Education once came through the total immersion technique. The apprentice worked with a master within the profession to learn the master’s craft, whether that profession was blacksmithing or soldiering. Students learned by doing within the setting of the job itself, which helped them get a
The flipped class is one of the hottest topics in the teaching field today. In a traditional course, students get the learning content through an in-class lecture and then work with that content outside of class as homework. The problem is that if students
Online courses are normally designed from an institutional template of common elements without reference to any particular subject matter. But this lack of context can get repetitive and boring. Faculty can instead design their courses with a theme that unifies the elements and pulls
Most instructors and instructional designers are already familiar with the basics of developing well-aligned, robust course designs, such as writing measurable course objectives using action verbs to clearly describe what students will know, do, practice, or apply; aligning tools and technologies to the learning objectives
The format of face-to-face education encourages “big-block” course design. Faculty are assigned one to three classes per week, each between 50 minutes and three hours long, and those become the atom units of planning. They devote most classes to delivering learning content as lectures and
Universal Design for Learning (UDL), developed by CAST, is an international framework for educators to design content for all learners. The UDL framework guides the design of instructional goals, assessment, methods, and materials that can be customized and adjusted to meet individual needs.
The LMS discussion forum was once the only real option for hosting discussion in an online course. But today there are a variety of options, from videoconferencing to social media to online post-it boards. The choices can leave faculty perplexed as to which to use.
Students claim to be overwhelmed with additional work during the 2020–2021 teaching year, while faculty say that they are assigning no more work than usual (McMurtrie, 2021). Squaring these contradictory self-reports provides important insights into issues with determining workload for an online class.
The use of open educational resources (OER) is growing in education as they save money for the students and facilitate instructor manipulation of the resource. Nevertheless, some teachers are reluctant to use OER because they have difficulty locating and evaluating sources or like their fundamental
Research has demonstrated that visuals improve learning for many students. Medina (2008) notes that “we learn and remember best through pictures, not through written or spoken words” (p. 1), while Dunlap and Lowenthal (2016) state that “people learn and remember more efficiently and effectively through
Magna Publications © 2024 All rights reserved