Asynchronous courses are a cornerstone of online learning. At the same time, asynchronous courses present challenges in terms of self-motivation, community-based learning, and combating feelings of isolation. One approach to addressing some of these challenges is to add synchronous elements to your online course. When used correctly, synchronous elements can add a layer of direct interaction and engagement that doesn’t detract from the benefits of the asynchronous format. However, adding synchronous elements isn’t as easy as just setting up regular meeting times. We need to plan with purpose, diligence, and a bit of creativity.
One of the adjustments for our team in working remotely is that we have fewer impromptu conversations about current trends or topics in higher education. As part of a move to reconnect and promote scholarly discourse beyond our day-to-day work, several team members decided to participate in a mini bookclub to read and discuss Ungrading: Why Rating Students Undermines Learning (and What to Do Instead), edited by Susan D. Blum.
Last October, members of the Pedagome PLC connected with the creators of DigPINS, a faculty development experience created by Autumm Caines and Sundi Richard that focuses on the growth of digital identity and presence.
As part of the Online Learning Consortium (OLC) Innovate 2019 conference, our team of instructional designers, Sarah North, Lynée Sanute, and myself, led an emerging ideas session around our work in diversifying design partnership options for faculty who are teaching online. Our presentation represents the first milestone in our process, and I want to share some background on what we’re doing.
I often find myself talking with people about online discussions and how to best set them up. Instructors, in particular, want to know the key to student engagement and best practices for their own participation. This isn’t something that has a hard and fast answer – you can certainly find plenty of suggestions, but a lot rides on what’s happening in a particular course.
This month we're talking with Richard Armstrong, Rick for short, who lives and works in Hawaii, and who is also a University of Colorado Denver student in the MSIS program.
As we seek to provide top-notch courses and programs in the online environment, we must remember that the experience of designing and implementing is only half of the equation. On the other side are the students – our partners in education. But we don’t always know much about what online looks like from the student perspective.
As we seek to provide top-notch courses and programs in the online environment, we must remember that the experience of designing and implementing is only half of the equation. On the other side are the students – our partners in education. But we don’t always know much about what online looks like from the student perspective.
If you’ve been looking for a course to help get yourself ready to teach online, learn more about best practices in digital pedagogy, or dig a little deeper in Canvas features, you’re in luck! Registration is now open for the September section of Online Skills Mastery (OSM, pronounced “awesome”).
