When you introduce a new lesson, explain how it fits into the flow of your course—how it builds on what has already been covered or lays a foundation for what follows.
This blogpost is the second post of Teaching with Hypothes.is (a three-part series).
A lot of showing and demonstrating can be done in an online environment. Students can collaborate and build on what they share in an online course. If you think either of these are tricky or not possible, read how Kelsey Weitzel and Kristin Miller prompt their students to do a...
How can instructional designers help me and my students without being expert in the subjects I teach?
Learners have to go outside their comfort zones to actually learn. As instructors and instructional designers, we can help learners by acknowledging the difficulty of the task and providing them time and space to process their learning and help their peers see their perspective.
Think of a time when you read some text and it made you angry, confused or excited. Why did it provoke a response? Text is powerful.
I’d like to take this opportunity to share why we should not only strive to write complete and measurable objectives but work to share them with students so they can take more responsibility in their own learning.
Chances are pretty good that you’ve already heard about ‘this QCR thing’ by now, though, and you know it’s something you need to do. But what if you aren’t sure what it entails or need some guidance on how to get started?
Developing effective online courses is much like putting Mr. Potato Head together, there are several ways to do it and the “right” way depends on you and the objectives for your course.
Research shows that aesthetically-pleasing design leads to better user experience, and following the C.R.A.P. design principles can help you make a beautiful Canvas course.
