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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I’ve worked on the DL team since April of 2012. I started here as the operations coordinator, making sure all parts of courses were up and running. In October 2013, I was promoted to my current role, instructional technologist. Now, I’m responsible for assisting faculty in course design, creating assets for courses, and recommending appropriate technology solutions to enhance content delivery.
Prior to working at SPS, I completed my M.S.Ed. in school counseling from Northern Illinois University, and my B.A. in psychology from Illinois Wesleyan University, where I was a member of the cross country and track teams. In my spare time, I’m a high school cross country and track coach and volunteer for the Make A Wish Foundation.
Posts by: Jackie Wickham
Reba-Anna and Elizabeth shared tips on creating a student-centered syllabus. They answered common questions about the function of the syllabus and provided information about incorporating media, making the syllabus easy for students to read, and important Northwestern resources to include in the syllabus. A recording of the webinar is available through Blue Jeans.
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