Category Archives: Course Design

Link: How to Prepare Professors Who Thought They’d Never Teach Online

From the Chronicle of Higher Education

“Mark Bradbury has brought along plenty of apprehension to a summer workshop here on how to teach an online course. Mr. Bradbury, who directs a master’s program in public administration at Appalachian State University, prides himself on drawing out students in his face-to-face courses and feeding off their questions and interests. He worries that he won’t be able to replicate that spirit if he’s making lecture videos and posting on discussion boards.”

http://chronicle.com/article/How-to-Prepare-Professors-Who/236873

 

 

Link: Students Favor Summer Online Courses for Convenience

A summary of how summer online courses are developed at the University of Connecticut, and the value they add to the undergraduate residential experience.

Every year, the university offers 35 to 40 new online courses for its shortened summer session, a popular time for students to earn credits away from campus, Associate Director of UConn eCampus Desmond McCaffrey said.

Wright, Bailey. “Students Favor Summer Online Courses for Convenience.” Daily Campus, 3.2.16.

Links: Stanford Launches New Innovative Teaching and Course Design Grant Program

Stanford’s new grant program seeks to provide internal financial support for innovative uses of technology in learning, including course design or re-design.

The goal of the new grant program is to support future-facing, faculty-driven innovation.

Read more at Campus Technology (January 27, 2016), or read the official announcement.

LINK: OSU opens research unit for online teaching, learning

“The OSU Extended Campus Research Unit is designed to create an accessible and inclusive online learning environment.”

“Oregon State is in a position to build a robust research pipeline that ultimately will improve the access and quality of online teaching and learning for our adult learners,” [Lisa L.] Templeton said. “It will allow the university to expand its reach even further and give students more opportunities to succeed.”

OSU opens research unit for online teaching, learning. Oregon State University news. January 6, 2016.

Link: 3 Truths and 5 Recommendations for Online Programs

If teaching online is harder, takes more time, and even more disastrous if done poorly than face-to-face learning is, why should anyone launch an online program? Inside Higher Ed blogger Joshua Kim showcases how in spite of these challenges, developing new online programs can help grow institutional capacity and foster innovation. The comments on this post are also valuable!

Moving a program online is an opportunity to rethink the program.

Kim, Joshua. “3 Truths and 5 Recommendations for Online Programs.” Inside Higher Ed. December 15, 2015.

8 Characteristics of Good Online Video

video-online-learningAccording to a report published in the MERLOT Journal of Online Learning and Teaching, instructor-generated video can have a positive influence on student satisfaction with, and engagement in, online courses. But not all videos are created equal.

Research conducted by the American Academy of Neurology also reveals that “watching videos helps boost brain plasticity,” or the ability of the brain to undergo physical changes at any age. Learners who were trained to perform a particular task through videos performed better than those who learned through images and text, the researchers found—and they concluded that video has a “higher impact on the brain.”

 

Learn 8 high-impact strategies here.

Rubrics for Assignments in Online Courses

An important aspect of an online course is grading assignments and providing feedback. This is especially true in an asynchronous course where there is no real-time interaction between the instructors and students. Once a student completes a learning activity, the instructor teaches via the grading of the assignment and provides clear and helpful feedback to the student.

Read full article here.

Udacity and Google Unveil Co-Developed Nanodegree

For-profit online education provider Udacity and Google today unveiled a new micro-credential program, the Senior Web Developer Nanodegree. The online program is designed to provide students with “the tools, frameworks, and techniques needed to write robust code for progressive Web applications that are secure and easy to use,” said Sarah Clark, program manager in Google’s Developer Training group, in a blog post.

 

Read full article here.

Link: Coursera Chief: iMBA A Glimpse At Future

I think graduate education is about to undergo a massive disruption.

Daphne Koller, co-founder of Coursera, suggests that innovative online graduate programs–such as the “stackable” online MBA programming now offered by the University of Illinois, entirely through MOOCs–will expand in the coming years.

Read full article here.

Link: 4 Ways ePortfolios Are Going Beyond College Resume Building

What happens when you take the original ePortfolio concept and expand its horizons to include other purposes?

This roundup summarizes recent case studies in the use of portfolios in undergraduate education. Read the full article here.