This article describes how faculty can complete many course design tasks with the help of generative AI tools (GenAI). This guidance provides examples of AI prompts following research-backed best practices for the design of quality educational experiences.
Continue readingThis post guides UConn faculty in designing, building, and teaching online and hybrid courses. Please see UConn Registrar’s Course Modalities for a complete explanation of each instructional approach.
The phases outlined are intended for faculty with a strong background in teaching and pedagogy who are already comfortable using HuskyCT. To learn more about the skills and knowledge needed, see UConn Competencies for Online and Hybrid Instruction.
We encourage faculty who prefer a more guided support model to review the phases outlined in this site and then contact eCampus to work with one of our staff members.
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The eCampus HuskyCT template is an organized and student-friendly structure which can be copied into another HuskyCT site. The template requires editing and basic building skills in HuskyCT (Ultra Course View). Refer to the resources listed within this article for assistance with various aspects of HuskyCT.
Before building a course in HuskyCT, complete a Course Design Plan to map out the alignment of course components and ensure a structured framework. Once the Course Design Plan is complete, follow the steps to build the course in HuskyCT.
Continue readingThis article describes research-based recommendations for designing, developing, and implementing assessments in online courses.
Continue readingWithout licensing (i.e., permission from the copyright holder), uploading copyrighted material to HuskyCT (Blackboard) violates copyright law. Copyright issues often arise when it comes to using images in courses, as placing copyrighted images in documents and HuskyCT is considered unauthorized copying and distribution. Any images used in online courses must be licensed for this purpose. This post shows how to find, use, and cite free images that support learning in online courses legally.
This article provides an overview of common concepts related to copyright in online courses and shares best practices for finding and using free educational materials.
Videos can be used for a variety of purposes in online courses, and different set-ups are required to achieve these goals. This article will review the types of videos used in online courses and provide examples.
Continue readingCollaborative learning, also known as group learning, is an opportunity for students to develop higher-order cognitive skills, promote connections and community, and engage with different perspectives. To facilitate student collaboration online, it requires designing the activity as well as selecting the best technology to connect students.
Continue readingVideos are gaining ground in online education as a result of their versatility in promoting learning, satisfaction, engagement, and interest (LSEI; Costley & Lange, 2017). With this fast-growing dependence on videos, online educators need to become mindful of what constitutes quality videos and how they are best integrated into online content delivery and interaction.
This post is a collection of Frequently Asked Questions (FAQs) pertaining to creating videos for online courses.
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