"You’ve heard you can’t judge a book by its cover. But the truth is, if a book doesn’t have a good cover, most people won’t even reach for it. The same can be said about elearning. Good visual design compels the learner to go deeper and learn more; and it reassures them the course is valuable and worth their time.
"Welcome to Flexible Learning’s Teaching Resources site.
This site has a collection of resources to benefit the University of Regina’s teaching community. We have provided information about:
how to best design and deliver a course no matter what the delivery mode
information about digital resources – what they do and how they may be helpful in a course
information on copyright
as well as assignment and assessment creation.
Explore the site and let us know if there is information we haven’t provided that you would like to see, or if you have information you would like to add. You can do this by adding to the comments section on this page.
If you would like to participate in a discussion with other U of R faculty and sessionals you can request access to our UR CoOL: UR Community of Online Learners site by emailing ur.online(at)uregina.ca."
"WHAT IS A FOCUS GROUP?
Focus groups were originally called "focused interviews" or "group depth interviews". The technique was developed after World War II to evaluate audience response to radio programs (Stewart & Shamdasani, 1990). Since then social scientists and program evaluators have found focus groups to be useful in understanding how or why people hold certain beliefs about a topic or program of interest.
A focus group could be defined as a group of interacting individuals having some common interest or characteristics, brought together by a moderator, who uses the group and its interaction as a way to gain information about a specific or focused issue.
A focus group is typically 7-10 people who are unfamiliar with each other. These participants are selected because they have certain characteristics in common that relate to the topic of the focus group. The moderator or interviewer creates a permissive and nurturing environment that encourages different perceptions and points of view, without pressuring participants to vote, plan or reach consensus (Krueger, 1988). The group discussion is conducted several times with similar types of participants to identify trends and patterns in perceptions. Careful and systematic analysis of the discussions provide clues and insights as to how a product, service, or opportunity is perceived by the group."
"When we think of people who should build a portfolio website for themselves, we will often automatically think of creatives. Photographers, designers, web designers, and such folk are obvious choices to display their work online.
"It has been really hot lately…record-breaking hot. We have had a lot of fun in the office over the past two weeks experimenting with a DIY Cold Brew Coffee Maker. This Cold Brewer is made with a mason jar, Aeropress, and a water bottle. Here is an image of the Cold Brewer and the instructions from our Prima Coffee Facebook page.
"Parents’ comparisons make siblings different
They grow up in the same home, eat the same food, share the same genes (and sometimes the same jeans), but somehow siblings are often no more similar than complete strangers.
A new study from BYU found that parents’ beliefs about their children — and the comparisons they make — may cause differences to be magnified.
“Parents’ beliefs about their children, not just their actual parenting, may influence who their children become,” said BYU professor and lead author of the study Alex Jensen.
The study, published Friday in the Journal of Family Psychology, focused on siblings and academic achievement. Jensen and co-author Susan McHale from Penn State looked at 388 teenage first- and second-born siblings and their parents from 17 school districts in a northeastern state. The researchers asked the parents which sibling was better in school. The majority of parents thought that the firstborn was better, although on average, siblings’ achievement was pretty similar."
"Assessing Student Learning
Teachers who integrate technology into student activities and projects often ask us this question - “How do I grade it?”
Fundamentally, assessing multimedia activities and projects is no different than evaluating traditional assignments, such as written essays. The primary distinctions between them are the unique features and divergent possibilities associated with their respective medium. For instance, a blog has a unique set of possibilities (such as hypertext, embedded video, interactive imagery, etc) vastly different than those of a notebook (paper and pen notes and drawings within a contained document).
The first thing to realize is that you cannot separate the user from the device. iPads, Chromebooks, and tech tools themselves don’t demonstrate great learning; it’s about what students do with the technology that matters. The technology itself is simply neutral. Consider: would a teacher grade the pen a student used to write an essay? Of course not! They grade what the student writes. It’s what students create with the tool that is at the heart of learning and assessment."
"Ten years ago, when I first began blogging with students, it totally tanked. Students had such creative blog titles as "Bell Work: November 3rd" and "Warm-Up." I know, compelling stuff, right? However, over time, I was able to rethink this approach and shift toward authentic writing online. As the years progressed, I grew as an expert (still learning) on student blogging and started teaching sessions and workshops on the subject. This last year, I co-founded Write About, a digital publishing platform designed to go through the entire writing process.
"Anyone who expects magic to happen simply by giving children shiny slabs of aluminium and glass needs their head seeing to. Yet often enough this is precisely what happens: mobile devices are time and again rolled out to unsuspecting children without a clear vision or rationale for their use and purpose.
" Recent research shows that when a class size becomes large enough, one-on-one computer-based tutoring is more effective than traditional teacher-based instruction.
The instructional programs are called intelligent tutoring systems (ITS). They’ve been studied many times since the first well-recognized ITS in 1970."
"Find Lesson Flows, created by teachers like you, that incorporate the very best in digital tools, while highlighting their pedagogical insight. Watch our video to learn more about about Lesson Flows or make your own and share it by clicking “Create your own lesson flow”.
"For this assignment, you will create a podcast that 1) creates an instructional resource you can use in the classroom OR demonstrates the kind of podcast you would have your students create, and 2) demonstrates you have learned how to use podcasting technologies effectively.