Category: Instructional Design Considerations

Best practices in course design and tactical use of technology in teaching and learning.

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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 →

The Opportunity Matters – Social Presence in an Online Environment

One area in which we receive a lot of questions by instructors-to-be of fully online and hybrid courses is about communication in online courses. How much should you communicate? What will students expect? How often should I log into my course? These are great questions! When we’re thinking about instructional design, we call this “social presence”. It’s part of a… Read more →

What is Gamification?

We know that there are benefits to harnessing certain elements of games in learning, and we know that there are more and less ideal ways to implement games in the classroom. We also know that there are two common terms for this implementation: gamifying and gameful learning. So, what’s the difference between the two? Deterding, Dixon, Khaled, and Nacke attempted… Read more →

Gamifying/Gameful Learning: Do’s and Don’ts

Gamifying learning and its young, hip child gameful learning are interesting ideas, often executed poorly. We know that the point of including game-like elements (or games themselves) in the classroom is a way to increase motivation and utilize implicit learning skills. What are the basic do’s and don’ts of incorporating these ideas? Do: Use games the way you would assigned… Read more →

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Captions as Universal Design

Increasingly, studies are being released that suggest that video captions help more than just D/deaf or hard of hearing students.* I recently watched a webinar on the “e-accessibility” movement at the University of Cincinnati that focused heavily on captioning and made captions the first step to a universal design environment for students. So how can captions help all types of… Read more →

Round-Up: There’s an App for That

Today’s students seek ubiquity in their learning environment. That is, they desire flexibility and easy access regardless of time or location. At Saint Rose, we know that our students utilize mobile access to our learning tools. As educators, it is important we consider the changing behaviors and learning styles of our students in order to adapt our techniques to better meet their… Read more →

Your Students are Mobile Learners

In this article, I provide some evidence that our students are consuming online course content on their mobile devices, and suggest that we consider this a reality when designing courses. Blackboard Mobile Learning Blackboard’s mobile apps have gone through a few iterations over the years. They have recently re-named Bb Student to Blackboard and have built an better instructor app named Blackboard Instructor.… Read more →