We can all use fresh ideas for engaging students with course content. What can the games we play teach us about designing our courses? Games have kept people engaged for decades because they have systematically designed engagement practices. In this program we will explore how to recognize these engagement practices and apply them into course design. Learn how to use the games that surround us to make our courses more powerful. …
Learn several design-based first-year supports, how to create opportunities in the facilitation of your courses to create and build classroom skills, and how to plan/implement evaluations to continue to support students in their educational journey. Designing with students in mind first helps you be purposeful in your approach to building their skills and meeting their needs.
Academic leaders and online education program managers establishing an online education program or meeting resistance to a current online education program How Can I Increase Faculty and Staff Buy-in For Online Programs? is a Magna 20-Minute Mentor that explains the contributors to resistance and provides actionable solutions that will help the viewer effectively lead change at the institution.
Attrition rates are 10% to 20% higher in online courses than their face-to-face counterparts. While online course formats offer convenient methods of instruction, poor course development often leads to high attrition rates. This program explores how applying Media Richness Theory (MRT) and Social Presence Theory to online course design and instruction can aid overall program retention and student satisfaction.
Enhancing consistency in online courses and programs is a current topic of interest to university administrators. Viewing this mentor will lead to enhanced awareness of the many benefits to both students and faculty that come from consistent course design. The program provides development staff, faculty, and other administrators many ideas that can be implemented easily at almost any institution.
This mentor will cover the benefits of providing high quality professional development opportunities for faculty, what some of these opportunities (or programs) might look like, and ultimately how these opportunities can positively impact the overall quality of online programming.
As colleges and universities continue to expand the number of online courses and programs they offer, faculty, staff, and administrators will continue to identify ways to improve the quality of those offerings. One sometimes-overlooked strategy to positively impact quality is to periodically survey online students and faculty to receive feedback on topics such as online course design, facilitation skills of instructors, how content is created and delivered, if adequate technological support is available, etc. Student…
Discover how to incorporate student-created video to foster engagement in online classes. Learn how to avoid common obstacles and how best to structure assignments to leverage student videos.
This program offers a realistic and practical alternative to the ever-escalating “cheating wars” that consume so much college and university resources in prosecuting dishonest academic conduct. Implementing the strategies in this presentation can greatly reduce the hassle for instructors and student-support staff of having to go through the paperwork, process, and frustration of responding to academic dishonesty.
By incorporating student videos into online classes, students can feel connected to their classmates and more engaged with course content. Online instructors may encounter some challenges when incorporating student videos initially. This session provides practical ways to avoid them.
Through the theories and activities discussed in these videos, faculty will better understand the impact brain-friendly learning can have on student success. The tips and techniques offered are easy to execute and will help faculty engage students with course content before, during, and after class, improving student performance and retention of concepts.
It is becoming more and more important to actively stimulate and engage the emotional responses of students to help them learn deeply and meaningfully. The intentional application of technology can capture an interaction with the content to develop students’ emotional responses to content which in turn, fosters deeper understanding and learning of important concepts and ideas.
This program explores three conversations faculty might have when discussing course evaluation results—the conversation with one’s self about negative feedback, the conversation with an academic leader about evaluations, and the conversation with students about course ratings.
This program demonstrates several techniques to engage student brains in learning. All can be incorporated into either a traditional 50-minute or a longer class period. Since each student’s brain is unique and may learn in different ways, the presenters offer specific techniques that help vary the learning experience during a typical classroom timeframe.
In this 20-minute session, you’ll come away with expert strategies from a world-renowned teaching and learning specialist that will move students toward becoming effective learners with integrity, allowing them to pursue understanding, learn from failures, and continue learning for life.