Skip to content

by Karen Nichols

feedback

As many of you already know, midcourse reviews are an optional, formative assessment that you can request in order to help you tweak your courses while there is still time to make a difference. CAT+FD offers this service to all of our online instructors during the same period as our face to face ones. In fact, the procedure is quite similar to the face to face midcourse review. We create a questionnaire on Survey Monkey for each instructor who requests the online midcourse review using the following three questions:

1. What is working in the online course (what is helping you to learn)?

2. What is not working(what is keeping you from learning)?

3. What are your suggestions for improvement?

We then send to the instructors the unique link for his or her students, along with a message from CAT+FD explaining what the review is, why the instructor is requesting it and of course, the fact that the survey is completely anonymous.

We keep the survey open for a few days and once it’s closed, we create the midcourse review report which summarizes the student feedback and then delete the survey. We will meet with the online instructor either face to face or via videoconference to discuss the report. Like the face to face midcourse reviews, CAT+FD does not keep copies of the reports.

So, if you’re teaching online this spring, don’t worry! We’ll be sending out notices shortly. Please feel free to contact me if you have any further questions about midcourse reviews for online classes--knichola@xula.edu. You may also check out this article in the Chronicle of Higher Education: http://chronicle.com/article/As-Emphasis-on-Student/129566/

1

by Janice Florent

abstract colorful artwork

Do you intentionally choose some colors over others because of their effect on the brain? There have been a number of studies on the influence of color on brain performance. These studies have yielded some interesting results.

Effective use of color is important and is often overlooked and under-utilized. Colors can affect mood, have different meanings in various cultures, and bring immediate things to our minds. The right color can put your students in the right mood for optimal participation.

Here is a breakdown of commonly accepted psychological effects of colors from a Using Color in Learning article:

Red is a stimulant. Red can evoke passion and excitement, increase blood pressure and metabolism. Use it to draw attention to key points, but don't overdo it as it could turn your students off. Red is a good color for pointing out things not to do.

Orange is an antidepressant. Similar to red it can be used as a stimulant. It is seen as warm and welcoming and can be beneficial when used in relation to food or creative processes. Use it to appear more personable to your students, particularly when dealing with boring content that just has to be presented.

Blue is in many ways red's counter--it lowers the pulse and encourages serenity. Use it to calm students when presenting information that may initially seem complicated or overwhelming.

Green is known to bring tranquility and peacefulness. It is seen as refreshing and is the easiest color on the eyes. Green helps to relax muscles and deepen breathing. Use it wherever you want, as much as you want. With good design, green can be a very effective eLearning color.

Yellow is a brain stimulant and promotes memory, clear thinking and decision-making. Yellow should be used sparingly as it is the harshest color on the eyes. Use it to highlight points that should be memorized or that are often forgotten in your content.

Purple is a mind-balancer that promotes good judgment and spirituality. Purple is traditionally the color of royalty. It can be used to express any number of moods depending upon the color with which it is paired (with blue it becomes calming, with red it becomes stimulating). Use it in conjunction with another color to achieve your desired mood. Purple is a very well-rounded color that could be used to express anything from lightheartedness and fun in learning to sophistication of a company or brand.

Pink is usually associated with sweetness, warmth, and energy. It’s often described as a color of playfulness and fun. Use it in your courses to convey a light-hearted or positive message. Also, consider using pink if your primary audience is women, as there is a strong correlation between this color and femininity.

Black is technically the absence of color and typically elicits feelings of power, formality, mystery, fear and sexuality. Use it for fonts. There are a lot of jazzy things you can do with font colors but sticking with traditional black is often the best choice for the bulk of text.

White
is technically the perfect balance of all colors and is seen as pure and clean. Use it all over. Don't be afraid of well-thought-out white space. White is also a strong color contrast choice for fonts when text is on a darker background.

Here is an interesting color emotion guide:

color emotion guide

Companies often select colors for their logos based on what the color conveys. The Hidden Meaning Behind Famous Logo Colors article explains how the main color of company logos has a serious impact on how people perceive it.

When using color to enhance learning, present content with carefully chosen colors. However, don’t get too crazy with the colors.

It is important to remember that people who are color blind cannot distinguish the differences between certain colors. Therefore, for accessibility do not use color alone to convey meaning. Also, when selecting colors, you should make effective color contrast choices to make your content accessible.

