Dr. Karim outlines his next plans for creating a quick way to address common misconceptions occurring in weekly homework.
Best Practice 5: Use Synchronous and Asynchronous Activities
“We have learning management and course management systems, real‐time synchronous classrooms... that support synchronous chat, video messaging, and more... we can engage learners in more extensive collaborative and reflective activities, from anywhere, at any time we choose (Boettcher & Conrad, 2016. p. 51-52). – May 13, 2021
Dr. Doan has students examine multiple external resources and them evaluate, compare, and synthesize them in discussion boards to see how student apply course concepts to their community.
Best Practice 11: Assess as You Go by Gathering Evidences of Learning
“Making our thinking visible requires students to create, talk, write, explain, analyze, judge, report, and inquire...Such activities stimulate students’ growth from concept awareness to concept acquisition,...[and the] development of knowledge as described in Bloom’s taxonomy” (Boettcher & Conrad, 2016. p. 56). – May 13, 2021
Synchronous Teams meetings allow Dr. Doan to provide instructor and peer collaborative, supportive, and time-efficient feedback on course projects.
Best Practice 11: Assess as You Go by Gathering Evidences of Learning
“In addition to the classic approach of assessment being a one‐way street between an individual learner and an instructor, this practice recommends having learners work in small teams that work collaboratively on peer review and peer consulting on assignments such as project proposals” (Boettcher & Conrad, 2016. p. 58). – May 13, 2021
Online classes create even more temptation to procrastinate on assignments, but Dr. Doan’s checklist structure conveys expectations for how students repeatedly practice the skills needed to succeed.
Best Practice 3: Develop a Set of Explicit Workload and Communication Expectations for Your Learners and for Yourself
“Teaching and learning experiences in any environment are demanding of both teachers and students, and the time to do the work needs to be scheduled and planned. Being clear as to how much effort and time will be required on a weekly basis keeps surprises to a minimum” (Boettcher & Conrad, 2016, p. 49). – May 13, 2021
Authentic and sincere video assessments, similar to an asynchronous oral exam, allow Dr. Gardner to measure student knowledge.
Best Practice 11: Assess as You Go by Gathering Evidences of Learning
“Another stress‐reliever is also giving learners more choice in how they demonstrate knowledge” (Boettcher & Conrad, 2016, p. 56). – May 13, 2021
Clarifying expectations around homework and coupling it with other assessments allows students practice and helps Dr. Gardner accurately assess student knowledge.
Best Practice 11: Assess as You Go by Gathering Evidences of Learning
"This practice supports the gathering of evidences of learning throughout the course and also provides additional data for program accountability” (Boettcher & Conrad, 2016, p. 58). – May 13, 2021
Dr. Thomas uses D2L features to streamline prompt and targeted feedback to students.
Best Practice 9: Combine Core Concept Learning with Customized and Personalized Learning
“This best practice builds flexibility into learning experiences to meet the needs of individual learners while designing to ensure that all students reach competency in the learning outcomes of a course” (Boettcher & Conrad, 2016, p. 56). – May 13, 2021
Dr. Thomas accustoming students to regular quizzes to support them achieving course objectives and future workplace expectations.
Best Practice 14: Design Experiences to Help Learners Make Progress on Their Novice‐to‐Expert Journey
“It will be important for an instructor to identify core concepts and set specific competency goals that link the learning outcomes to the development of expertise” (Boettcher & Conrad, 2016, p. 60). – May 13, 2021
Especially useful in large sections, Dr. Thomas uses IAs to email students how to correct missing assignments.
Best Practice 3: Develop a Set of Explicit Workload and Communication Expectations for Your Learners and for Yourself
“Teaching and learning experiences in any environment are demanding of both teachers and students, and the time to do the work needs to be scheduled and planned. Being clear as to how much effort and time will be required on a weekly basis keeps surprises to a minimum” (Boettcher & Conrad, 2016, p. 49). – May 13, 2021
Putting due dates on modules as well as assignments allows Dr. Thomas to use the Class Progress feature to provide early warnings that support students’ success.
Best Practice 3: Develop a Set of Explicit Workload and Communication Expectations for Your Learners and for Yourself
“Teaching and learning experiences in any environment are demanding of both teachers and students, and the time to do the work needs to be scheduled and planned. Being clear as to how much effort and time will be required on a weekly basis keeps surprises to a minimum” (Boettcher & Conrad, 2016, p. 49). – May 13, 2021
