In a literature class I took in high school, my class submitted all of our papers online for the ease of checking plagiarism and providing feedback. As Ann described in her post about audio and video feedback, my teacher not only left us written comments but audio feedback as well.
Five years later, I still remember how encouraging his audio clips were to me. They were constructive and uplifting.
What made this feedback so meaningful? Why has it stuck with me for so long? I think it’s a combination of a few different factors.
Continue reading “Useful Feedback from a Student’s Perspective”
Each day, the amount of data created increases by about 2.5 quintillion bytes, and 90 percent of the data in existence comes from the past two years (Marr, 2018). Without a guide (or a friendly-neighborhood librarian), it’s impossible to sort through that much data on our own. It’s no wonder our learners struggle with information overload (“Information Overload,” 2019).
Continue reading “Bring Simplicity to Your eLearning Design”
In my last post on relevant and relational feedback, I mentioned how adding a human factor into your online courses creates another dimension of building relationships with students. Constructive, relevant, and relational feedback helps students develop an awareness of their learning as well as the ability to recognize and address their weak points on their own. Today we’ll look at audio and video feedback tools you can use to build relationships with your students and help them take these important steps in their learning.
Continue reading “eLearning Feedback: Enhancing Instructor to Learner Feedback”
Artificial Intelligence, or AI, has become a buzzword. Many label practically any decision made by machines as AI, and it becomes difficult to discern the difference between true AI innovation based on Deep Learning from the clever relabeling of existing capabilities. Many of these pseudo-AI efforts require massive investments of time and money to simulate an AI-like experience. This makes it vital for us to know how to spot true innovation.
Continue reading “New Generation of Learning Design”
The first online course I developed and facilitated was Fundamentals of Speech. I was determined to get it right, because I had graduated from an online program and understood first-hand the pitfalls and frustrations students go through with a weak facilitator. In the very first week of the course I realized that it takes a lot of work to facilitate well! The second thing I realized was that it was so worth it—and so rewarding.
Since then, I’ve developed and facilitated many online courses, and enjoy being the eLearning certification trainer for new online and blended faculty at Spring Arbor University.
Continue reading “Facilitating an online course: Five ways for getting it right”