Description The evolving societal and professional landscape requires attention towards complex and future-oriented contexts. These include the processes and impact of digital information, technological advancements such as robotics, AI and automation, as well as global interconnectedness and the multiple opportunities that arise from these (OECD, 2021a). Conversely, it is essential to combat threats to basic …
Continue reading “A New Paradigm: Addressing Complex Challenges with Transdisciplinary Skills”
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Content,
Data Literacy,
Lifelong Learning,
Peer-Reviewed Entry,
Transdisciplinarity
Description Roleplays are an active learning technique in which students take on the roles of particular stakeholders in a situation they are learning about in order to explore a problem and consider solutions (Beckmann & Mahanty, 2016). Roleplays are commonly used in higher education to introduce students to course content in such a way that …
Continue reading “Bringing Roleplays into the Online Course Environment by Writing Scripts”
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Active Learning,
Content,
Peer-Reviewed Entry,
Role Play
Description Faculty seeking a dynamic lecture-recording method for their online, hybrid, or flipped classrooms appreciate the Lightboard strategy. A Lightboard is an educational technology tool with a glass writing surface embedded with LED lights, allowing instructors to face the camera and create engaging instructional videos. LED lights and fluorescent markers make the writing highly visible …
Continue reading “Lightboard Lecture Pedagogy and Best Practices”
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Engagement,
Flipped Classroom,
Instructor Presence,
Interaction,
Lightboard,
Online,
Peer-Reviewed Entry,
Social Presence,
Video
Description College textbooks provide highly specialized content and are expensive whether they are in hard copy or digital format. The average cost of college books (see graph below) declined in the 2020-2021 academic year, in part due to an increased rate of textbook rentals and use of digital course materials such as OERs (Hanson, 2022). …
Continue reading “Replace Traditional Textbooks with Technology Resources through Trebian’s Model”
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Adult learning Theory,
Application/Method/Process/Technique,
Content,
Instructional Model,
Interaction,
Peer-Reviewed Entry
Description “In the United States, almost 50% of the students who follow a degree in science, technology, engineering, or mathematics (STEM) will not complete it” (Johnsom et al., 2022). Moreover, when the World Health Organization announced about the onset of the COVID-19 pandemic, Kindergarten to 12th grade schools and institutions of higher learning worldwide responded …
Continue reading “Incorporating a Success Module in Precalculus Algebra to Face Post-Pandemic Challenges”
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cognitive presence,
Content,
Instructional Model,
Learning Presence,
Peer-Reviewed Entry,
Social Presence,
STEM,
success module
By Erika E. Smith, PhD, Associate Professor and Faculty Development Consultant, Mount Royal University As we continue to reflect upon how our expanded use of technologies during the COVID-19 pandemic will have implications for online teaching and learning now and into the future, it is valuable for educators and educational technologists alike to contemplate whether …
Continue reading “Editorial: Promoting Online Presence and Interaction in Digital Learning Environments”
FOR IMMEDIATE RELEASE: New Peer-Reviewed Online Teaching Practices Added to Open Repository Orlando, Florida, US – July 11, 2022 – The editors of the Teaching Online Pedagogical Repository (TOPR) are pleased to announce 8 peer-reviewed entries accepted for publication from the Spring 2022 Call for Submissions. TOPR is an open platform for online/blended faculty and instructional …
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Description High quality online courses begin with well-thought-out planning and course design. One approach to planning is based on Wiggins and McTighe’s (2005) Understanding by Design curriculum development model, Backward Design. When used to plan an online course, this model can help incorporate the most appropriate pedagogical approaches to create an engaging course that connects …
Continue reading “Using Backward Design to Move Online Courses Forward: Laying the Pedagogical Foundation for High Quality Courses”
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Backward Design,
course content,
Curriculum Design Model,
Instructional Design,
Peer-Reviewed Entry
Description The COVID-19 pandemic presented significant challenges and stressors to students with great potential to impact their educational experience (Savitsky et al., 2020; Schiff et al., 2021), retention, and completion. The effects on mental health and function were recognized globally (Baloran, 2020). These challenges became opportunities for expanding caring approaches to students and reexamining pedagogical …
Continue reading “Incorporate a Holistic Educational Model [Policies-Pedagogy-Dialogue-Caring] to Promote Student Success and Retention”
Related Tags:
COVID-19,
Instructional Model,
Interaction,
Peer-Reviewed Entry,
Resilience,
Retention
FOR IMMEDIATE RELEASE: New Peer-Reviewed Online Teaching Practices Added to Open Repository Orlando, Florida, US – July 13, 2021 – The editors of the Teaching Online Pedagogical Repository (TOPR) are pleased to announce the new peer-reviewed entries accepted for publication from the Spring 2021 Call for Submissions. Entries were received from faculty and designers in multiple …
Continue reading “Press Release: Summer 2021”
A New Paradigm: Addressing Complex Challenges with Transdisciplinary Skills