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.
See how two UAF instructors are using Easter eggs — hidden features — in their instructional videos to retain student engagement in their online classrooms.
Proctored exams are a standard practice for preventing cheating but they can also place an inequitable burden on students.
As UAF eCampus launches its eCoaching program, it’s important to remember how our coaching role can lead to student success.
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.
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.
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.
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.
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.
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.
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.
Ideas for collecting feedback from your students and how to get them to participate.
The GIF format is ideal for creating animated images and they are commonly used to propagate memes, grab attention, succinctly explain a step-by-step process and otherwise communicate visual information quickly. We see them in news articles, our social media feeds and even in instruction. Is a GIF an element you would consider incorporating into the banner image of your online course?
Interactive video provides an opportunity to merge both instructional and exploratory elements of learning. By employing both visual and auditory elements, interactive video enhances both retention and reinforcement.
Concept comprehension is problematic in intro STEM courses. Digital interactive simulations are an innovative way to enhance student learning.
Two recent studies from the National Association of Colleges and Employers and the National Academy of Sciences highlight the need to address a more integrative curricular approach to improve competencies desired by employers. In this Teaching Tip, we take a brief look at these two reports and invite faculty to join the discussion on how integration of scientific, technical and liberal arts fields can work to enhance post-graduation success.
Turning your course open with Open Education resources, practices, and pedagogy can have profound impacts on how students relate to the materials, to you, to their learning and their positioning relative to that learning. Ready to get started?
Open Educational Resources (OER) are any type of media that is free and available for educators and students to use, reuse, repurpose, and sometimes modify for educational purposes. OER can help your students save money and can help you think about how you can teach outside typical textbook constraints. But how do you go about finding good OER? In this Teaching Tip, we will discuss methods for locating and evaluating resources.
In the first four parts of our series on online STEM labs, we looked at why online faculty choose to develop an online lab course, the diversity of lab solutions faculty implemented to meet course objectives, how to engage online lab students, and special assessment considerations within the context of online STEM labs. In this fifth and final part of our series, we take a look at some cutting edge efforts to improve teaching and learning in terms of both technical solutions and pedagogical approaches.
Do online STEM labs present unusually challenging circumstances for assessment? Yes, and no. In this fourth part of our five-part series discussing online STEM labs, we’re taking a look at the special assessment considerations inherent in online labs and how some faculty have tackled the challenge.
There are many choices to consider when selecting a particular approach to designing online labs. In this second part of our four-part series on online STEM lab courses, we’re going to take a look at four main categories of online lab experiences and consider their respective strengths and weaknesses. When making design decisions for your online labs, return to and refocus on your intended objectives before tackling the question of how to get there.
Use data from an introductory activity to create an infographic to share cohort information and build community in a course. This can show students how they might use infographics as a method to demonstrate critical thinking skills based on the results of their own research.
How do you guide your students not only through course material, but through navigating the university, their professional ambitions, a balance between personal and academic lives? This is the work of the teacher-as-mentor.
Open educational practices incorporate Wiley’s 5 Rs of open content – retain, reuse, revise, remix, and redistribute – into ways of teaching that encourage co-creation and sharing amongst learners, teachers, and a community.
In order for your course to go well, must it go as planned? Interrupt your class’s routine with tactics that make space for students to build and create.
Without practice and application, students can rapidly forget course material between academic semesters. Instructors can counter this effect by pointing students to and creating their own, opportunities to engage with subject matter during the breaks.
What happens when we put students in the director’s seat in terms of what, when, and how they learn and what might that look like in a course? There are many examples of democratizing the educational experience through a range of institutional and classroom levels and across the K-20 progression. There are likewise many opinions on this idea from steadfast proponents and those in opposition. In this Teaching Tip, we’ll take a brief look at imparting more academic power to students — the benefits, practical considerations, and potential pitfalls.
Are you working on a new course, an assignment, or a teaching idea and need a place to start? Start at iTeachU, UAF eCampus’s online headquarters for all your questions about course design. Learn on your own with our Pedagogy Resources, featuring tips and deep dives on course design, technology concepts, examples, links, and more.