Providing inspiration for your online courses
How can we reclaim our online learning spaces and make them more inviting and functional? How can we help learners open all the proverbial doors and operate fully within the learning environment? You guessed it: While our first instinct might be to add more to the course, the answer might lie in the other direction.
Ecampus students have access to a number of online resources to support their academic success at OSU. Receiving guidance and feedback on their writing assignments can be helpful across courses, throughout their planning and revision process. In this post, we will share more information about the current writing resources available to students, no matter where they are located, along with resources for faculty. OSU Writing Center The OSU Writing Center supports any type of writing project, during any stage of the writing process. Instructors can share this resource with students, or even integrate the writing center’s support as a step to receive guidance and feedback from a consultant in coordination with a class assignment. Online Writing Support (OWS) According to … Online Writing Support & Resources
In the 1980s, The Walt Disney Company rebranded its Disney Parks engineers as “imagineers,” and I think “instructional imagineering” would be a great rebranding of instructional design (if not for the copyright issue) because I often feel that the work I do is closer to engineering than design. Instructional designers are problem-solvers, but the work we do is not just problem-solving. It’s creative problem-solving, with each new project having new and specific challenges that often need a little imagination to solve–and a little improvisation. The history of the pedagogy of improvisation is traced back to the work of two women, Neva Boyd and Viola Spolin, working in Chicago in the 20s and 30s. Boyd was a sociologist doing social work … Imagineering, Improvisation, and Instructional Design
There is a lay phrase that goes somewhat like this: “it is more important how you say it than what you say”. This phrase relates to the fact that the tone we use to communicate with others matters. Tone might be easier to identify in oral discourse; however, tone might be more nuanced when the communication is in writing. Oral discourse can be characterized by intricate grammar (e.g., long and spread-out clauses), discourse markers (e.g., to indicate pauses or change of ideas), or the use of non-verbal gestures; whereas written discourse has more embedded and complex clauses (e.g., more tightly connected clauses). While there is not an absolute difference between spoken and written discourse (Biber, 1988), communicating in writing might … Tone and Choice of Words: Why These Matter in Online Teaching and Learning
Note: This was conducted using the Jan 9 Pre Research Preview version of ChatGPT. Introduction ChatGPT has been featured everywhere recently, with some educators being particularly worried because of its ability to craft essays, provide answers to quiz questions, and bypass plagiarism detection software. Teachers are trying to find ways to detect AI generated content, but are we being too hasty to associate AI in education with academic misconduct? Could the tool being used to cheat on courses actually help build them? I put this to the test by asking ChatGPT some questions. Note: The purpose of this was to see how much of the course development process could be generated by the chatbot. How to begin? Let’s start at … I got OpenAI’s ChatGPT to design an English language course
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