Category: Musings from the OLS Team

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Faculty Presence and Student Expectations in Online Learning

Post by: Jennifer Campbell, Assistant Professor and Coordinator of Music Education and participant in the Learning Community on Online Teaching & Learning “But how do I get a good grade?” Every instructor has been asked this question by a student, and to boil it down to a single word answer, hopefully we can agree upon, “expectations.” Students are asked to… Read more →

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Threading Voices with VoiceThread

Post By: Daniel Nester, Associate Professor of English and participant in the Learning Community on Online Teaching & Learning Getting students to participate in class discussion remains an evergreen faculty concern. In the classroom, instructors might draw from any number of techniques, from working on the board or breaking up in groups to the classic open-ended Socratic question. Online learning presents… Read more →

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Kick-off conversation…and lots of opportunities!

A new learning community that has formed to explore the opportunities and issues surrounding the broad topic of Online Teaching and Learning met for the first time. I’ll call the group LC:OTL, and we’ll call the meetings gatherings. …I sense much less “pressure” compared to “a traditional committee”…I think that is a huge plus. This open group of practitioners will gather on a… Read more →

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EDUCAUSE Research Snapshot: Online Learning Attitudes

In the spring of 2017, faculty and undergraduate students at The College of Saint Rose were invited to participate in EDUCAUSE technology surveys, giving our institution the opportunity to benchmark its technology attitudes, experiences, and preferences with the global respondent pools and to directly compare between faculty and students. Although there is considerable overlap in student and faculty opinions about technology,… Read more →

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Using Kahoot! to Improve Reading Engagement

Textbooks can be dull and dragging, making it difficult for students to bring themselves to read. But they do include vital information for students that aid in their classroom success. At the college level, reading quizzes take up valuable face to face time and are dreaded by both student and instructor. But sometimes we need to confirm that students have… Read more →

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Accessibility: Not just a civil right

A recent article published by EDUCAUSE Review makes the case that framing ‘accessibility’ as a civil right is perhaps the most effective way to gain the attention of college faculty, staff, administrators, and students. That’s because a potential civil rights violation is assumed, by many, to be a serious matter that could put the organization’s finances and reputation at risk. While… Read more →

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Time On Task Sample

The following demonstrates one way to report your Time On Task for a course that includes an online component (distance education). This sheet was attached to an E-Learning Pre-Approval Form to help demonstrate “regular and substantive interaction” as well as quality and rigor in this course. If you have questions about reporting your Time On Task, ITS Online Learning Services… Read more →

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Google Docs

The Benefits of Using Google Docs Google Docs is a free online word processor available to anybody with a Gmail or Google Apps account. Since student email at Saint Rose is run through Google Apps more and more students are using Google Docs, Sheets, and Slides as opposed more expensive software like Microsoft Word, Excel, and PowerPoint. Students are also beginning to… Read more →

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Visualizing Your Students’ Learning, Online

How do we know that students “got it”? What lets us know that they understand the material, or that our assignments were focused on the learning objective in question? In the physical classroom, discussion, questions, and even non-verbal cues can let us know more about where the students are within a given set of material or objectives. But online, we… Read more →