FOR IMMEDIATE RELEASE:
New Online Teaching Practices Added to Open Repository
Orlando, Florida, US – March 22, 2020 – The editors of the Teaching Online Pedagogical Repository (TOPR) are pleased to announce the new entries accepted for publication from the Fall 2019 Call for Submissions. Entries were received from faculty and designers in multiple disciplines from various institutions. The 11 selected entries represent a diversity of approaches to designing online content, engagement activities, and assessments of learning.
TOPR is an open platform for online/blended faculty and instructional designers to connect, find inspiration, and collaboratively contribute innovative online teaching strategies. Each TOPR entry is licensed for remixing under a Creative Commons license to maximize adoption and adaptations. TOPR is open to the world at: http://topr.online.ucf.edu.
The selected entries published as a result of the Fall 2019 Call for Submissions appear below.
- Adopting Adaptive Courseware in First-Year Online Math Course to Support STEM Retention by Rachid Ait Maalem Lahcen and Baiyun Chen (University of Central Florida)
- Deliver Content Using Short, Focused, Instructional Videos by Leslie Morris (Medical University of South Carolina)
- Implement Student Video Introductions to Foster Social Presence by Alex Fegely (Coastal Carolina University)
- Post an Introduction Video to Welcome Students to Your Course by Molly Smith, Allison O’Grady, and Nicolas Pares (University of Denver)
- Using Class Announcements to Make Content Connections Across Weeks or Units by Nicolas Pares, Molly Smith, and Allison O’Grady (University of Denver)
- Create Intentional Communities through Meaningful Student Introductions by Joanna Schmidt (Texas Christian University) and Kate Marshall (Texas Christian University)
- Use Discussion Boards, Google Docs, and Pages tool for Online, Case-Based, Collaborative Learning by Steven Berman (University of Central Florida)
- Digital #PowerUps: Hashtags to Empower Higher-Order Student Engagement in Online Discussions by Travis Thurston (Utah State University)
- Use Criteria Starters to Develop Rubrics Based on Knowledge Levels to Provide Accurate Feedback to Students by Jane Sutterlin (Penn State University)
- Disrupt the One-Way Street of Feedback to Encourage Reflective Practice by Maria Scalzi Wherley (Penn State University) and Brandi Robinson (Penn State University)
- Use Digital Badges to Scaffold and Guide Student Learning by Victoria Raish and Emily Rimland (Penn State University)
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This post has not been revised since publication.