There are still openings available for the Canvas Overview Sessions. Get an introduction to the proposed new Learning Management System.
Sessions are available the following dates and times:
September 5 – 2:00pm – 3:30pm
September 6 – 10:00am – 11:30am
September 11 – 10:00am – 11:30am
September 17 – 2:00pm – 3:30pm
September 25 – 2:00pm – 3:30pm
October 2 – 10:00am – 11:30am
CLICK TO REGISTER!
Looking for research or to publish research about distance learning in an open access journal? Take a look at those listed below:
You can find those and many more in the Directory of Open Access Journals.
As you begin the semester teaching online make sure to take notes on how to improve the course for the next time. Prof. Hacker reflects on his experiences teaching online in this article in The Chronicles of Higher Education http://chronicle.com/blogs/profhacker/pushing-through-the-perils-of-teaching-online/42104
One of the most common accommodations that students with disabilities need is extended time on quizzes and exams. Providing this accommodation in Blackboard is relatively simple and does not require you to alter the testing time for all students. The directions are available in this USF System Blackboard Exam Accommodations Guide (PDF).
Learning Objectives are a key part of any curriculum. If you have ever taught a course, chances are you have written a learning objective or two. However, writing learning objectives can be considered a challenge. The good news is that there are tools online that educators can use to help themselves write learning objectives. One of these tools is called The Differentiator.
The Differentiator is a great tool that can help you write strong learning objectives. Its friendly interface and easy to understand layout is great for anyone who may need that extra boost in the right direction. You can click the link below to try it out yourself!
The author of a recent opinion piece appearing in the Chronicle of Higher Education noted: “The way MOOC’s—massive open online courses—handle student attrition is also instructive. A lot of students drop out of traditional colleges, particularly at less selective institutions, and this is rightly seen as a major public-policy problem. In response colleges have hired retention specialists, legislators have proposed tying funds to completion, and hectoring think-tank analysts have published white papers criticizing colleges with low graduation rates. Meanwhile the vast majority of people who sign up for MOOC’s don’t complete their courses, yet MOOC creators are hailed as visionaries rather than being denounced for their 10-percent completion rates. What gives?”
As Massive Open Online Courses (MOOCs) proliferate, feedback is coming in from faculty and students. A recent article in the Chronicle of Higher Education discusses the incidence of plagiarism in some of these courses. What surprises me is that people seem surprised that there would be cheating.