I feel like I have been in a state of Flow for the last 25 years. It seems like yesterday when back in 1995 four of us sat around a table discussing how the only way we could get our new Masters in Educational Technology to the teachers who really needed it was to put it on the newly available World Wide Web.Continue reading “Transformational Leadership During COVID-19”
Many conversations addressing education lately have returned to the way various designers, instructors, learners, and stakeholders define a particular modality and its effectiveness. Some individuals focus on a modality’s apparent constraints instead of its affordances as an excuse to do less or remain stagnant, while others view the very same limitations in addition to the modalities strengths as a way to explore more options for how to reach learning goals in a new way.Continue reading “Limited by Modality”
I am currently in a summer book study with fellow faculty discussing Teaching and Christian Imagination by David Smith and Susan M. Felch. Through my personal reading as well as group discussions, I’ve realized we need a significant reimagining in the way faculty and instructional designers view teaching and curriculum design in higher education.
Instead of providing a cookie-cutter process of how to teach and design curriculum, Smith and Felch invite readers to reimagine higher education through three metaphors: a pilgrimage, a garden, and a cathedral. In the wake of the many changes and uncertainties of COVID-19, I want to invite you to reimagine higher education through sharing some of the things I am learning from these metaphors and encourage you to begin taking steps toward making your reimagining a reality.Continue reading “Preparing for Fall 2020: Reimagining Higher Education”
In the time of Covid-19, we’ve been thrust into The Lord of the Rings: Journeys in Middle-earth. We have to battle villainous foes, make courageous choices, and strike a blow against the evil that threatens the land. This is the best way I know to describe the feeling as we find ourselves in with little to no advanced warning—forced by circumstance to teach all courses online.Continue reading “Remote Learning: A New Journey”
The Oakland Athletics were always a budget-minded franchise.
In 2001, they finished 16 games behind the winner of their division and lost to the New York Yankees in the first round of the postseason. Then lost three All-Star caliber players in the offseason.
In 2002, they won their division, went on a 20-game winning streak in the regular season (breaking the American League record), and won as many games (and went as far in the playoffs) as the Yankees—who spent almost three times what the A’s did in player salaries.
By playing Moneyball.Continue reading “Moneyball Learning”
With the continuing growth of online learning in the past few decades, one significant argument against it has been the perceived loss of non-verbal communication and human relationships within the course. Instructors new to the modality often believe that the online delivery format is less interactive than face-to-face, and therefore assume it’s harder (if even possible) to get to know the other participants. Some university instructors even hesitate to teach online because they feel there is a lack of connection and communication, which then creates more room for misinterpretation, negative reviews of the experience, or even failure for some students. Today, I’d like to share the data behind this topic and help to point to the fact that this is not as worrisome as these instructors assume.Continue reading “But what about nonverbal communication?—A look at interactions online”
In November 2019, several members of our eLearning team attended Michigan State University’s (MSU) 5thannual Accessible Learning Conference (ALC). The theme of the conference was storytelling, emphasizing that the core of accessibility is “people and their stories.” As someone who’s been a student in the communication and theatre fields for almost a decade, this theme struck a chord with me. Often, at both private and public universities, the majority of students’ disabilities are often unidentified, so their stories go untold. These untold stories create a roadblock in these students’ ability to succeed in learning environments.Continue reading “Sharing Accessibility Stories: Making eLearning for Everyone”
You can have a well-designed course with relevant content and an expert instructor, yet the course can still be perceived as a negative experience by students. Why? The instructor was not “present” in the course.
It takes more than grading to create instructor presence. Bangert defines instructor presence as “the ‘methods’ that instructors use to create the quality online instructional experiences that support and sustain productive communities of inquiry” (Bangert, 2008, p. 40). Without instructor support, courses quickly become barren.Continue reading “The Importance of Being Present in Your Online Course”
When thinking about the demographics of students currently enrolled in colleges and universities, we often first consider traditional students, between ages 18-24. However, enrollment trends in traditional, blended, and online programs are revealing that nontraditional students, those ages 25 and older, are becoming more and more prominent in the classroom. Today I want to discuss the dynamics of nontraditional students, the pressures they face, and what it means to go the extra mile in order to understand their needs and enable them to succeed.Continue reading “Going the Extra Mile: Understanding Non-Traditional Students”
It’s that time of year again (if you work in education anyway). Students are returning. Classes are starting. Here in the Midwest, we’ve got crisp fall mornings and dew on the ground. Syllabi are being doled out like (unwanted) candy, and expressions of eagerness and anticipation will soon be replaced by glazed eyes and existential dread.
And for the first time in about a decade, I’m joining the crowd.Continue reading “Back to School: The Next Step to Becoming an eLearning Expert”