Most people think of Universal Design as an approach to designing accessible buildings and meeting the legal requirements of the Americans with Disabilities Act. However, this philosophy can also be applied to classroom instruction. Universal Design for Learning (UDL) is a framework that fosters inclusive
Student engagement has become a focus of higher education— online education in particular— over the past few years. The wide range of interactive methods now available on the web provides instructors with a multitude of ways to insert engagement into their courses.
A lot of students are terribly optimistic about the grade they’ll be getting in a course. They start out imagining that they’re going to do very well, especially if they’ve decided it’s an easy course. And when they miss an early assignment or get a
Last month we looked at privacy considerations and how to address them when using social media tools. This month we look at accessibility considerations. With recent accessibility lawsuits against institutions such as Penn State, Harvard, and MIT, it is a good idea to address accessibility
I use Statecraft in my political science course. Participants are placed in a global political environment to battle or cooperate with one another. The simulation makes use of a wide range of political elements, from the international to the domestic, the military to the economic.
As faculty we often chalk up a student’s poor performance to lack of motivation or ability. But often it is due to a failure to understand how to study. Many students study by simply rereading material. But this method is of little help because it
When teachers are tasked with developing an online course, their thinking often follows along these lines: This is what I do in class. How can that be translated online?
What if we reversed our thinking?
Instead of assuming what’s done on ground is ideal, what
The terms “virtual,” “augmented,” and “mixed” reality have been thrown around a lot lately in education, leaving many instructors understandably perplexed over their different meanings. Worse yet, discussions of these concepts often fail to adequately disconnect them from their gaming origin, making one wonder whether
I remember being stressed for undergraduate science laboratories, unsure whether I understood the protocol sufficiently and worried that I was going to “mess up” in the lab. With this in mind, I thought about what I could do to help ease my students’ anxiety in
As an instructor I am constantly seeking strategies that will allow me to deliver content to a diverse population, support student-directed learning, and facilitate ongoing communication exchange between instructor and students. It was during one of my searches that I realized the potential benefits of
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