
At the end of 2019, Canvas rolled out New Analytics, a new version of their former analytics tool, Course Analytics. By Canvas' own description, New Analytics retains the core functionality of Course Analytics while offering a simplified user experience. In this post we share our recommendations for leveraging New Analytics to support students.
Copyright
From time to time instructors may want to include in their courses copyrighted materials like images, print content, audio recordings, or videos. The University of Minnesota Libraries define copyright as “the area of law that deals with creation, ownership, sale, and use of creative and expressive works.”
Problem Based Learning
Problem Based Learning is a teaching method used to facilitate student knowledge acquisition. This teaching method is often confused with Project Based Learning, which centers on students applying knowledge. The focus of Problem Based Learning is students acquiring the knowledge. Since the two methods use the same acronym, they are easily confused, but have different objectives for students.
Peer Review Best Practices Guide
Peer review is an active learning technique in which students evaluate peer assignment submissions and provide each other feedback. There are several benefits to using peer review in a course, including increased attention to detail and quality and engagement in constructive critique (Chong, Goff & Dej, 2012). Peer review may also help students develop effective problem-solving strategies (Wagner & Rutherford, 2019). Peer reviews can impart cognitive benefits for both students who conduct reviews and students who receive peer feedback (Knight & Steinbach, 2011). When implemented effectively, the peer review process equips students with valuable feedback and promotes classroom community.
Best Practices for Screencast
Do you want to deliver presentations, share tutorials, or teach complex applications in your online course? If so, creating screencasts may be a great option for you. This piece defines what a screencast is, identifies important development considerations and common instructional use cases, and highlights best practices for creating screencasts for your online course.