Personalities shine as students create videos of themselves mastering the content in Dr. Gardner’s class.
Best Practice 4: Use a Variety of Large Group, Small Group, and Individual Work Experiences
“developing skills and knowledge can be more stimulating when students immerse themselves in course content by working through cases and challenging problems and discussing stimulating ideas with fellow students” (Boettcher & Conrad, 2016, p. 50). – December 31, 1969
Dr. Gardner incorporates a series of small activities to support students social and emotional well-being in her classes.
Best Practice 7: Prepare Discussion Posts That Invite Responses, Questions, Discussions, and Reflections
Achieve social interaction and community building so learners get to know each other personally and intellectually...Validate thinking and experiences” (Boettcher & Conrad, 2016, p. 53). – December 31, 1969
Student interact with presenters on Zoom during Ms. Hardy’s end-of-semester showcase of student research.
Best Practice 11: Assess as You Go by Gathering Evidences of Learning
One feature of emerging assessment practice that supports “assessing as you go” is expanding the audience for a student’s work…this practice recommends having learners work in small teams that work collaboratively on peer review and peer consulting on assignments such as project proposals. Outside experts can also play a role and participate in review and evaluation of student’s work” (Boettcher & Conrad, 2016. p. 58). – December 31, 1969
Inviting a student to a quick phone call can lead to short- and long-term benefits, as Dr. Howard has found.
Dr. Haque will speak more tomorrow on how he implements this practice.
Best Practice 1: Be Present at Your Course
“Liberal use of communication tools such as announcements, unit introductions, discussion forums, feedback, and generally “being there” frequently communicates to learners that you care about their learning, their questions, and their concerns” (Boettcher & Conrad, 2016, p. 44). – December 31, 1969
Dr. Kokil nominates students to present at conferences, challenging them and making them proud of their work.
Best Practice 11: Assess as You Go by Gathering Evidences of Learning
“Outside experts can also play a role and participate in review and evaluation of student’s work…Public exhibitions, as they are traditionally done in media classes, can lead the way” (Boettcher & Conrad, 2016. p. 58). – December 31, 1969
Commenting on each students’ introduction discussion post takes time, but is worth the effort to create community between Dr. Dutcher and her students.
Best Practice 1: Be Present at Your Course
“Liberal use of communication tools such as announcements, unit introductions, discussion forums, feedback, and generally “being there” frequently communicates to learners that you care about their learning, their questions, and their concerns” (Boettcher & Conrad, 2016, p. 44).
– December 31, 1969
Dr. Thomas explains how he structures his project so students can view and build on previous students’ work, creating opportunities for peer-to-peer learning, student choice, and flexibility.
Best Practice 5: Use Synchronous and Asynchronous Activities
We have learning management and course management systems… These tools make it possible to do almost everything that we have been accustomed to doing in face‐to‐face classrooms, and discussions and events can be recorded and archived for later and multiple views. In addition, we can engage learners in more extensive collaborative and reflective activities, from anywhere” (Boettcher & Conrad, 2016. p. 52). – December 31, 1969
To clarify expectations, Dr. Bennett provides exemplar examples from previous students in a way that doesn’t limit student creativity, thinking, or modality.
Best practice 3: Develop a set of explicit expectations for your learners and yourself as to how you will communicate and how much time students should be working on the course each week. – December 31, 1969
Creating student feedback groups allows student engagement and practices upholding industry standards while also providing opportunities to establish Dr. Bahl’s instructor presence.
Best Practice 4: Use a Variety of Large Group, Small Group, and Individual Work Experiences
“Large groups: The now‐ubiquitous mobile and synchronous tools allow us to spontaneously plan large group activities such as expert visits and virtual conferences and do real‐time project planning, brainstorming, and presentations” (Boettcher & Conrad, 2016, p. 51). – December 31, 1969
Since community means everyone, Dr. Bahl has students attend to industry and university standards for creating accessible documents and presentations.
Best Practice 2: Create a Supportive Online Course Community
“Building a supportive online community requires using a set of diverse and balanced dialogue patterns” (Boettcher & Conrad, 2016, p. 47). – December 31, 1969
