This is the fifth post in a series about how you can use Canvas to integrate the eight Learning Technology Ecosystem Principles. You can find more about these principles here, but in this post, we’ll be looking at the fourth…
This is the third post in a series about how you can use Canvas to integrate the eight Learning Technology Ecosystem Principles. You can find more about these principles here, but in this post, we’ll be looking at the second…
While we do recommend designing your course for mostly asynchronous learning, and we definitely recommend being explicit and overt about netiquette from the start of the semester, we understand that some of your course will be conducted over live, synchronous…
The move to remote learning has created challenges for actively engaging students in our classes. A simple think-pair-share activity now requires extensive descriptions of who is partnered with who, how will you communicate, and how much time do you have…
In the previous post about open educational practices (OEP) at USask, I explained what they are. In this post, we will explore why so many people are already engaging in OEP, and why you should consider integrating these practices into…
We have seen significant growth in the use of open educational resources at the U of S in the past six years. As of this fall, more than a dozen open textbooks have been created or adapted at by instructors…
The causes of academic misconduct have been well-studied and the following points explain most of this concerning behavior. Research shows that very few students plan on doing things like buying papers or crowd-sourcing exam questions when they enroll in courses. …
When we move to remote teaching, we need to consider how we will continue to provide students with student-instructor interaction. One way of offering this is through office hours. While we used to offer office hours outside of lecture or…
Studio-based courses are about the process of observing, creating, critiquing, and refining over time. Students learn techniques and process, attempt them, compare what they have created to criteria, intent, or other works, and then refine or iterate. The 4 key…
Technology is excellent at allowing us to work remotely, but it can be more challenging for building community or keeping a community strong. Technology’s strength is for communication and is not as robust for building connection, especially with larger groups.…
A good seminar is all about students thinking critically and deeply about ideas, and then building on the ideas of others. Face to face (F2F), that looks like a small group of students in discussion, lead by an instructor, TA,…
Synchronous lectures are likely to seem awkward for the first while, but by following the suggestions below you’ll be making the most of your time together and building a community of learners. Synchronous lectures mean that you and students are…
By now you are probably familiar with the concept of asynchronous remote learning. If not, asynchronous learning means you and students are not limited by timing. You are deciding that students can engage with the material on their schedule, at…
Your “placement” may be a practicum course or may be work-place or community-based learning experiences built into a course. In either the longer or shorter duration, these opportunities are valued by students as a means to improve skills and refine…
You already know how much your students value the learning opportunities that happen sometimes and are called the “real-world.” Our approaches to this need to be different in the remote context, but there are opportunities for expanded student learning too. …