What course characteristics “satisfy” adult students? What expectations do they have for their courses? These questions are important because more and more adults now attend higher education, and many are participating in programs designed especially for them.
In more than 20 years of teaching, I have learned that too much information frustrates rather than inspires students. Today, however, with a few clicks of the computer mouse, any teacher can retrieve an overabundance of information. What is more, courseware makes distributing this information to students amazingly easy. As a result, teachers risk (unintentionally) giving students much more information than they can reasonably digest, including electronic texts, supplementary texts, and background information. The key to avoiding information overload is remembering course goals.
This is an important question because so many institutions now offer regular courses in shorter time frames. It might be a course offered in a monthlong summer session or one taught in January between regular-length semesters. It’s also important because there is a perception among students that shorter courses are easier. How could you possibly do as much work in a four-week course as in a 15-week one?
Cheating happens because students have the opportunity and the incentive to do so. If it was harder to cheat and if cheating didn’t benefit students by leading to higher grades, it would not happen as often. During this seminar led by James M. Lang, PhD, you will learn the concrete steps you can take to strategically revise your course designs and classroom practices to stem cheating and increase learning.
Online Seminar • Thursday, December 12th, 2013 • 2:00 pm Eastern
The Universal Design 4-pack will help you give all students equitable opportunity to engage with your course content, participate in course activities, and demonstrate their knowledge.
Why struggle to remove barriers to learning when you can get things right the first time with backward design? Focusing on what you want students to get out of your course, through backward design, will help you develop creative and accessible assignments that help all students, whether or not they have a disability.
Designed for faculty who are new to the subject of accessibility and making accommodations, this session combines a conceptual approach with real-world tested practical advice. You’ll enhance your awareness of the drawbacks inherent in the most common ways of presenting course content and learn specific techniques for making material more accessible.
Designed to help you give all your students an equitable opportunity to engage with course activities, How Can I Make the Activities in My Course More Inclusive? will show you how to think about your course in a more inclusive way. You’ll see this process applied in common classroom situations and learn practical tips to help you revise modes of engagement in light of learner differences.
Teaching to students’ strengths and interests can promote creative and critical thinking. But requesting creative responses often engenders the exact opposite of creativity. “Just tell me what you want me to do and I’ll do it.” “How many words does it need to be?” “What should I write about to get a good grade?” “I’m not creative.” Often these comments are accompanied with sighs, groans, or no responses at all (in the case of online students), indicating just how much students resist when asked to be creative. And these responses are even more prevalent in required and prerequisite courses. So how do we overcome the resistance and encourage creative ideas and thinking from our students?
Course accessibility is about increasing learning for any and all students. It is about inclusion and equality. Ultimately, it is about student success. Participants of this seminar will not only learn about the value of universal design and the need to improve accessibility; but they will finish with actual tools and tactics they can employ immediately.