In April’s Online Learning Webinar, learning designers Jessica Mansbach and Krissy Wilson and instructional technologist Jackie Wickham responded to recent student survey results indicating that students want more individual feedback from faculty, sharing six topics related to feedback for online students: Providing Useful Feedback Frequency and Timing of Feedback Getting Students to Use Your Feedback Tone and Bad Feedback Time-Saving Feedback Strategies Considering Feedback in Building Course Structure Faculty attendees also shared experiences and concerns related to providing feedback to students in the online environment. To view a recording of the webinar, click here. To visit the Canvas site displayed
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As a Learning Designer in the School of Professional Studies, I collaborate with faculty as an advocate for curricular excellence, innovation in design and technology, universal design for learning, and superior student engagement and experience. Please feel free to connect with me on LinkedIn or follow my professional Twitter account for Canvas tips, industry and university news, and live conference discussion.
Prior to joining Northwestern, I worked with faculty in a broad range of disciplines—from thanatology to business ethics to art history—as an Instructional Designer at DePaul University. Before immersing myself in instructional design, I worked in libraries as a cataloger, scanning technician, and special collections assistant.
I am a Quality Matters peer reviewer, and I earned a Master of Fine Arts in Writing at the School of the Art Institute of Chicago in 2014 as well as a Bachelor of Arts in English with a concentration in Children’s Literature from the University of Florida in 2012.
When I’m not working, I enjoy hiking, road trips, coffee, and hunting for textual fragments of glass, pottery, and porcelain that I collect at my blog, Detritus: Poems from the Thames Foreshore.
Posts by: Kristina Wilson
Context In partnership with Professor Caroline Goldthorpe, MUSEUM 370 – Museum Origins and Issues underwent revision between December 2016 and March 2017. This course is a required course in the Museum Studies Online Certificate Program and was originally developed in 2007 as one of the first courses the School of Professional Studies offered online. Throughout our revision, we strove to preserve the best components of the existing course and update the course to meet Quality Matters standards. One carefully considered, critical assignment in the course is the weekly Field Assignment. Each week, of the course discusses the origins and ethical
Introduction We are always looking for ways to make our courses more engaging for students. That might mean more opportunities for students to interact with each other in small groups, developing short videos with in-video quizzing, or creating an interactive map. One way that faculty often try to make an online course more visually interesting is by adding images to slideshows, videos, and pages in the course site. But even with the best intentions, online courses can become crammed with images: clip art that adds little value, photos used without permission and in violation of copyright law, low-resolution images that