Studio shots of a speaker alongside or interspersed with images, graphics, or videos are among the most effective devices for delivering online content. Most of the best educational videos use this method. The speaker provides the information, while the images illustrate it. The speaker grabs
Online discussion has become another strategy faculty use to engage students with each other and with course content. This method offers a safer way for students to participate, as they are able to prepare responses ahead of time and deliver them in writing. But online
Digital storytelling is one of the most effective teaching tools in an online environment. In its loosest sense, “digital storytelling” just refers to a means of communication by video that combines images with narration. It need not be a “story” per se. It could be
Whereas an advantage of online education for students is the flexibility to schedule their own time for their studies, there is still a place for live events in online teaching. I use them for hosting discussions in my faculty training courses on how to give
When faculty see students missing information from a reading, they generally assume that the student did not read the article carefully. However, it might be that the student does not know how to read an academic work. Faculty know how to read because they would
This past November, all subscribers to The New York Times received a Google Cardboard Virtual Reality Viewer in the mail. Puzzled looks quickly turned to awe as recipients took 3-D virtual reality tours of a variety of locations through the viewers and their cell phones.
Diversity is becoming common in our college classrooms. Not just diversity of race and ethnicity, but diversity of developmental levels and cognitive abilities. With our students’ diverse skills and experiences, faculty members find themselves teaching varied groups of students within one course.
After teaching online for a number of years, I grew weary of the normal “make an initial post, then respond to two others” discussions. Was there another way to engage students? How could I make discussions more meaningful and in-depth? Were there ways to ensure
We run across excellent online content all the time. Instructional designers are always finding new tools and applications that would be of interest to faculty and course designers. Librarians also frequently have a wealth of information on systems that would benefit those involved in developing
Many online courses still use static content such as readings, PowerPoint presentations, and the like. Students are not “doing” anything other than consuming the information. We wanted to buck this trend by providing more interactive and engaging content. We did so by creating the Conversations
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