The Pecha Kucha presentation style is gaining interest in education. It requires that a speaker use 20 images, each lasting 20 seconds, to deliver a presentation. This makes the presentation closer to a TedTalk than the usual Death by PowerPoint. The speaker is forced to
Gamification has become a hot topic as instructors and instructional designers work to create engaging learning experiences in online course environments. While there are a number of key features in any gamified system, the awarding of points seems to garner the most attention. Students can
Numerous studies have demonstrated the benefits of providing voice feedback on student work. Phil Ice did one of the first studies of voice feedback, comparing text to voice in a graduate education course. The students surveyed after the course showed a strong interest in voice
“Good job”
“Vague”
“Grammar”
Do they look familiar? Students are used to getting the bulk of their feedback as these sorts of “margin comments” running down the side of their papers. Unfortunately, such comments are of almost no value to the student, because he or
One of the central challenges to structuring meaningful discussion in courses with online components is to identify what shared learning experiences students are able to accomplish on their own, what learning experiences require dynamic support, and what kind of dynamic support would be best (e.g.,
One of the best things about online education is the ease with which we can incorporate retrieval practice, also known as the testing effect, into our teaching. This is the well-established cognitive principle that attempting to get information out of memory, as we do when
One of the best ways to build rapport with students is through a video welcome or bio. Videos capture our attention. Videos also humanize us to others and help kick off the teaching relationship.
While online learning provides students with accessibility, flexibility, and reflective interaction, it can also “create a sense of isolation, making it particularly difficult for a community of inquiry to thrive” (Borup, West, & Graham, 2012, p. 195). In these contexts, it can be difficult to
Have you ever experienced the eerie, but familiar, sensation that your students have not done the required reading and are not prepared for class? We all know that our class sessions would be a lot more enjoyable—for us and for our students—if our students were
1. Do you ask discussion questions that promote critical thinking?
2. Do you engage students in different types of discussion activities?
3. Do you clearly explain your expectations?
4. Do you provide exemplary and poor discussion post examples to students?
5. Do
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