Teaching and Technology Videos

Instructional designers Dr. Patrick Mose, Becky Simons, and K.K Komey from the Office of Instructional Innovation and Librarian Dr. Chris Guder share ideas and strategies for designing hybrid courses. (59 minutes)

Dr. Lindsey Rudibaugh introduces instructors to experiential learning and techniques to begin incorporating experiential learning into their courses. (52 minutes)

Engaging in effective discussions enhances critical thinking skills. But developing and managing productive discussions can be challenging, not least of all in the online environment. In this session, we will consider the value of discussion as a teaching-learning strategy, how to plan and manage discussions and what types of tools and technologies are available to us and our students for use in the synchronous and asynchronous online classroom. 

Flipping the Classroom is an approach to teaching that combines synchronous and asynchronous teaching. Course  content  is largely delivered asynchronously, allowing synchronous classroom time to be dedicated to the practice of higher-order thinking skills. In this podcast, we introduce the benefits of Flipping the Classroom and provide step-by-step guidelines on how to design and utilize it in ways that work best for your teaching and learning goals. (24 Minutes)

Learn how to break course outcomes into module-level outcomes, to map your course, to determine acceptable evidence, and to plan learning experiences and instruction. (1 hour—includes post-presentation discussion)

Learn how to conduct an analysis of learner needs and an analysis of course needs as well as how to write goals, learning objectives, and learning outcomes. (1 hour, 3 minutes — includes post-presentation discussion)

Although most instructors were thrown into an online environment due to COVID-19, this experienced faculty panel had been teaching online far before then and will discuss best practices as well as share success stories about teaching in an online environment. (1 hour, 11 minutes)

Research shows that experiential pedagogies have positive outcomes for academic learning, social development, student retention and engaging underrepresented groups. These outcomes create a strong case for incorporating experiential learning into our courses – perhaps especially in online courses as our virtual environment has proven challenging to student engagement. In this workshop, we’ll discuss strategies for incorporating various types of experiential learning into online courses, how to prepare students for online experiential learning and resources for finding external partners and opportunities for virtual experiential learning. (40 minutes)

Teaching large enrollment classes can be a challenge at the best of times. These are often lower division courses with students from diverse disciplines and a variety of preparation and motivation. It can be hard to establish a sense of community and engagement. And now we must also navigate the virtual world. In this session, we will present ideas and suggestions, drawn from the literature and highly experienced instructors, on ways in which we can encourage engagement and learning in these important classes. (23 minutes)

We know that students learn best when they feel a sense of connection to the course content, to their instructor, and to each other. But it can be challenging in an online environment to establish this sense of community and student engagement. And it can be particularly difficult in the asynchronous environment. In this presentation, we will discuss how small adaptations to our courses can be highly effective at supporting both learning and community building in the online asynchronous environment. (18 minutes)

In this session, Audra Anjum, Office of Instructional Innovation, Jody Monk, Office of Instructional Innovation, and  Sherri Saines, Libraries, discuss what authentic assessment is and how best to implement authentic assessments in your course. (57 minutes)

Assessment provides students with an idea of their progress in a course, identifies individual strengths and weaknesses, and ultimately serves as the measure of whether students achieve the course’s learning objectives. Authentic assessment seeks to test these skills and knowledge sets in realistic situations and in ways that are relevant to the skills required of them in their future disciplinary professions. In this session, we’ll discuss the benefits and challenges of this type of assessment and how you can incorporate authentic assessment in your online course. (1 hour, 7 minutes—includes post-presentation discussion)

Learn to create authentic assessment aligned to learning outcomes. (1 hour, 17 minutes — includes post-presentation discussion)

Multiple-Choice Questions Part 1: Pros and cons of utilizing multiple-choice questions and simple guidelines on how to best design effective questions. (20 minutes)

Multiple-Choice Questions Part 2: Design questions that target not just factual recall and basic understanding, but students' higher-order thinking skills. (12 minutes)

There are many aspects of our well-being and the needs of students can vary greatly. This session will explain the Division of Student Affairs’ framework for well-being and the resources available to support students. Panelists will explore how faculty can infuse well-being into work with students in the classroom and beyond. (56 minutes)

As students return to campus after extended time away, transitioning back has been challenging for some. This session will explore some of those challenges with a panel of experts from the Athens campus. (58 minutes)

Dr. Audra Anjum, Instructional Designer in the Office of Instructional Innovation, presents this session to facilitate instructor awareness of required and recommended syllabus components as well as resources for student success. (33 minutes)

Dr. Andrew Pueschel presents this session. Maximizing the student success opportunities for our students results from making students aware of their own learning expectations as well as communicating expectations on how to engage with us, the instructors. This engaging and reflective experiential learning session will allow participants to explore the process of learning and to discover best practices in managing up to increase their potential for success in the classroom . . . and beyond! (41 minutes)

Methods for faculty-to-student, student-to-content, and student-to-student engagement are explored in this brief video conducted by Dr. Meg Flanigan, former Associate Director for the Center for Teaching and Learning. (21 minutes)

Tips, tricks and best practices for methods of engagement and maintaining presence in online courses through creative writing, media and tools. Easy examples show you quick applicable ways to effectively communicate to your students online and personalize the course to make it your own. (30 minutes)

Ways instructors can adapt a classroom assignment to an online environment. (10 minutes)

Introduction to best practices in laying out your course for keeping students focused on content rather than course navigation. (48 minutes)

This video explains how faculty can consolidate important information/dates to a single online location for easier access by students. Blackboard will serve as the information hub, where we'll cover adding due dates to assignments and course calendar events so that students can have a master calendar across all courses. (1 hour)

Associate Professor Paul Benedict discusses his experiences with using VoiceThread to engage students in an online modality. Paul uses VoiceThread as a presentation platform, a discussion prompt and for student presentations/pitches. (51 minutes)

Learn how to organize your multiple-choice questions within your test when creating it in Blackboard. (19 minutes)

Straightforward examples, tips, and suggestions for how to transition to online teaching in as stress-free a manner as possible. (40 minutes)