New Online Teaching Strategies Now Available in Open Repository
Orlando, FL – October 2024 – The Teaching Online Pedagogical Repository (TOPR) has just expanded! Fourteen new peer-reviewed online teaching practices have been added, offering fresh ideas and strategies for educators and instructional designers. These entries, selected from the Spring 2024 Call for Submissions, showcase creative approaches to course design, engagement, and assessment across multiple disciplines.
Highlights include:
- Engagement Strategies: Boost interaction with tools like VoiceThread for feedback, or interactive presentations to keep students engaged.
- Inclusive Learning: Promote diversity and inclusion with activities like the Power Flower or reimagine assessments using Universal Design for Learning (UDL).
- Innovative Course Design: Leverage a Quick Start LMS Course Shell for easy course navigation, or integrate demonstrations and simulations for enriched learning experiences.
- Assessment Creativity: Adapt assessments, like using Canvas Quizzes for verbal communication practice, or asynchronous discussions to deepen classroom value.
Explore these innovative ideas and more in the latest TOPR entries. Here’s a sneak peek at the authors and their contributions:
Ait Maalem Lahcen, R., Mohapatra, R. (2024). Instructor Self-Assessment Journal to Raise Positive Student Perceptions.
Anderson, J., Sanchez, R., Mendoza-Moran, A., Winzeler, B., Cranford, C. (2024). Providing a Quick Start LMS Course Shell.
Betti, A. (2024). Using VoiceThread to Assess and Provide Feedback in a Pronunciation Course.
Butulis, M. (2024). Offering Asynchronous Online Discussions to Increase Value in Face-to-Face Classrooms.
Comer, M. (2024). We’re Not in Kansas Anymore: Using Interactive Presentations to Promote Engagement.
Crozier, M. (2024). Employing a Multi-Disciplinary Approach to Improve a Graduate-Level Health Care Informatics Epidemiology Course.
Eberhardt-Alstot, M. (2024). More Inclusive Assessment: Applying the UDL Framework and Transparent Assignment Design (TAD) to Reimagine a Writing Assignment as a Multimedia Asynchronous Discussion.
Franklin, E. (2024). Promote Social Goal Setting in an Asynchronous Icebreaker and Follow-up Activities.
McKenzie, M., McKenzie, A. (2024). Enhancing Experience through the Integration of Demonstrations and Simulations.
McLaughlin, A., Lawlor, M., Strang, K., Ferraro, A. (2024). Adapting the Canvas Quiz to Practice Verbal Communication.
Pratt, D., Pacheco, A. (2024). Helping Students Navigate Career Opportunities with AI: A Tale of Bugs Bunny, Indiana Jones, and the Learning Brain.
Prucha, A. (2024). Support Students in Online Discussions by Clarifying and Demonstrating Expectations, and Providing Guidance in Feedback.
Stahl, N., Howard, W. (2024). Transferring Field Based Experiences into Multiple Sources of Online Content.
Thomas Jones , D., Smith, J., Murray, T.(2024). Set High Expectations for Low-Stakes Discussions Using a Complete/Incomplete Rubric.
Younes, M. (2024). The Power Flower: An inclusion and diversity activity.
Thanks to these amazing educators for sharing!
Dr. Aimee deNoyelles, Managing Editor
Sue Bauer
Shelly Wyatt