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Online Instructional Activities Index – ION Professional eLearning Programs - University of Illinois Springfield - UIS

Related:  Misc & VIPTechno & Online Teaching & PDOnline: Student Engagement Strategies

Home - TOPkit Resources for Instructors This section includes a collection of links by topic targeted to faculty, instructors, K-12 educators, and instructional designers looking for ideas, inspiration and/or skill development specific to online or blended learning and instruction. The resources are carefully selected; I’ve included only those that I refer to consistently, are of high-quality and support knowledge and skill development. I. 1. 2. 3. 4. 5. II. The level of instructor involvement [or not] in online learning environments is a controversial topic in the education sector. 1. 2. 3. 4. III. 1. The Rubric for Online Instruction (ROI) is a tool that can be used to create or evaluate the design of a fully online or blended course. Related post: ‘How ‘Good’ is Your Online Course? 2. 3. IV. 1. 2. 3. Like this: Like Loading...

insidehighered The decision last week by the University of California, Berkeley, to take years' worth of video and audio lectures out of the public realm because of federal requirements on accessibility for people with disabilities was decried by many accessibility advocates. And many other universities told Inside Higher Ed this week that they would not be following suit. But Berkeley's response aside, colleges and universities must increasingly deal with the underlying issue of how to make their educational content -- more and more of which is taking digital form -- available to and usable by all. And that's not an easy thing to ensure, given the many, diffuse players involved in the creation of instructional materials and the important principles of faculty independence and academic freedom that are deeply embedded in the content development process. Are there practices that you have found work (and don't) in assuring the creation of accessible digital materials? Faculty culture also matters. 1. 2.

Teaching in an Active Learning Classroom (ALC) | Center for Educational Innovation Challenge 1 - Room issues Challenge 2 - Noise and Distractions Challenge 3 - Group work Challenge 4 - Student Engagement Challenge 5 - Technology Challenge 1 - Room issues Room layout In most classes, there will be when students need to focus on you. Advancing presentation slides Being unable to move around the room defeats some of the advantages of the ALC space. Large tables The tables in many ALCs can each accommodate nine students. To address these issues, you may want to consider splitting students at a table into sub-groups of three to work on activities. Identifying who is speaking Ask students to always use the microphones provided on each table and begin their question or comment by indicating their table number. If you circulate throughout the room during student activities and wish to make a comment to the entire class, you will be facing away from some students, making it very difficult for them to hear you without amplification. Challenge 2 - Noise and distractions Noise 1. 2. 3. 4.

Examples of Active Learning Activities Line-up Size: Entire class, or a group of volunteers in larger class Time: 10-40 minutes Activity Ask the entire group to line up along one wall of the class and then present an issue. Pointers: This activity is a great tool for highlighting the “shades of gray” in issues. Example Should employers be allowed to take a potential employee’s Facebook page into account when making a hiring decision? Complete Turn Taking Size: Entire class, or small groups (at most 8 per group). Time: One class (8 questions can be addressed in a 50-minute class). Each student should be asked to bring a couple of questions to class. A benefit of this activity is that it allows students to speak uninterrupted. Post It Parade Size: Individual, pairs, or small groups Time: 10-15 minutes Students are provided with a question or prompt for which they need to generate ideas, solutions, etc. This activity is a way for the instructor to get a general sense of what sort of questions, concerns or ideas the students may have.

Course Workload Estimator — Rice University Center for Teaching Excellence Aaronson, Doris, and Steven Ferres. “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. Carrillo, Lawrence W., and William D. Carver, Ronald P. ———. ———. Dehaene, Stanislas. Grob, James A. Hausfeld, Steven. Jay, S., and Patricia R. Just, Marcel A., and Patricia A. Love, Jessica. McLaughlin, G. Parker, Don H. Perry, John, Michael Bratman, and John Martin Fischer. Rayner, Keith, Elizabeth R. Robinson, F., and P. Siegenthaler, Eva, Pascal Wurtz, Per Bergamin, and Rudolf Groner. Torrance, Mark, Glyn V. Underwood, Geoffrey, Alison Hubbard, and Howard Wilkinson. Wolf, Maryanne.

Exemplary Online Instruction – CSU, Chico This website provides: Tools to support excellence in online teaching and learning;A showcase of outstanding online courses developed by CSU Chico faculty;A description of both local and statewide programs that recognize exemplary online instruction.Call for Proposal with deadlines. The QLT Rubric Since 2014, CSU, Chico has used the CSU Chancellor's Office instrument called Quality Learning and Teaching (QLT, pronounced "colt") to evaluate the quality of online and hybrid courses. The QLT instrument can be applied to any course with online elements, from fully online to hybrid or blended. Rubric for Online Instruction (ROI)- Historical The Rubric for Online Instruction (ROI) was a tool used to create or evaluate the design of a fully online or blended course, and was developed here at Chico State. The QLT instrument is very comprehensive and appropriate for use in today's many fully online courses and hybrid courses.

Group projects in online classes create connections and challenge instructors Group work has long been a source of friction between students and instructors. At their worst, team projects force high-achieving students to compensate for those less willing to put in effort. At their best, they foster productive collaboration and idea sharing among future professionals. Online courses add another layer of considerations for instructors. Students might be too far apart to meet in person, or too busy with other life commitments to schedule remote meetings. The impulse to lean on higher-achieving members of a group might be exacerbated by not having to face frustrated teammates in person. “Group projects can be really great, and they can be a disaster,” said Vickie Cook, executive director of the Center for Teaching, Learning & Service at the University of Illinois at Springfield. Faced with these challenges, instructors have adapted old strategies and formulated new ones for group projects in online settings. Unique Challenges “I don’t think any of us like busywork.

Active Learning strategies for online In this post I review key takeaways from the book “make it stick” and delve into its practical applications for educators—how instructors who teach face-to-face or online can help their students learn better, and for course and curriculum designers—how they can support learning through unique course design strategies. The book begins “…people generally go about learning in the wrong ways…” and authors describe how the methods we typically use to learn—reviewing material again and again to get that ‘A’ for instance, or practicing the same skill for hours on end until mastery, are essentially ineffective (pg. xi). They don’t work, and ‘make it stick’ explains why. Despite the title, “… Science of Successful Learning”, the book is more about the practical than the science though the authors do a fine job of referencing research to support their claims. Overview The book is a fairly easy read with enough challenge and complexity to make it a page-turner. Book Highlights Like this: