Picture an innovative, student-centered institution. What could it be like? A college with robots as teaching assistants? Or a vast university with campuses scattered across the state, with modern technology raising the next generation of citizens?
While some are drawing futuristic pictures, others may be thinking of real-life examples. One of them is the Monterrey Institute of Technology and Higher Education (ITESM).
Since March 2020, instructors and students have been facing a lot of stress, which turned into something even more devastating—despair and burnout. But what could motivate them to overcome these?
In our latest, inspiring conversation with Dr.Tricia Bertram Gallant, we dived into many burning questions like that one. We touched on the ways remote instruction influences academic honesty, essential arrangements for reconnecting with students, navigating between teaching students to use tools, and how educators can use these tools to discourage academic honesty violations. So many questions, so many great insights!
As instructors, you’ve most likely utilized online discussion boards for either intro conversations in online classes or for course Q&As. But discussion boards’ benefits go far beyond that. If they’re such a big deal, why can it be such a challenge to motivate students to participate?
Oftentimes, the assignment guidelines lack clarity, sound too formal, require extensive research, or contradict the rules set for a particular online discussion.
This blog will help you navigate all the stages of creating discussion board assignments so you can avoid the most common pitfalls. There’ll also be a couple of tools to try. It’s time to dig in!
Spoiler alert: In this blog, we’re naming all the major LMS and Unicheck checkpoints to ensure a successful user experience. And we’ve mentioned two fresh report alterations in the end. 😉
As distance learning is here for the long-term, the last thing you need is to be grappling with technology issues. To help you run every similarity check smoothly, we’ve compiled a list of things both administrators and instructors can do to make sure Unicheck is properly connected and ready to scan a paper for plagiarism.
We’ve also added a couple of updates that are now accessible within any LMS Unicheck integrates with. Just take a moment to go over this blog—there are some goodies in here.
Healthy self-criticism and persistency – that’s what leads to perfection. But counting on yourself only may slow down the progress. In instructional development, a community of like-minded peers too often acts as a real driving force enabling faster improvements.
So, how does it all work in real life? Utah State University (USU) can serve as a good example of community power. The institution regularly holds the eLearnX event to encourage knowledge sharing among instructors and motivate them to speak out freely about all the failures and successes.
In our interview with Travis N. Thurston, PhD, Assistant Director in the Office of Empowering Teaching Excellence at USU, we’ve got to know more about the instructional development at USU, how blended courses have become part of their learning process, lessons learnt from a fast transition to distance learning, and what stands behind the architecture of engagement. Let’s cut to the chase.
Being a great educator requires much more than just engaging and teaching your students. Odds are, you’re juggling more than one group of students or several subjects at any given time. You may even spend your spare time on whatever additional requirements are placed on you by the administrators. Those little extras wouldn’t be such a big deal if it weren’t for the already-limited time that educators have to do their jobs properly.
Even if schools provide teachers with powerful tools to help them, juggling too many responsibilities means that teachers won’t have a good time using those tools. Whether it’s a tool for providing students with feedback or checking for plagiarism, the danger here is that it will add to the teachers’ burden instead of easing it.
This blog is a nice addition to the previous one featuring interactive learning activities, as here we dive into the real-life example of how a UK-based college is tackling the many challenges of remote learning with a bunch of effective digital tools.
Matt Beck, Advanced Quality Practitioner for Digital Skills at Heart of Worcestershire College, has been into cross college staff training and support for about 6 years. He gained a lot of practical knowledge and experience in the development of teaching, learning and assessment skills.
We’ve connected with Matt to find out how Heart of Worcestershire College has arranged the digital learning process and what applications and regular activities can streamline both teaching and learning online. Read on, this piece is chock-full of good advice!
The fall semester is around the corner, and educators everywhere are busy preparing for their teaching and learning activities in the coming months. In these moments, it’s normal to think about the strategies and tools to use to conduct engaging online classes. Here, we’ll go through some essential e-learning strategies and online student engagement tools that can help remove any barriers between an educator and a student. Let’s dive in.
Let’s face it—some things never change, like last-minute assignments and the growing anxiousness that gets even more intense with the amount of assignments students receive.
Writing assignments come in different forms and shapes, from lab work to a short argumentative essay. Why, then, do many students end up failing to complete them? It just contradicts plain logic—the more students get into the habit of writing, the better their writing skills should become. But often, that’s not the case.
Great teaching… Is it just a destination point no one can ever reach or a constant struggle to tailor pedagogy to the ever-changing times?
We’ve connected with Mr. José Antonio Bowen who’s been into examining teaching methods, faculty-student interaction, effective use of technology outside the classroom to get hold of what great teaching should be like.
Mr. José Antonio Bowen is juggling many roles, working as a scholar, educator, innovation consultant, and even musician. His book about A New 3Rs: Learning to Change through Relationships, Resilience and Reflection explores many practical opportunities for student engagement and disrupts our traditional perception of technology in higher education, which is a good point for any instructor to think about.
He favors the ability to change and shows how to benefit from it by his own example. As a former Goucher College President, Mr. José Antonio Bowen introduced video admissions for students, streamlined a process-focused curriculum letting students pursue their interests, and initiated a revitalization of the campus to better prepare students for the future jobs.
Let’s find out more about his take on the current state of higher education as well as some practical advice on the transformation needed.