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Instructional design is a process of creating an engaging learning environment with instructional materials using instructional models and theories. By understanding the needs of the learner, the instructor can help transfer knowledge, provide engaging, well-organized materials, while enhancing instruction. Creating a rich, engaging learning experience for the student to facilitate learning.
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The more students write, the more likely they are to be successful in college and in their careers. Join a campus-wide conversation about giving students more and better opportunities to write in all of their courses.
Writing Resources available here.
A syllabus is more than a course overview with relevant dates and assessments — IT CONVEYS A FIRST AND LASTING IMPRESSION OF THE INSTRUCTOR AND OF THE COURSE THAT HAS BEEN DESIGNED. A class syllabus is integral to the total learning experience of the student. In this webinar, you will learn how to design a syllabus to meet the needs of the 2014 student, as well as of the modern day faculty member. Our presenter discusses how to USE THE SYLLABUS TO ESTABLISH AN EFFECTIVE AND POSITIVE ACADEMIC CONTRACTUAL AGREEMENT between instructor and student. You'll also learn how to avoid common design errors that lead to both student and faculty frustrations and how to present a syllabus in a way that increases student engagement and positively affects student satisfaction.
Getting Started on Course Redesign: NCAT Redesign Scholar Teresa Overton from Northern Virginia Community College will describe how their redesign of developmental math, impacting almost 10,000 students, got started and how they resolved problems that arose. NCAT vice president Carolyn Jarmon will give examples of what has been experienced by four-year institutions in a variety of academic disciplines as they began their redesigns. The agenda includes plenty of time for discussion to help you think about how to get started.
Redesigning Developmental Reading: Presented by Xiaoping Wang, featuring the effective use of the Emporium Model (typically used in developmental math) in a developmental reading course. The traditional reading course typically experiences a high DFW rate ranging from 34% to 45%. The rigid delivery format creates a passive learning environment that limits learning flexibility and cannot offer the individual assistance that is needed to meet each student's learning needs. Small sections entail a high cost in delivery, and the employment of multiple instructors leads to course drift, creating inconsistency in the quality of course delivery. The student-centered learning environment created by the redesigned course will enhance the quality of the course and student learning outcomes.
Redesigning General Psychology: Presented by Gordon Hodge, featuring the use of mastery quizzing. The new course will reduce the number of lectures each week to one and will incorporate a weekly 50-minute studio session led by undergraduate teaching assistants (UGTAs) in computer labs. These activities will be supplemented by interactive hybrid Internet/CD-ROM activities, quizzes, and programmed self-instruction offered on a 24/7 schedule. Students will take repeatable quizzes each week requiring a C-level of mastery, course management software will enable the team to track student learning proficiency. An active intervention strategy will ensure that students are making progress. Graduate teaching assistants will monitor quiz performance and will contact and counsel students who fail to achieve a C level of performance as to how to improve. The course redesign will enhance the learning experience for students in several key ways.
Redesigning College Algebra: Presented by Tammy Muhs, featuring large-scale redesign in a course of 4,000+ students. The student population taking College Algebra is very diverse in academic goals, background, schedules and the abilities they bring to the course. During a fall 2007 partial redesign, some of the NCAT redesign principles were utilized which resulted in improvements in some areas of the course. Specifically, the issue of course drift was successfully addressed by using a coordinated effort across multiple sections of the course. UCF now wants to conduct a whole-course redesign to address the low rate of student success and to serve a large student population with decreased funds and available instructional personnel. The redesigned course will create a student-centered learning environment, making students active and engaged learners.
The National Center for Academic Transformation (NCAT) is an independent, not-for-profit organization that provides leadership in using information technology to redesign learning environments to produce better learning outcomes for students at a reduced cost to the institution. NCAT is headed by Dr. Carol A. Twigg, an internationally recognized expert in the field. The NCAT staff has extensive experience in higher education as faculty members, administrators and researchers in both traditional and non-traditional higher education environments
HSIs are defined as institutions of higher education with 25% of the undergraduate population of Hispanic heritage.
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Video by TEDx Beacon Street featuring Richard Culatta, on Reimagining Learning. He identifies 3 major challenges with our current approach to education and suggests how a shift to personalized learning is the key to the future of education in America. To make this shift, we must close the digital divide between those who can leverage technology to reimagine learning and those who simply use technology to digitize the status quo. Click to view video.
Is there a difference between pedagogy and andragogy? What methods or techniques do you use to teach adults? Here's a video explaining the differences by ProfGreen to help you reflect on your experiences in the classroom. Click to view video.
What is the difference between participation and contribution in the classroom? How do we encourage students to make contributions? Maryellen Weimer, Ph.D. in Teaching Professor Blog provides insight from a 1987 article still relevant today. Learn what makes a contribution and ways to encourage student contributions. <Read more>
Teaching Naked: a Review
by Kate of Technology for Teaching and Learning
Teaching Naked: How Moving Technology Out of Your College Classroom Will Improve Student Learning by José Antonio Bowen