Time for spring cleaning! Prep now and make importing your courses in the fall easier. One way to clean up your Canvas site is to use TidyUP, which will also improve your accessibility score! TidyUP gets rid of old files that are cluttering up your modules and folders (many of which may not be accessible… Read more »
Month: March 2025
Shifting the Focus Back to Learning with “Ungrading”
As a staunch believer in grades, I was hesitant at first to engage with the practice of ungrading. I mean, who doesn’t love working hard and getting that gold star as a reward? Am I right? Grades, for me, became a source of comfort—I knew I was performing well and achieving the goals my instructor… Read more »
Soliciting Student Feedback: How Did This Post Help You Develop Your Own OCQ Questions?
It is a truth universally acknowledged, that the automated Online Course Questionnaire (OCQ) system asks me to write my own questions for end-of-term evaluations at the most hectic point in the semester. I sincerely want to critically reflect on my pedagogical practices and generate some meaningful questions, but I also have 25 papers to grade,… Read more »
Instructor Spotlight: “It was nice to do something different, unexpected, active and collaborative”
Are you a planner like I am? My colleagues often tease that I love to-do lists. My brain is happiest when I take a massive task and break it into digestible chunks. Are you similar? Or maybe you find big tasks daunting and you want help identifying smaller steps? However you approach tasks, I… Read more »
Transparent Teaching with AI: Enhancing Metacognition
Are your assignments transparent about how you would like students to use generative AI? Transparency is a highly research-supported teaching and learning concept that demonstrates that explaining why you do what you do in the classroom improves learning outcomes and increases equity. (To use AI to ease the burden of the labor of making the… Read more »
Peer Review Makes Writing More Authentic for Students
Can you remember the last project you wrote for a single reader? How about the last one you finished in one draft and with zero input from peers? In papers written for one reader (the instructor) without peer feedback (classmates), learners face an artificial situation. They write to perform—not to communicate, the purpose of most… Read more »