Image credits:
Image by geralt from Pixabay
Color Emotion Guide by The Logo Company from Visual.ly

by Karen Nichols

Happy New Year! During this time we are bombarded with lists of the best (and worse) from 2015 as we attempt to summarize what last year was all about. Well, I'm adding to this assortment a list from Faculty Focus' Top 15 Teaching and Learning Articles of 2015*, in order to see what topics interest the faculty.

If two of the articles focused on "flipped" classrooms, then we can gauge the continuing interest in this technique.  Two of the top articles pertain to effective discussions, in the classroom and online.  The Center for the Advancement of Teaching and Faculty Development has posted several blogs on discussions (such as The Ultimate Guide to Discussion Boards! and  Improve Online Discussions using ABCs) plus hosted a workshop, but it may be a good idea to keep in mind the need to continuously improve in this area.

And what is Faculty Focus' number one article of last year?  More Evidence That Active Learning Trumps Lecturing

This is actually reflected on our campus as well as we have given presentations and workshops on metacognition and active learning for several individual departments in addition to a general offering to all faculty.

Here's a four minute YouTube video, "What is Active Learning?"

Please feel free to contact us for more information on metacognition and active learning.

*According to Faculty Focus, "each article’s ranking is based on a combination of factors, including e-newsletter open and click rates, social shares, reader comments, web traffic, reprint requests, and other reader engagement metrics."

by Janice Florent

syllabus graphic

In a recent Inside Higher Ed blog post, Travis Grandy, PhD student in Composition and Rhetoric at the University of Massachusetts Amherst, writes

Do you ever feel like you want to get more out of your syllabus? Sure, it plays center-stage during the first day of class, but does it really have to end there? Perhaps it’s a matter of presentation.

He goes on to express his frustration of writing a carefully detailed syllabus only to see his students tuck it away never to be seen again; assuming they read the syllabus in the first place.

After seeing an article on creative approaches to the syllabus, Travis felt his syllabus had a design problem as his syllabus had over the years ballooned to over two thousand words, single-spaced, with a few bullet points.

Travis redesigned his syllabus to not only make the content more useful for his style of teaching, but also easier to use and visually engaging. His revised syllabus ended up being full-color, using illustrations and visual metaphors to convey content, and was intentionally designed help students more easily find the information and get excited about the core purposes of the class. It is important to note that to make his syllabus accessible, Travis made his syllabus available in other formats as well.

Travis’ strategies for a syllabus redesign and ways to better integrate the syllabus into teaching and learning are:

Have Your Syllabus Reflect What You Value Most

Design elements to draw attention to the things about your course that you most want to stick with students. This should not come at the expense of being detailed about your classroom policies or meeting institutional requirements for what should be listed on a syllabus.

Tips for the Design Process

  1. Start from a Template: Templates can include great options like two-column newsletter style or a table of contents to make your syllabus easier to reference.
  2. Get Visual: A visual doesn’t have to be elaborate, but strategically using images, shapes, or flow-charts can be an equally effective way of drawing attention to the most important parts of your syllabus.
  3. Design with Accessibility in Mind: You want to make sure your syllabus is accessible for all students. This should include providing your syllabus in multiple formats and also using easy to read fonts and high contrast colors.
  4. Build Your Design Knowledge: Educate yourself on effective design practices and visual rhetoric.

Beyond the First Day of Class

Use the syllabus at key moments: A great time to ask students to look at the syllabus is when you transition between major units or assignments of the course. You can turn this into a class activity such as having students write a short reflection about how their work in the previous unit helped them develop competencies or achieve course outcomes.

Reinforce concepts from your syllabus in assignments and grading: Use concepts from your syllabus consistently in other course documents including assignment prompts and grading rubrics.

If you do decide to redesign your syllabus keep in mind that accessibility is very important. Don’t assume that a full-color syllabus is accessible to all students. For accessibility, provide multiple options for students to access the content so they can choose what works best for them. This can include printing in color or black and white, sharing the syllabus as a PDF (with character recognition), and using alt-text and captions for images and diagrams.

For more information read the Inside Higher Ed blog post, Give Your Syllabus an Extreme Redesign for the New Year. Another great article on syllbus redesign is Writing Syllabi Worth Reading.

Image credit: "27Apr09 ~ Planning" by grace_kat is licensed under CC-BY-SA 2.0

1

by Janice Florent

One of the reasons hybrid and online courses appeal to students is when a course is well designed the student has the opportunity to playback or review a concept until they have mastered it.

In order for course materials to be accessible for all learners the course material should be provided in multiple formats. Having the material in multiple modes allows the student to choose the mode that works best for them.

