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Allowing for greater flexibility, a HyFlex teaching model enables higher student engagement and options as opposed to completely hybrid or in-person learning.

Via Elizabeth E Charles

Find out which five areas online teachers need to adapt to teach online effectively and which skill will make you stand out from the rest.

Via Nik Peachey, Elizabeth E Charles

The discussion board is certainly not new to the online classroom. In fact, some may argue that the discussion board is one of the most well-known and used tools in online courses. While the discussion board is ubiquitous within the different Learning Management Systems (LMS) that exist, and is consistently included in online courses as a way to collect formative assessment data and engage students, its use could be elevated by aligning Bloom’s Taxonomy of Educational Objectives (Anderson, Krathwohl, & Bloom, 2001) with discussion board prompts. Focusing on the cognitive knowledge domain, Bloom’s Taxonomy provides a hierarchical framework of learning outcomes that instructors can use to create more interactive, diverse, and impactful ways for students to experience deeper learning (Mehta & Fine, 2019) and meaningful discourse surrounding course content.

Via Elizabeth E Charles

The Internet and the immense connectivity it provides is a powerful tool that many educators have yet to take advantage of. Computer technology allows teachers to easily organize their work and provides plenty of functionality available for use in even the most mundane tasks. Sorting, categorizing, and cataloging your work has never been easier, and it is high time more educators make use of the technology at their disposal.

Via EDTECH@UTRGV, Elizabeth E Charles

It is often assumed that online collaboration, teamwork and communications is inferior to face-to-face equivalents as we miss the visual cues, facial, body language and so on. His would suggest that collaborative teamwork or meetings may be better with VIDEO ON, as opposed to JUST AUDIO.

 

Yet, this fascinating paper from Tomprou et al. (2021) at Carnegie Mellon, who looked at group ability to solve a range of different problems, found something quite counterintuitive. Visual cues have no effect on collaborative work. In fact, teams without visual presence were more successful, not only in synchronising their vocal cues but also speaking in turns and on solving problems. The authors rightly claim that this calls into doubt the conventional wisdom that you need video support.

Via Elizabeth E Charles

A part-time professor is one of many at Point Park taking innovative approaches to boost student engagement during COVID-19.

Via EDTECH@UTRGV, Elizabeth E Charles