Students in online courses and degree programs sometimes report that studying online can leave them feeling isolated and unconnected to their instructor and student peers. However, this doesn’t have to be the case. Online instructors can utilize a variety of strategies to build and maintain a sense of community in their online courses and doing so will result in a better course experience for both student and instructor.
Learning outcomes and objectives are the first step in backwards design. As such they hold the primary spot in the course development process. Faculty engaged in course or program development who are ill-equipped to design meaningful and measurable outcomes face the prospect of a poorly designed course and less than meaningful learning experiences for students.
For faculty who struggle with engaging content delivery (lecture) How to Improve Academic Lectures with TED Talk Principles: Connect, Convey, Communicate is a Magna Online Seminar that gives specific, practical steps to add enthusiasm and excitement to lectures and presentations.
Understand the prevalence of unrecognized trauma in the general population and in the educational setting, learn to identify common characteristics of trauma, be able to recognize how maladaptive behaviors serve as coping skills in trauma survivors, learn the six principles for creating a trauma-informed classroom, and will learn strategies to evolve the learning environment and avoid re-traumatization.
Curriculum mapping (tracking the achievement of program outcomes to the course) is often required at institutions for quality assurance and curriculum improvement. It is a concept that was fairly new in 2010 (Wolf’s first MOS) and is now widely accepted. However, many institutions are stuck at data collection and haven’t been able to aggregate the data from a course level up to a program level, and even better, include data from other divisions of the institution.
What happens during the first week of class sets the tone for the entire term and can affect retention and student success. For students to work well together in classes, a degree of trust must exist between them, and building this trust quickly is key. Learn about the concept of swift trust, which comes from business but applies to education as well.
Announcing an all-new Magna Online Seminar that will help you with time management before your course starts and as you teach. We’ll also give advice to help students worker smarter (not harder) when they shift learning new material to the pre-class space. Lastly, we’ll cover how to use time wisely during the class meeting in order to tap into the maximum benefits of active learning.
Grit, self-efficacy, and growth mindset are desirable and aspirational traits for students to have and will make the difference between learning at low-level Bloom’s Taxonomy vs. truly engaging in and understanding course content, but how does a professor create the motivation it takes for students to achieve this? This online seminar is for any educator struggling with creating such paths to critical and creative thinking.
Discover that neurodiverse differences often are not openly declared and might be hard to recognize in individuals in a classroom of students. Explore the common barriers to learning experienced by neurodiverse students and learn strategies to build content and environments that support breaking down those barriers and improving learning for all students.
Gain insight into your possible teaching “blind spots,” learn the power of using concrete examples to help students grasp abstract concepts, explore the wide variety of example types that can be used in teaching, and learn the most effective pacing of examples in a course.
Explore essential topics including strategies for building a cohesive online learning community, increasing faculty online presence, and getting students actively engaged in learning. This presentation will also address technology for online communication, collaboration, and engagement.
Generation Z (born from 1995-2010) is now in college and they’ve brought a unique set of values and interests with them. If you’re challenged by—or even just curious about—understanding the drive and motivation of the young students in your classes, this online seminar will provide research-based context, understanding, and practical tactics that can be implemented in any classroom.
Using peer assessment, self-assessment, creative coursework design, grading rubrics, and technology, educators can offer meaningful feedback and effective grading approaches in large-section classes. Join us to discover ideas that you will be able to incorporate almost immediately from an educator who has successfully used this approach.
Learn how to allow for adequate time to develop a course, explore avenues to find course content, prioritize the content students need to learn, create an instructor participation plan, determine what course assessments will be used, estimate the overall workload associated with developing and teaching an online course, and use existing faculty support services available to help with course design and planning.
Recent studies show that “Digital Natives” might not have the proficiency for technology that older generations have long assumed they do, and that we’re overestimating the technical skills of the young adults we teach. To make things worse, the related skill sets that students are being taught in their courses with us are not the kinds of skills that their future employers most value.