Digital Timelines for Enhanced Learning
John Orlando
March 22, 2021
As we teach specific topics in our classes, it is easy to lose the forest for the trees by looking at the topics in isolation
As we teach specific topics in our classes, it is easy to lose the forest for the trees by looking at the topics in isolation
Plagiarism detection reports from companies such as Turnitin are the primary way that faculty identify cheating on written work. But my experience in working with
Universal Design for Learning guidelines suggest that institutions provide a text alternative to videos, podcasts, and other media that use sound. This has traditionally been
If you have studied a foreign language, you know that you start forgetting what you learn soon after you stop using it. But this phenomenon
Higher education tends to bow down to Bloom as the oracle of educational objectives. Bloom’s cognitive taxonomy, which ranks types of learning on six levels
Online teachers generally assume that student discussion and collaboration should occur in a learning management system’s (LMS’s) discussion forum. But for certain uses, online whiteboards
Nearly all online faculty use discussion in their courses, often simply because everyone else does or their institution’s course development model assumes they do. But
Pete Burkholder recently published an interesting article in this newsletter questioning the widespread push in higher education for “engaging” student activities. He first adopts Jose
Too often, faculty make content coverage the focus of lesson planning. They plan their courses around the topics they need to cover, which usually leads
Most faculty live in a world of words, whether it be lecturing, writing, or reading, and for this reason think in terms of text when
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