Search
There are 63 results.
Category
Tag
Tag
All (63)
Active Learning (2)
Activities (1)
Alt Text (2)
Analytics (1)
Assessments (2)
Asynchrony (3)
Authentic Activities (1)
Backwards Design (1)
Belonging (1)
Branching Scenarios (1)
Canvas (3)
Case Studies (2)
Collaboration (3)
Color Contrast (2)
Communication (5)
Community (3)
Content Creation (4)
Content Curation (1)
Content Delivery (1)
Copyright (2)
Course Maintenance (5)
Course Materials (5)
Course Preparation (3)
Discussions (1)
Diversity (1)
Equity (2)
Faculty Presence (1)
Feedback (1)
Game-Based Learning (2)
Gamification (1)
Images (1)
Inclusion (2)
Infographics (2)
Learning Objectives (3)
Multimodality (4)
Page Design (1)
PowerPoint (2)
Presentations (1)
Qualitative courses (1)
Quantitative courses (1)
Representation (1)
Revising (2)
Rubrics (2)
Screen Readers (1)
Social Media (1)
Spreadsheets (1)
Summative Assessments (1)
Synchrony (4)
Third-Party Tools (1)
Universal Design for Learning (UDL) (1)
Video (10)
Visual Accessibility (2)
Visual Design (2)
Format
Case Studies in a Multimodal Course
Case-based learning allows students to develop higher-order critical thinking, problem-solving, synthesis, analysis, and communication skills by engaging with a realistic scenario in service of practicing course skills and concepts. Case studies are valuable tools for any class that combines asynchronous and synchronous learning. Indeed, some research (e.g., Webb, Gill, & Poe, 2005) suggests that a multimodal delivery model may be ideal for case study-based work, with the combination of synchronous and asynchronous elements enabling students to participate more fully in cases. In the first half of this piece, we outline some key considerations for using case studies in a multimodal course. In the second half, we make targeted recommendations for effectively prepping, facilitating, and reflecting on your multimodal case studies.
Project Based Learning
Project Based Learning is learning that is organized around a project (Bell, 2010). It is a student-centered approach to learning, where students choose their topic of study and design an integrative project around the topic (Bell, 2010; Astawa, Artini, Nitiasih, 2017). This form of study promotes self-efficacy in the learning environment. Such self-efficacy enables students to perform more difficult tasks and develop confidence in their abilities (Shin, 2018). These abilities generally help students to transfer their skills to the real world.
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.
Authentic Activities
The majority of online learners seek formal education for a multitude of reasons but can be frustrated by the lack of transferrable skills. Online education can bridge this gap by utilizing authentic activities, allowing learners to gain skills that directly connect to their professional lives.
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.
Zoom Into Online Learning
Faculty often express concern over how to maintain personal relationships with their students in an online course space; incorporating optional synchronous elements to an online course can help “put a face” to a name. Zoom, the video conferencing tool that allows you to create synchronous experiences for their students, has become ubiquitous in educational and businesses in the past two years.
Designing and Managing Large Online Courses
Teaching in the online modality can be tricky on its own, so what about when you have a large class?
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.