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Course Design

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Planning map all on one page. UbD Overview.

Universal Design for Learning

A Scholarly Approach to Teaching & Learning. The scholarship of teaching and learning (SoTL, pronounced “sō-tul” in the US) is a synthesis of teaching, learning, and research in higher education that aims to bring a scholarly lens—the curiosity, the inquiry, the rigor, the disciplinary variety—to what happens in the classroom (brick-and-mortar, virtual, co-curricular, et al.).

A Scholarly Approach to Teaching & Learning

SoTL involves asking meaningful questions about student learning and about the teaching activities designed to facilitate student learning,answering those questions by first making relevant student learning visible as evidence of thinking and learning (or mis-learning), and then systematically analyzing this evidence, andsharing the results of that analysis publicly to invite review and to contribute to the body of knowledge on student learning in a variety of contexts, andaiming to improve student learning by strengthening the practice of teaching (one’s own and others’). "Scholarship of Teaching and Learning vs. Next →

Student Engagement

Social Learning. Activators and Summarizers. Example Blank Template for UbD. A Practical Guide to Alternative Assessment. Syllabus Strategies. Course Workload Estimator. Aaronson, Doris, and Steven Ferres.

Course Workload Estimator

“Lexical Categories and Reading Tasks.” Journal of Experimental Psychology: Human Perception and Performance 9, no. 5 (1983): 675–99. doi:10.1037/0096-1523.9.5.675. Acheson, Daniel J., Justine B. Wells, and Maryellen C. Preparing To Teach – CELT. Preparing to step into the classroom at the beginning of a semester requires instructors to consider a plethora of issues that impact both the teaching approach and learning activities of a course.

Preparing To Teach – CELT

Example considerations include: how to develop course content; organizing content in a manageable way for effective teaching and student learning; choosing teaching and learning strategies that will align assessment and evaluation methods with course objectives; determining how to make learning accessible to all students in the course; writing well-constructed assignments and exams; and creating a syllabus that conveys the right message about the course including what students can expect. It is also important to consider how you will build rapport with students and support their learning starting on the first day of class.

A useful and comprehensive resource used in CELT programming is A Practical Handbook for Educators: Designing Learning (2011) by Liesel Knaack. The Ultimate Guide to Mobile eLearning. “Mobile learning” is fast becoming another eLearning buzzword.

The Ultimate Guide to Mobile eLearning

It’s got its own esoteric terminology (“BYOD,” “Augmented learning,” “geo-aware”), its own abbreviations (“mlearning,” “ARGs”), and its own wildly inflated predictions about future usefulness. While mobile is undeniably important – 472 million smartphones shipped in 2012, beating out PCs for the first time ever – it’s hard to cut through the hype to get to the core of just what mobile learning is, let alone how, or whether, to pursue it within your own organization. Design: Goals and Objectives. For Teachers. The Four-door Model: Rapid eLearning Design. SumoMe In this interview, I discuss the Four-door Design Model with Russ Powell, who worked with its creator, Dr.

The Four-door Model: Rapid eLearning Design

Sivasailam Thiagarajan, a.k.a. Thiagi, several years ago. This is a two-part interview. COACH: Before we get into the Four-door Model, can you give me a little background on its origination? Post-Course Evaluations for E-Learning: 60+ Questions to Include. Center for Educational Innovation.