Analysis is the first step in planning effective instruction, and the first phase of the instructional design model ADDIE. It involves collecting all the information that may impact a course in order to make informed course design decisions. The process begins by addressing a series of questions.
Continue readingThis article provides practical tips and resources for incorporating more inclusive design strategies into online courses.
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This article provides instructional material alternatives, with examples, for use in online, hybrid, and in-person courses. Three options will be considered. Should you “make”, “buy” or look for “free” materials that support your learning objectives?
Continue readingThis article provides examples for meeting the federal requirement for online or distance learning courses to “support regular and substantive interaction (RSI) between the students and the instructor, synchronously or asynchronously” (Downs, 2021).
Continue readingThe Course Facilitation Plan (CFP) outlines the key steps to take before, during, and after your course implementation, presented in the recurring course life-cycle, as well as recognizing the four roles of an online instructor. Download a copy of the file to create your own customized version.
Continue readingAre you looking to increase student motivation and the quality of their academic work? If yes, consider specifications grading. According to Linda B. Nilson, Ph.D., the traditional higher education grading method is broken and specifications grading offers a solution with benefits for both students and faculty. Nilson published her seminal work, Specifications Grading: Restoring Rigor, Motivating Students and Saving Faculty Time, in 2015. Since then, faculty have adopted her method, including some at UConn.
Continue readingTo prepare online enrolled students for success, eCampus provides them with information prior to the start date of classes.
Faculty can use the strategies, tools, techniques and technologies available to them to help ensure academic integrity in online courses.
Continue readingWhat skills does an instructor need to succeed with an online or hybrid course? The UConn Competencies for Online and Hybrid/Blended Instruction survey includes 27 competencies to inform and facilitate self-assessment. The second edition takes into account developments in higher education since the COVID pandemic.
Online discussions are used to build dynamic learning communities, to synthesize key concepts and to promote critical thinking skills. In this article, we discuss tips for writing engaging prompts.
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