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...
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.
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:
Engagement – Instructional Continuity @GU The second thing we are asking you to do as you prepare for remote teaching is to have a solution for engaging with your students. Relationships, rapport, and teaching to the whole student are important whether you’re teaching face-to-face or online. And while shifting from in-person teaching to a virtual environment presents challenges that you don’t typically encounter in the classroom, it also presents new opportunities. Note that you’ll need a reliable internet connection for this new teaching format; if you run into problems, see this UIS page on internet connectivity issues. We’ve also created a faculty checklist and a student checklist to make sure everyone’s ready to get started. Here are a few ideas for keeping your students invested in their learning and connected to one another and you:
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