- CONTINUING ED
- PUBLIC PROGRAMS
- COMMUNITY ENGAGEMENT
Tips, ideas, and resources about pedagogy and e-learning.
|Blended Group Work|
|In this case study, Sarah Volkman discusses how she set up online student groups (5-7 people per group) to support learning in her courses. These smaller online environments help students build understanding of the core content, including individual and group work on clinical case scenarios.|
|The term "flipped classroom" is increasingly being used to describe a particular type of blended course where the lectures are delivered online and the discussion and workshop activities are what happens in person. (Also, "inverted" is another way of describing it.)|
|Student Success Strategies|
In his article on designing online discussions, Baker (2011) finds that instructors must determine the strategic purpose for including discussions, and must decide how the discussion fits into the overall course. Does the discussion clearly link to learning objectives? Addressing these issues will help an instructor test if they have selected the most effective prompt. Vonderwell and Zachariah (2005) note that there is more participation when the topic is strongly supported by the content in the course.
Dr. Linda Putchinski in UCF's College of Business Administration has three rules for creating discussions prompts:
|Facilitating Online Discussions|
|In this case study, Sarah Haavind discusses how she uses generative discussion questions to create an environment in which students construct their own learning. She provides suggestions on best practices when creating online discussion questions and advice on how to respond to student postings.|
|Reflection is a critical part of learning how to learn. Reflecting on how you learn is just the first stage; taking action to develop yourself, to make changes and improve your learning is, like learning itself, an ongoing process.|
|CBL is similar to problem-based learning, but with CBL, students formulate the challenges they will address. Through a process of discussion and research, students identify a selection of questions that might be workable for their project, work on solutions, and publish those solutions online. In this way, CBL provides the satisfaction that comes from figuring out both the issue to be tackled and the solution to it, even though CBL requires a heavier time commitment than more traditional academic activities. Students gain meaningful skills through these projects, including how to share work, collaborate, organize, and express themselves more effectively.|
|New Learning Ecosystem|
|"The LMS was once the undisputed center of the digital learning ecosystem. But on many campuses, the situation has changed such that the campus online learning environment might be better viewed as a continuum, with the LMS at one end and a student’s own collection of applications, tools, and websites at the other. This proliferation of tools has created a more robust and varied teaching and learning environment, one that is frequently managed actively by students or by faculty who are seeking alternatives not offered by local IT. The value may extend beyond students’ relationship with technology, helping them become better organizers and more savvy consumers as they assume more responsibility for their own learning." - Educause|
Provide students an opportunity to demonstrate their learning of course content through the creation of short video.
Below are some best practices if introducing such an assignment in your course: