Group projects teach collaboration skills that will be necessary in any job as well as non-job activities in groups such as clubs, religious organizations, and the Boy and Girl Scouts. With an increasingly distributed workforce, learning how to coordinate behavior at a distance has become
Videos grab the viewer’s attention better than any other form of online education content, and with webcams built into nearly all laptops, and cheap external ones available from any electronics store, a straightforward webcam shot is probably the easiest type of video to make. Plus,
Padlet (https://padlet.com) has become one of the most popular tools for teaching with technology. Designed as a whiteboard that allows multiple people to post content to the same web page, Padlet has been steadily adding features that have broadened its functionality to allow for a
Many college faculty lecture for much or all of a class period and then send students home with 1–3 hours of work to complete before the next meeting, or in online classes, they post long video lectures for their students to watch before doing an
Animation is an engaging format for delivering online content. We see it used in TED-Ed presentations, educational documentaries, and elsewhere. It is also much easier to make than many people think. Simple and free, or inexpensive, online systems allow anyone to make animated videos in
When online faculty or course developers are approached about adding videos to their content, they tend to think of either webcam shots of themselves at their computer or screencasts of themselves reading bullet points to students. But there are a variety of highly effective and
Working well collaboratively is an important skill to teach, but simply putting students together in groups and asking them to work together online doesn’t necessarily result in learning. A good way to ensure learning is to provide a rubric to help students understand what is
When you picture an online discussion, your mind most likely envisions a text-heavy, threaded exchange of ideas among students who are primarily responding to an instructor’s prompt and then persuaded by the promise of points to respond to each other. Depending on a number of
Ubiquitous learning—the idea that everywhere you go, you’re learning all the time—lets us take advantage of the concept that in every interaction, there may be opportunities for students to engage with our subject matter, if we can just get them into that holistic thinking mode.
The word “motivation” comes from a root that means “to move,” and really, motivation is about what moves us to begin something or to persist in a situation—in this case, a learning situation. Motivation is a driving force. It can be considered an external driving
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