teaching with technology
Help for selecting and using technology in the college classroom.
Online teaching is growing at a rapid pace. To meet the increasing demand of online education, many courses have been designed to enable the instructor to be more of a facilitator rather than an active participant in the classroom space (Ragan, 2009). However, building an active, student-centered learning environment in online classes is needed to prevent instructors from becoming stagnant and to motivate and inspire them to take on a variety of roles as the students’ “guide, facilitator, and teacher” (Ragan, 2009, p. 6). This article will discuss the unique needs of the online student and suggest three strategies to meet these needs through effective, innovative online instruction.
The learning management system you select for your program can be the best decision you’ve ever made. It can just as easily be your worst mistake, and one that you’re stuck with for years. This seminar will explain how to evaluate your current technological needs, develop an LMS selection process, and implement that process successfully.
Online Seminar • Thursday, May 1st, 2014 • 1:00 pm Central
I’ve been teaching composition at the college level since 1984, and have had the pleasure of working with students at several different institution types: a community college, a private college, and a research university. For 10 years, I served as writing program administrator at the University of California, Irvine, responsible for facilitating required first-year writing courses and for training new graduate students to teach composition. The first-year writing class is truly a rite of passage, a common experience for thousands of college students across the country every year.
When designing an online course it’s important to carefully consider which tools align with the course’s learning objectives and the types of communication that will occur.
There are three types of communication that can occur in an online course—one to one, one to many, and many to many. In an interview with Online Classroom, Sara Ombres, faculty development instructor, and Anna Reese, production coordinator/instructional designer, both at Embry-Riddle Aeronautical University’s Worldwide Campus, talked about how they help instructors select communication tools to suit the situation.
When I was in college (for 12 years I might add) there were really only three sources of information available to students: 1) Instructor 2) Textbook 3) Library. This was not such a distant past. A mere two decades ago I finished my undergrad, and I graduated with my PhD in 2001. I don’t think learning, or even how we learn, has changed all that much since then. But what has changed is access to information and how that access might actually distract from learning.
A survey conducted by the Center for Digital Education and Sonic Foundry found that 29 percent of faculty are currently using the flipped classroom model of instruction, with another 27 percent saying they plan to use it within the next 12 months.
It seems like everyone is talking about the flipped classroom. But how do you use this new model to construct lessons and assessments that reinforce student learning?
The average person probably remembers more of what they see than what they hear. For example, you’re likely to readily remember a person’s face more easily than you would his name. However, according to molecular biologist John Medina, the key to more remembering what we see and hear is enhanced when repetition is involved. Don’t get me wrong, I am not advocating mass memorization of anything by anyone. Memorization is necessary in some cases, but given the easy access to all kinds of information, I see little reason for my students to commit large amounts of information to organic memory as opposed to knowing how and where to find it. What I am merely suggesting is that frequent re-exposure to snippets of content will likely aid understanding of what was presented or discussed. I have found that the podcast is one way to provide short bits of information for clarification purposes or as a way to provide expanded discussion of something that I covered in class. Here are two key guidelines to follow when developing a podcast:
High-quality, individualized feedback is essential for effective online teaching, providing multiple benefits. Good online feedback strengthens your connection with students and keeps students engaged with your class. It can also take an extraordinary amount of time. However, since many of the same issues crop up semester after semester with student after student, it’s possible to collect your comments, store them in feedback banks, and use feedback technology to distribute individualized yet automated feedback.
Pearson, the world’s leading learning company, today announced a substantial rollout of additional MyLab & Mastering products enhanced with technology from leading adaptive learning partner Knewton. This fall semester alone, Pearson’s widely used MyLab & Mastering offerings will deliver continuously adaptive recommendations to more than 400,000 students across subject areas including biology, anatomy & physiology, chemistry, physics, finance and accounting. These are in addition to math, economics, reading and writing, which launched in the fall of 2012.