…more apologizing by those who do. “I have to lecture. What else can you do in these large classes?” “I can’t get the content covered if I don’t lecture.” “Students…
…rarely do so because they cannot intellectually complete the work; instead, they drop out because they feel a disconnect between content and content presentation. They give up attending school because…
…make about content, assignments, and exams? Finding that perfect balance is not particularly easy or straightforward. Course and instructor reputations are linked to rigor and high standards. Nobody wants to…
Most professors want students to know how to research and write in their fields. In fact, many degree programs now have introductory courses for majors with content that addresses these…
…of the delivery mode they select. Educators are available to students and are responsible for designing bi-modal content. Content should incorporate Universal Design for Learning (UDL) and offer choices to…
…infographic posters, videos, podcasts, and Twitter chats. They are all designed for students to use personally relevant communication skills to show understanding of course content. In modeling the principles of…
…creating original video content. Creating your own video content is simpler than you might think and has enormous potential to enhance your connection with students, improve your sense of presence…
…to assess the degree to which students have mastered the content and skills of the course. But like students, we can get too focused on this grade-generating function of exams….
