2018 Ecampus Faculty Forum concluded a month ago. However, I am still fascinated by the dedicated quality work our selected online instructors have showcased that day. You can access recorded sessions and view SlideDecks here.
Horticulture instructor Betsey Miller cares deeply about how to provide quality instructor feedback to students who truly want instructor feedback in peer review assignment , trying several rounds of three different ways of keeping students engaged and providing quality feedback
- comments in discussion forum
- grading rubrics
- google form contest with students voting system
College of Business instructor John Morris uses a variety of strategies to prepare students in a career in business: teach students to use word cloud automation of words used in resume to see if their resume uses key words that future employers are looking for; use google collaboration documents to develop professional vocabulary, and peer view of individual case study analysis reports.
History instructor Katherine Hubler goes far and beyond in form connections with students and making her virtual presence known in her online courses through:
- create personal introduction to difficult topics
- get to know students by downloading roster, identifying where students are residing (off campus, on campus, etc.), special information about particular students from week 1 student introduction discussion forum activity; and put herself out there (so students can see her face, hear her voice through course intro video, weekly intro video, lecture videos, audio clips, etc. )
- stay present during the week with timely announcements
- provide regular and detailed feedback
College of Business instructor Nikki Brown shared her discoveries of what helps her as an online student when she took a fully online training certificate:
- Lectures: notes and transcripts help greatly and she poses a question for online instructors to ponder: what is the point of your lecture?
- Textbook vs no textbook: if there is no textbook used, please make sure all the resources are easy to find and are listed in one easy-to-find location as well.
- Ways to engage her online students show results of opinion polls to the whole class; how class performance curves so students know where they stand in the class as compared to others anonymously.
- Estimated weekly reading time and estimated completion time for each assignment helps students budget/plan study time efficiently.
With the help of Ecampus media developers, Statistics instructor Katie Jager helps all her students succeed in learning by creating visualization models and simulations of statistical applets. Computer Science instructor Terry Roaker uses reflective journals to help students practicing high level critical thinking and evaluating skills.
The lunch time keynote speaker, Professor Kevin Gannon, gently persuades us to design for accessible, equitable and dialogic learning, with a lens of inclusive pedagogical perspective.
Together with an interactive ball-passing course design challenge and solutions exchange activity, Ecampus instructional designers’ pedagogy session introduced audience to 12 common pedagogical approaches and listed over 20 approaches and their examples (link to pedagogy and for teaching strategy examples and resources on pedagogy and learning design strategies.
Jen Beamer from School of Biological and Population Health Sciences and Christine Kelly from College of Engineering shared their success recipe for facilitating engaging role play and debate in online discussion forum.
History instructor Nick Foreman and Ecampus media developer Mark Kindred presented their learner-generated content activity: timeline of Food Origins.
If you are exploring online teaching strategies in any of the above areas, feel free to reach out to the instructors who have presented at Faculty Forum. I am sure they would love to share more in detail with you on the specifics of how they made it work for their online courses.