Meet the learners in UAF’s edX courses
Over 16,000 learners have chosen to enroll in AlaskaX courses from UAF through the edX platform. Learn how these courses are reaching learners around the globe and sharing UAF’s expertise with the world.
Innovating through repair
Turning inward as a community, sharing used resources and repairing as needed is an Alaskan way of life. Just as transfer sites are a physical manifestation of this, we can create and find places online that allow us to share and reuse discarded resources for teaching and learning.
Make interactive open content for your class with H5P
H5P is a tool you can use to easily create attractive interactive content for your class without writing code. It is integrated into Canvas for quick creation without leaving the LMS.
Courses on AlaskaX reach across the globe
UAF instructors are reaching a global audience through course offerings on the edX platform. Learn more about developing and delivering AlaskaX courses in this Teaching Tip.
Why do I need to sign in at eCampus faculty development events?
Providing faculty development that is current and useful requires understanding the needs of instructors at UAF. When you reserve a seat, sign in to an event or book a designer consultation, you are relating your email address to that activity.
Building student engagement with Zoom
We’ve all become Zoom experts in the last 10 months. But we’ve also gotten used to the platform and how we use it. Could we be more creative? What could we change about how we use this tool to create more meaningful synchronous experiences for our students?
Unlocking your “hidden curriculum” to help high schoolers
We have been welcoming an increasing number of high school students into our courses. Helping these go-getters achieve a passing grade while still working on their high school diploma is easily achieved by following a hidden curriculum.
Managing large online classes
With strategic course design, it is possible in large classes to provide a strong instructor presence, give expert-level feedback on subjective assignments, and maintain a quality learning experience for students.
Trauma-informed practices for finals
For some of us, the COVID-19 pandemic is one of the deepest experiences of trauma we’ve had. Trauma can be defined as “any experience in which a person’s internal resources are not adequate to cope with external stressors” (Hoch et al., 2015). Between the pandemic, a...Demystifying trauma-informed teaching
When students enter the classroom, they come with a backpack of experiences – some positive and some not so positive. Trauma-informed teaching helps us recognize the societal, systemic and family impacts on students, including various forms of societal oppression...Building community in a virtual world
There is a common misconception that it’s harder for students to feel connected when they can’t meet in person, or that distance-based learning is inherently less impactful for students. Although this may apply in some cases, it’s up to the instructor or facilitator...Where to find inspiration for course design
Course Showcase We can learn a lot from each other. You may be curious to see what other faculty are doing in their online class, like how they are organizing content and managing activities. Touring other courses can be a great way to get inspired about creating...Finding community and humor in a changed classroom
Despite the initial challenge, my spring semester students created an environment filled with community and humor, and it ended up being one of the most memorable classes I have ever taught.
Effective distance teaching through flexibility
Pros and cons of three distance-education methods — audio conference, video conference and online — from UAF’s rural-oriented programs.
Fostering engagement in online discussion
Creating active discussions in a course can be challenging. In times of COVID-19, fostering that space for community exploration and making connections between content and the current world can become the anchor that keeps the momentum.
Existing online courses not immune to COVID-19 changes
Courses that were already being taught online were not immune to the rapid changes brought on by COVID-19. After all, online courses exist in the world of humans and that world was not normal.
Early reflections about what worked and what we learned
With an unprecedented semester behind us, some faculty share their perspectives on how they adapted their teaching in response to the COVID-19 pandemic.
Impermanence, vulnerability and slowing down: Lessons from meditation
In times of uncertainty, we can apply principles from meditation to our teaching practices. Let’s reflect on a few of these principles: impermanence, slowing down and vulnerability.
Collaborative student research brings diversity to course content
Course content in the Arts is often lacking in diverse perspectives. Involving your students in collaborative research can help in a variety of ways to reinvent that curriculum to reflect our modern world.
Easter eggs in videos can increase student engagement
See how two UAF instructors are using Easter eggs – hidden features – in their instructional videos to retain student engagement in their online classrooms.
Should you require proctored exams?
Proctored exams are a standard practice for preventing cheating but they can also place an inequitable burden on students.
Coaching students toward success
As UAF eCampus launches its eCoaching program, it’s important to remember how our coaching role can lead to student success.
Open resources for accessibility
Accessibility is a topic appearing in mainstream conversation with increasing frequency. When it comes to making course materials inclusive and accessible, there are a variety of open tools available.
Cancel your final
Give everyone a break from the stress of traditional finals and infuse a new sense of purpose in your final assessment with these suggestions for alternative final assessments.
GER outcomes in your syllabus
General Education Requirements (GER) for baccalaureate degrees describe required courses that students must complete in order to achieve a bachelor’s degree. Here at UAF, GERs provide a common set of learning experiences for students and have outcomes that...Creating research opportunities for distance students
In celebration of Research and Creative Activity Day on April 9, here are some ways to get online undergraduate students involved in research and creative projects, and how to involve yourself as a mentor.
Try inclusive class agendas
An agenda creates transparency and welcomes inclusion in the classroom. If these are qualities you strive for in your teaching, consider these principles for creating open, inclusive class agendas.
Get students in the lab early
The early immersion approach gets students involved in the research process as early as possible. Students are able to conceptualize, design, conduct and disseminate research faster when included from the beginning.
What does innovation in the classroom actually mean?
We tend to think of innovation as the creation of something brand new that completely revolutionizes the way we do or think of something but it can also be thought of as putting ideas into practice. When we think of innovation in these terms, it is easy to see how stepping back, re-thinking and trying something new can lead to discovery.
Music practice offers insight to improve teaching
Teaching is a practice. We can look to the world of music for advice on how we as teachers can improve our performance in a focused, concentrated and effective way.