blog with posts on peer instruction (Eric Mazur)
formative evaluation of courses at University of Georgia
- by invitation on part of professor
- done 4 weeks into semester
- only questions related to student learning
- 3-step process: individual answers, reach consensus as group, weigh most pressing concerns
- What aspects of class are going well?
- What aspects of class need improvement?
- What changes in the course would benefit student learning?
handbok for instructors teaching online
online course template by Fresno State
suggests giving students a syllabus quiz
results of study using MOOC data on the kinds of video that engage students
Shorter videos are much more engaging. Engagement drops sharply after 6 minutes.
Videos that intersperse an instructor’s talking head with PowerPoint slides are more engaging than showing only slides
Videos produced with a more personal feel could be more engaging than high-fidelity studio recordings.
Khan-style tablet drawing tutorials are more engaging than PowerPoint slides or code screencasts.
Even high-quality prerecorded classroom lectures are not as engaging when chopped up into short segments for a MOOC.
Videos where instructors speak fairly fast and with high enthusiasm are more engaging.
Students engage differently with lecture and tutorial videos.
tool to make interactive maps
resources from webinar
slide on Transitioning to online & blended teaching
slide with evaluation checklist
article by Jessie Daniels on how a journal article was born out of a tweet