By: Cassandra Sardo and Anthony Sindelar
Where did it all go wrong? Professor Elavor* just wrapped up what she hoped would be a successful semester of her new online course—Introduction to Natural Sciences. Unfortunately, the course ended with a giant thud.
For both new and veteran faculty, inheriting a syllabus to teach from is like being blindfolded on a long journey and being told, “Don’t worry, you’ll know it when we get there.” There’s a lot of trust required in order to follow someone else’s map. There are road hazards the mapmaker may not be aware of; there may be alternate routes that might get you there more directly; and it may even be prudent to choose another mode of transportation to get there.
By: Karl Kapp EdD
One of the strengths of gamification is that it provides visible milestones of the student’s mastery of content in real time (when it is well designed). Too often in an instructional setting, the learner doesn’t know whether or not he or she really understands or can apply the knowledge they are learning. There is often no visible sign of mastery of the content or application of the content.
Many of us who teach in higher education do not have a teaching background, nor do we have experience in curriculum development. We know our content areas and are experts in our fields, but structuring learning experiences for students may or may not be our strong suit. We’ve written a syllabus (or were handed one to use) and have developed some pretty impressive assessments, projects, and papers in order to evaluate our students’ progress through the content. Sometimes we discover that students either don’t perform well on the learning experiences we’ve designed or they experience a great deal of frustration with what they consider high stakes assignments. Vygotsky’s zone of proximal development (Vygotsky, 1978) proposes that it’s important to determine the area (zone) between what a student can accomplish unaided and what that same student can accomplish with assistance.
By: Larry D. Spence
“So, what does that mean—’I need to provide more scaffolding’?” a teacher asked, with frustration in his voice. He was just back from a peer review debrief. “Maybe that’s more a suggestion than a criticism,” I offered. “Okay, but what do I do to provide more scaffolding?” he asked.
