This tip continues to explain new features available to instructors after the Blackboard upgrade that happened over winter break.
Blackboard was upgraded last month to provide users with better performance and reliability. Here are tips and solutions to help you adapt to the changes.
Everyone’s pinched for time and we need real solutions that are quick to implement with regard to accessibility. This tip provides a look at three areas you can improve in your course using simple ideas that are easy to execute.
Recommended strategies and language to include in your syllabus to help address the uncertainty surrounding the COVID-19 pandemic. For example, try surveying students about their current routines and internet access.
A list of Quality Matters related accomplishments regarding Program Review and Course Reviews.
UAF adopted Quality Matters as a framework for continuous improvement of online and blended courses four years ago. Gary Copus, professor emeritus, shares highlights, benefits and challenges of certifying three UAF Justice courses.
A few ideas on how to easily increase your communication with students while possibly reducing your time performing course management.
iTeach Online is a cohort-based workshop where faculty work on building their courses in the company of their peers. Attention to best practices, course alignment, student engagement and usability are emphasized. Synchronous sessions allow for cohort building and tool practice.
View the slides to see a bit about the Blue Evaluation form process.
Course materials need to be accessible. The Grackle add-ons assist you with making your materials more accessible even if you’re not a standard Google apps user.
As faculty, at some point you’ll have to rebuild and refresh your existing course or rebuild and rebrand one you inherit. If you’ve found yourself in this situation for the upcoming semester, read on. I’m right there with you and these are the steps I’ve taken:
UAF’s Master of Education in Special Education program became the first online special education program in the nation to earn the Quality Matters’ Online Program Design Certification. Here’s how they did it and how you can earn Quality Matters certifications for your course or program.
If you use Google Docs in your online course or share them electronically with your face-to-face students make sure they are readable. Some students use a screen reader to assist them. Here are three tips with the needed steps to make your Google Docs more usable.
Welcome to the fall semester. Here are quick tips to clean up your course today. There is one amazing “Wow’ item for Blackboard and a few very clear steps on cleaning up your WordPress shell. Feel free to stop into UAF eCampus during Open Lab to learn more.
Teaching online since 2011, Janene McMahan has learned some things along the way. In this tip she shares three ideas for making the best use of your time: set expectations, set up your workspace for good flow, and prep a layout once then replicate it.
As of this month when your students turn in programming code and graphics inside of Blackboard you can use the New Box View inline grading tool to view the code and add comments to the images. If you previously used Crocodoc to quickly view spreadsheets or papers inside of the Blackboard Grade Center, you’ll find the expanded list of supported file types a breath of fresh air!
During National Distance Learning Week UAF eCampus conversed with students via Facebook. Here’s a light read on student strategies to stay on task as well as a few shared challenges we all face. Read on; it might spark a small change to make in your course as a result.
Even seasoned WordPress users can learn a new trick. WordPress actively changes as new updates are applied to the main product. Years after I began using WordPress almost daily, a coworker showed me how to edit multiple settings from within one screen! This tip will show you how.
A few well-placed visuals may help students find their path through your course. Consider providing both a course calendar and a course map to guide them.
Let go of some of the how. How will the student generate the video? How will the student submit his or her paper? Focus on the what and the why. Grab your list of learning objectives and analyze course learning experiences and assessments to determine if they support students progressing toward course outcomes.
Building a rubric can help you determine how–or if–an assignment aligns to your course objectives. Once built, you may use it to frame your feedback. Sharing the specifics with students prior to task assignment helps focus their efforts. Your students may not know about the wealth of information provided by clicking on the link, “View Rubric.’
Last year I spent two days in a cold hotel conference room in Dallas practicing how to build connections between group members. Connecting individuals increases their chances of building community. Building community helps with success.