Many instructors have been looking for better methods to engage students online, especially when it comes to asking for more than passively watch videos. Placing engagement opportunities in our lectures, demos, and other training materials has been tricky to say the least. However, PlayPosit may have the solution. PlayPosit is an interactive video tool within… Read more »
Quick Tip: Accessibility Checklist for Instructional Video
As we prepare for the coming semester, we are offered yet another opportunity to iterate on our instructional materials and approaches. Some instructors are creating new materials while others are modifying the pre-existing ones. We’d like to offer you a quick checklist along with some considerations for improving accessibility and providing alternate modalities from which… Read more »
FAQs for Recording and Handling Online Video
This is a bit longer post, but we wanted to provide this information for those of you working on media for the new semester. Planning on recording content for the spring semester? These responses to the more popular questions will hopefully curb a few common issues that come up throughout the semester. How long will… Read more »
Encouraging Student Engagement with Video
As we finish the spring semester, it’s time to consider the design of your fall 2020 face-to-face course content delivery as you migrate to an online or blended format. In this blog, I’ll focus on a couple of basic tips for your videos with the aim of supporting engagement with content. Hopefully, you have a… Read more »
Flipping Your Class, Part 4: First Exposure Matters? Presenting Materials to Students Online
In the last part of this series, we filled our in-class framework with activities that allow our students to collaborate on the advanced learning objectives to achieve mastery. For this final part, we’ll be designing a pre-class session focusing on our basic learning objectives that students complete on their own. Our primary goal is to… Read more »
Flipping Your Class, Part 3: What Should I Do? So Much Room for Activities!
In Part 2, we created our learning objectives (LOs) and sorted them based on their level of cognitive complexity. We begin part three by planning the in-class portion where students will have peer and instructor support in achieving the advanced LOs. Whether a person is planning a traditional lecture or a flipped class, it’s important… Read more »