Kristina Wilson

Learning Designer

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. I am also a Quality Matters Peer Reviewer. Please feel free to connect with me on LinkedIn or follow my 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 another private, non-profit university in Chicago. Before immersing myself in instructional design, I worked as a teaching assistant, writing fellow, and bookbinding lab monitor, as well as a rare books cataloger, archive-scanning technician, and special collections assistant.

  • 2018 – MA in Writing, Rhetoric, and Discourse – DePaul University (Anticipated)
  • 2017 – Online Teaching Certificate – Rutgers University (Anticipated)
  • 2017 – Graduate Certificate in Instructional Design – University of Wisconsin-Stout
  • 2014 – MFA in Writing, with focus on creative nonfiction and poetry – The School of the Art Institute of Chicago
  • 2012 – BA in English, concentration in Children’s Literature – University of Florida

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

Best Practices for Synchronous Sessions

Introduction You’ve built engagement into every corner of your online course. You’ve got ways for students to interact with you, the instructor, through video and audio, assignment feedback, and discussion posts. Students interact with each other in large group discussions and small group projects. Don’t stop there! Even with a robust engagement strategy in place, some students in online programs may still feel disconnected from their instructors. One way to combat this is through the use of synchronous sessions. I know what you’re thinking. How will working students have the time to join a sync session every week? It is


Best Practices for Communicating With Students in Online Classes

Introduction A recent SPS student satisfaction study asked students to identify ways their academic program could be enhanced. Numerous students suggested making improvements to instructor-student communication and engagement. I know what you’re thinking. Communication should be easy! With digital tools to connect students and instructors, shouldn’t this come naturally? Actually, communication with students in online classes needs to be frequent, intentional, and multifaceted. As an online instructor, you will need to actively combat distance and silence to make meaningful connections with your students. Read on to discover tools and strategies that can make the process easier. Make sure your contact


Providing Great Feedback to Students: April 2017 Online Learning Webinar

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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