When teaching an online accelerated course, how do you make essential course information stand out from all the rest of the course content? The first week in my course can be overwhelming. In addition to reading the introductory chapters of the course text and participating in interactive lectures, students are provided with a course tour that reviews the syllabus, explains how to participate in discussions, and submit assignments...
As the fall semester of classes approaches, the preparation of blended faculty training courses is underway. After almost two years as an instructional designer and adjunct faculty member for the Online and Professional Studies Division of California Baptist University, it’s been my experience that eight types of web tools are frequently used to develop learning content. Over the next few weeks, each new blog post will cover one type of tool needed for developing learning content and my favorite tool for that purpose. ...
An email from a student in my fully online course reads, “Waldo is in my group but I haven’t heard from him. I’ve emailed him several times; suggested that he contribute visuals to the group effort; and sent him a link to the collaborative group document to which he could add his work.
Good questions are essential to good responses from learners using a discussion forum. While more professionally experienced learners may generate responses that reflect critical analysis naturally, other learners will need to be prompted by a good question.
If you are like me, your response to this question is probably, “duh … yea … everybody knows that’s plagiarism”. I thought so, too, until four students in an eight week course were ousted by one of their peers for posting a verbatim, cut/paste-from-a-website response to an assignment into the course wiki without a citation.
“I never teach my pupils; I only attempt to provide the conditions in which they can learn.” ~ Albert Einstein I strongly believe that the process of educating an individual should include the development of the learners unique perspective, given the context of their lived experiences, informed through wrestling with conflicting and controversial points of view.
In the comments section of my course evaluation, an unhappy student had this to say about group work in the course I taught: “…I am a professional. I have a job where I work with others. I do not know what has changed recently to make our professors think that group work is the necessity that we are missing, but it is not appreciated in the online environment …”