Students with disabilities are drawn to online courses for many of the same reasons as everyone else, but it’s often the anonymity that makes learning
To say that my first year as division chair was a “learning experience” filled with “teaching moments” is an understatement. I had no idea what I was getting myself into! In addition to the normal duties of chair, my division was moving to a new building, the college was working on its accreditation self-study, we began collective bargaining, we added two new members to the division, we conducted a search for an additional new member, and I taught a fully online course for the first time.
Getting students to participate in class is one of those perplexing instructional problems we all face, particularly when teaching undergraduate classes. Are there significant differences in the graduate classroom?
The contribution that humor makes to student learning is well established in research. It is not that humor causes learning; rather, it helps to create
In the online classroom, faculty work hard to engage their distance learners and build a strong sense of academic community in the electronic setting. Screencasting can be an effective and easy way to do this. Screencasting allows you to take a digital video of what you are doing on your computer desktop, and most screencasting tools allow you to narrate your video while recording. The possible uses for screencasting are endless; these include providing course orientations, delivering instructional lectures, providing feedback, and encouraging student sharing.
We hear a great deal these days about “accountability” in the academy. Many states (including South Carolina, where I try my best to be a “responsible” college administrator) have some kind of state law mandating that public schools—and, in some cases, colleges—demonstrate that they are indeed “accountable.”
I believe that success – whether personal or professional – is generated from three critical building blocks: knowledge, critical thinking, and curiosity. These building blocks have an enduring, cyclical relationship; knowledge helps us to understand the world around us as well as ourselves, critical thinking gives us the ability to incorporate knowledge and apply it endlessly, and curiosity, which is the result of realizing the limitations of current knowledge, drives us to acquire additional knowledge.
That persona we don when standing before students is what Jay Parini refers to as a “teaching mask.” “What I want to suggest here is
In their new book, Designing Effective Assessment: Principles and Profiles of Good Practice, Trudy Banta, Elizabeth Jones, and Karen Black provide assessment profiles from a wide variety of institutions and units. In advance of her online seminar titled Principles and Profiles of Good Practice in Assessment. Dr. Banta answered questions about the book and some of the topics she will discuss next week’s seminar.
Andrea Henne, dean of online and distributed learning in the San Diego Community College District, recommends creating online courses composed of modules—discrete, self-contained learning experiences—and uses a course development method that specifies what to include in each module.
