Posts Tagged ‘learning outcomes’
September 8 - Integrating Social Media into Online Education
By: John Orlando, PhD in Online Education, Teaching with Technology
Many people take it on faith that online education must be run through a learning management system (LMS) like Blackboard, Angel, etc. Those systems were originally designed to allow faculty to move their courses online without having to learn HTML coding. They provided all of the tools needed to deliver an online course in one package.
January 21 - Helping Students Understand Intended Learning Outcomes
By: Jo Allen, PhD. in Teaching and Learning
Faculty who communicate intended learning outcomes help students to be more aware of their learning. The realities of “meta-learning” are that students gain practice in becoming more reflective on their experiences as learners—they start to see the why and how of education as it translates into knowledge and skills. Just as important is how they begin to view the educational experience in its entirety.
November 18 - Can Clickers Enhance Student Learning?
By: Mary Bart in Effective Teaching Strategies
Dr. Peter M. Saunders, director of Oregon State University’s Center for Teaching and Learning, has heard the horror stories, and understands why faculty were hesitant to use clickers in the early years.
November 5 - Learning Communities: Key Elements for Sustainability
By: Barbara Leigh Smith in Learning Communities
Tuesday’s post discussed the goals and core practices of effective learning communities. Today we outline elements of sustainable learning communities as well as some of the challenges of learning community development.
September 22 - The Evolution of Accountability: Look Who’s Accountable Now
By: Thomas R. McDaniel, PhD in Academic Leadership
We hear a great deal these days about “accountability” in the academy. Many states (including South Carolina, where I try my best to be a “responsible” college administrator) have some kind of state law mandating that public schools—and, in some cases, colleges—demonstrate that they are indeed “accountable.”
September 15 - A Modular Course Design Benefits Online Instructor and Students
By: Rob Kelly in Online Education
Andrea Henne, dean of online and distributed learning in the San Diego Community College District, recommends creating online courses composed of modules—discrete, self-contained learning experiences—and uses a course development method that specifies what to include in each module.
September 11 - Encouraging Faculty Involvement in the Scholarship of Teaching and Learning
By: Rob Kelly in Teaching and Learning
Despite the admirable goal of improving student learning by assessment, many faculty members are uneasy about participating in assessment-related activities. One way to overcome negative feelings about assessment while promoting improved student learning is to encourage faculty to engage in the scholarship of teaching and learning (SoTL).
June 19 - Portfolio System Provides Integrated Assessment across the Institution
By: Rob Kelly in Educational Assessment
In 2000, the college of education at the University of Nebraska at Omaha (UNO) introduced an electronic portfolio system for its students. The goal was to get students to understand their own learning by requiring them to create these portfolios that highlight their work. Building on that success, the university is in the process of implementing myMAPP, (Mapping Academic Performance through ePorfolios), an electronic portfolio system that integrates student, faculty, staff, department, college, and campus performance measures.
May 28 - Learning Outcomes Assessment Standards Revealed in Survey of Academic Leaders
By: Mary Bart in Educational Assessment
The Association of American Colleges and Universities released findings last month from a survey of its members that revealed trends in undergraduate education and documenting the widespread use of a variety of approaches to assessing learning outcomes. The survey shows that campus leaders are focused both on providing students a broad set of learning outcomes and assessing students’ achievement of these outcomes across the curriculum.
May 18 - Student-Centered Teaching: The Academic Leader’s Role in Shifting Paradigms
By: Mary Bart in Teaching and Learning
During the past 10 years or so, higher education institutions have made strides in transitioning from an instructor-centered approach to a learner-centered approach to teaching. These strides, both large and small, have transformed the college classroom environment to provide students with greater opportunities for active learning, collaboration, and engagement.
