Providing inspiration for your online courses
An effective feedback cycle starts before the feedback is given by laying careful groundwork. The first and often-overlooked step in the cycle is preparing students to receive feedback, which takes planned, ongoing work.
One of my favorite design strategies is to make a small adjustment that delivers a big impact. When it comes to creating a welcoming online course, certain small adjustments can do just that and go a long way in warming up the online classroom. But first, let us look at why online courses ought to be welcoming and then what it means to be welcoming in the online space. Why Welcoming Students Is Important First, why is it important to design a welcoming course? According to the OSU Ecampus Online Teaching Principles, which are supported by research and endorsed by Quality Matters, it is recommended to “[m]ake facilitation choices that support diverse students and make each student feel welcomed and … Welcoming Online Students
Helping you assess and improve your course’s resilience against generative AI tools.
MTH 112Z at Oregon State University is designed to prepare students for calculus and related disciplines. This course explores trigonometric functions and their applications as well as the language and measurement of angles, triangles, circles, and vectors. These topics are explored symbolically, numerically, and graphically in real-life applications. MTH 112Z is designated as a Common Course Numbering (CCN) in the state of Oregon, ending with “Z” in the course number. When transferring to an Oregon public college or university, “CCN courses will be accepted as if they were taken at the institution students transfer to (that is, the receiving institution)” (State of Oregon, 2023). An instructor from the math department and Tianhong Shi from Ecampus collaborated in designing a brand-new … Belonging, Fun and Scaffolding in Introductory College Math Course
In our hyper-connected world, it’s tempting to think that technology like Google, Generative Artificial Intelligence, and our smartphones have rendered memory obsolete. But is that really true? I recently participated in a book club offered by Oregon State University’s Center for Teaching and Learning. The book we read, Remembering and Forgetting in the Age of Technology: Teaching, Learning, and the Science of Memory in a Wired World by Michelle D. Miller, challenges misconceptions about how technology affects our memory and attention and offers valuable insights for educators. Let’s explore some key takeaways. Memory Still Matters There has been a growing backlash against memorization in education, with critics claiming it’s outdated and harmful to creativity and critical thinking. But here’s the … Debunking Myths: Memory, Attention, and Technology in Education
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