Tag: online teaching strategies

5 Questions to Ask Yourself Before Adding Images to Your Online Course

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


Active Learning Strategies for the Online Classroom

Dr. Ray Schroeder recently gave a presentation on active learning strategies for NUIT’s Teachxpert Speaker Series. He describes active learning not as a theory, but as “a teaching method that supports learning. The method uses techniques…that promote analysis, synthesis and evaluation that guide students towards achieving learning objectives” (Active Blending for Engagement). Think about the last time you learned something. What was it? How did you learn it? The last time I learned something, I received direct instruction from a peer where I watched a process being done while it was explained, and then I went off on my own


Student-to-Student Interaction in Online Courses

Having worked in online education for the past five years, I was intrigued by Darren Rosenblum’s recent New York Times article, “Leave Your Laptops at the Door to My Classroom.” While reading it, Rosenblum’s observation of a colleague’s course, where laptops were allowed, stood out to me: “[The students] took notes when [the professor] spoke, but resumed the rest of their lives instead of listening to classmates.” At the School of Professional Studies, we focus on student-to-student interaction as one of the three types of interaction, along with student-content and student-instructor, when designing courses. Rosenblum’s observation that students didn’t value


The Many Hats of Online Education: An Interview with Leslie Fischer

In every job I have had, my job description varied depending on the day or the project or who was on my team. That holds true for being a Learning Designer as well, where I am project manager, trainer, researcher, collaborator, among other roles. Faculty developers take on additional roles in the course development process as well. Leslie Fischer is a 30 year teaching veteran at Northwestern University, teaching classes in literature, communication, research, and writing. She has embodied the role of teacher by embracing the interconnected roles of mentor, facilitator, creator, and learner. She is also a student in


Is Technology Driving Online Education Off A Cliff?

Is technology driving online education off a cliff? At the School of Professional Studies’ annual Distance Learning Symposium, David Noffs and I raised this question. As instructors and designers of new online courses in the Instructional Design Sequence in the Information Design Strategy (IDS) Program, David and I argued that thoughtful integration of educational technologies into education and training programs is important in designing high quality online learning experiences and modeling sound instructional design strategies for students in the program.  Here is a brief recap of some highlights of the presentation. Is Education Really Just A Game? Why not make