Writing content for an online or blended course is different than lecturing in a face-to-face course. Great eLearning content doesn’t just happen—it is intentionally designed to reach the student at their moment of need. As you develop your course, keep these five tips in mind to write relevant, engaging, and useful eLearning content. Continue reading “5 Ways to Write Relevant, Engaging, and Useful eLearning Content”
Sure. You’d be glad to develop an online course. How hard could it be? You’ve been teaching for years now. This should be easy. Maybe you can focus on the project next weekend. Continue reading “So you want to be a subject matter expert?”
8 Tips for Implementing Blended Learning in Higher Ed
Blended courses are gaining traction in higher education. In 2015, 42.3 percent of academic officers said the blended format held more promise than online courses (Allen, Seaman, Poulin, & Straut, 2016, p. 31). If you’re considering implementing blended learning in your program or higher ed institution, here are lessons I’ve learned from Spring Arbor University’s launch of a blended nursing program. Continue reading “Blended Learning, Part 2”
It’s tempting (and common) for members of the academic community to think that converting a face-to-face course to an online or blended course produces a special brand of magic. It’s just not true.
After building over 100 online courses, I have come to believe that the process is anything but magic! Of course, I’m always looking for that one spectacular experience…but honestly—even if it is spectacular—it involves hard work.
It is good old-fashioned respect and communication that seems to be the magic—not the new 5-week format, the online portfolio, or the 5-star learning management system. Of course technology needs to be there and work well, but it’s the human involvement that makes it sparkle. The next time you face a course development, incorporate these five tips for success! Continue reading “Course Development: It’s not magic”
Effective blended learning doesn’t happen by accident; it happens by design. When done well, it can be a powerful learning environment. When done poorly, it can be a frustrating mess for students, instructors, and administrators.
As the instructional designer for SAU’s new blended RN-MSN program, I’ve learned some valuable lessons on implementing this format. In a series of posts, I’ll discuss some practical tips you can use when designing blended courses.
In this first post, I’ll give a quick overview of blending learning. Continue reading “Blended Learning, Part 1”