Carolina Kim de Salamanca

Carolina Kim de Salamanca is the Lead Educational Technologist for SUNY Empire State College in New York City.  She works primarily on initiatives and projects that focus on distance education pedagogy, learner design, and adult learning, training and development. Carolina also teaches undergraduate courses where her passion – music, education, and technology— intersect. She holds a Master’s degree in Music and Music Education from Teachers College, Columbia University where she was also their Tech Fellow.

Featured Articles

• Press Release: 2024
  New Online Teaching Strategies Now Available in Open Repository Orlando, FL – October 2024 – The Teaching Online Pedagogical Repository (TOPR) has just…
• Offering Asynchronous Online Discussions to Increase Value in Face-to-Face Classrooms
  This strategy demonstrates the student learning experience value-add by replacing some of the traditional assignments with online asynchronous discussion boards in the face-to-face classroom.
• Employing a Multi-Disciplinary Approach to Improve a Graduate-Level Health Care Informatics Epidemiology Course
  Peer review of assignments encourages social cohesion among students, promotes a better understanding of course material, and develops soft skills. In the most recent National Association of Colleges and Employers (NACE) report, employers are most commonly seeking recent graduates who demonstrate the ability to problem solve and who effectively work on a team (Gray, 2024). Peer review assignments can help students practice these skills. Teaching students to provide quality feedback on peer assignments also allows instructors more direct student engagement opportunities since grading time is reduced (Hattie, 2022). This technique can be adopted for courses in any discipline and provides excellent practice for students to apply their knowledge of core concepts.
• The Power Flower: An Inclusion and Diversity Activity
  This strategy is designed to enhance students’ awareness of multiple intersecting identities that they have. It can be used for fostering inclusion and promote diversity in a classroom. It encourages students to accept others and work with others with respect.
• More Inclusive Assessment: Applying the UDL Framework and Transparent Assignment Design (TAD) to Reimagine a Writing Assignment as a Multimedia Asynchronous Discussion
  This entry demonstrates application of the Universal Design for Learning (UDL) Framework combined with Transparent Assignment Design (TAD) to develop more inclusive assessments. The artifact is an asynchronous online sociology class on gender and sexuality. An assessment that was previously a written paper was revised using UDL and TAD to provide flexible demonstration of learning through a multimedia asynchronous discussion using VoiceThread.