If your course material is visual provide an audio version as well. If your course material is auditory, make it visual too. Incorporating transcripts, subtitles, closed captioning to audio and visual content in a course is invaluable for students with disabilities, diverse and/or preferred learning styles, and English as a second language (ESL) students.

Designing your courses with accessibility in mind will save you some time in the event you do have a student with a disability. Remember accessible content is not only for the impaired. Students without disabilities will find having accessible resources within your course a bonus.

Here are a few simple steps, from my previous blog posts, that you can take when creating content and setting up your course that will make it more accessible:

As we start a new year and a new semester it is a good time to start to make your courses accessible. Here is a link to a 10-Step Guide to Making Your Course Accessible for All Students.

by Karen Nichols

Last year at this time, I wrote about using sound files in your courses and shared with you an audio recording of Louis Armstrong reading 'Twas the Night Before Christmas. This year, I wish to share with you an app called audioBoom. This app offers numerous possibilities and resources for including audio components in your teaching. This is one of the apps featured in the 12 Apps of Christmas that I recently wrote about and I'm thoroughly enjoying all of the information, instructions and tips being provided.

audioBoom is free and offers one the possibility of posting one's own audio files, podcasts, etc., as well as numerous resources. You may just hear the sound file or click on a player which features a photo or some type of graphic.There is an American version of offerings, but you may curate whatever you like from the BBC news to personal channels to lifestyle magazines.

LifeMinute.tv is one such lifestyle magazine that I found while browsing and thought it was a good example of the variety of topics and formats you can see and use.

audioBoom interfaces with Facebook, Twitter and Google+. In addition to explaining how to get started with audioBoom, the entry from the 12 Apps of Christmas also gives excellent suggestions for its educational uses, so I recommend that you check it out.

Wishing everyone a very happy holiday season and a wonderful New Year!

Made with OnlineChartTool.Com

If you need to make a chart or a graph in a hurry, point your web browser to OnlineChartTool.com. It's a web-based tool which allows you to create charts in nigh on a dozen different styles: bar, line, bar-line, area, pie, radar, scatter, bubble, meter, pyramid. It's relatively easy to get started and suitable for student assignments. (As always, play around with it yourself first.) You don't even need to create an account — though if you do, you'll be able to come back and edit your charts later.

by Karen Nichols
The University of London and the Dublin Institute of Technology both launched on 1 December their respective 12 Apps of Christmas. It's not too late to sign up. These are free online courses, aimed at students and instructors of all ages who are interested in learning more about integrating mobile learning technologies into their studies or classes. I have to admit that I was disappointed on December 1st when the University of London revealed the first app--Google Translate. I thought I knew all about this app, but I was surely wrong! Their presentation was easy to follow and well-illustrated. I truly had no idea that sound files would work on Google translate. Each app includes educational applications and actual activities for you to try of which there are several for Google translate. So check out the site and see if you may be interested in participating in reviewing the apps and these mini-courses and providing feedback. 15-20 minutes a day are kindly requested for you to give feedback to them. Here's the link:
http://www.openeducationeuropa.eu/en/news/new-edition-successful-12-apps-christmas-online-courses-students-and-teachers

And here's a demonstration of Google translate and the song LaBamba!

by Janice Florent

mindset in learning infographic

Mindset is a crucial factor in learning. In a Learnnovators.com blog post, Arun Pradhan lists three well established aspects of mindset in learning. They are:

  1. You can prime your brain
  2. Interest drives learning
  3. A growth mindset matters

Each fact is supported with a tip for learning design to make the most of that fact. For more information refer to his 3 Facts About Mindset In Learning infographic.

by Karen Nichols

National Distance Learning Week 2015 has been a whirlwind of free webinars and events across the country and even a few other countries participated as well.  I'd like to share with you a few of the webinars I attended that I found interesting and useful. When you click on these links, you'll be taken to Blackboard Collaborate so you'll need the Bb Collaborate Launcher installed in order to view the archived presentations.

"Discover The Latest Mobile Learning & Collaboration Technology" This one includes a discussion about the merits and disadvantages of native apps and web-based apps as well as some good questions posed by the participants.

"Virtual Presence: Inspire and Engage in the Virtual Classroom and Beyond" An actually inspiring presentation to me as a trained actress discussed techniques to use as an instructor in an online environment to engage your students.

"10 Signs That the Shift to Digital Is Underway – and 5 Ways to Get Ahead of the Curve!" One of the signs is that we have proof that students really do their homework at 1am!  This presentation contains several resources including the one below.

e-Literate TV is also an interesting concept introduced in this latter presentation. What do you think of it?