When I was teaching the emergency “how to teach online” courses online during the pandemic, I used to refer to an article by Rapanta et al. (2020) a lot, where they talk about teaching, cognitive, and social presence, which I want to link to in another post I am working on. But either I cannot find things on my own blog, or I was too stressed out to write a summary back then, so here we go.
How can we make learning from instructional videos more effective? Does it help to have the instructor visible so students feel more connected and are more motivated to follow? Can we include learning prompts to support learning? Yes to both! Continue reading for my summary of two articles on those topics! Continue reading
This is the third part (part 1 here, part 2 here) of my notes on reading “small teaching online — applying learning science in online classes” by Darby & Lang (2019). Take it with a pinch of salt and go read the original book! These are just my two cents on the points that I find especially relevant for myself.
Part 1, chapter 3 is on “using media and technology tools”, basically saying that not all is gold that glitters, and that we need to be very deliberate in how we use technology. And then there are their tips (clearly written pre-pandemic):
This is the second part (part 1 here) of my notes on reading “small teaching online — applying learning science in online classes” by Darby & Lang (2019). Take it with a pinch of salt and go read the original book! These are just my two cents on the points that I find especially relevant for myself!
Part 1, chapter 2, is on “guiding learning through engagement”, basically how to scaffold learning by designing lots of small signposts and feedback opportunities throughout the duration of a course or project. And this is how they suggest we do it:
I absolutely loved reading the “small teaching” book by Lang (2021), so I was super excited to dig into the related “small teaching online — applying learning science in online classes” by Darby & Lang (2019), and it did not disappoint! I loved it (my only complaint: why didn’t they call it “Tiny Teaching”??? What a missed opportunity!) and — as always — I am summarizing the main points (of the part 1, chapter 1, stay tuned for future posts!) from my perspective below, but it is totally worth reading the actual book! Continue reading
When we talk about fostering student sense of belonging, it is easiest to think about in-person interactions. However, a lot of our teaching these days is online, and in high-enrolment courses. What can we do then? Two elements are critical: Teacher presence and interactive course design. Lim, Arif and Farmer (2022) present a case study of a learning analytics feedback intervention that I will summarize below.
Nicole Podleschny & Mirjam Glessmer, 2015
In our recent workshop on “supporting self-organized learning with online media”, Nicole Podleschny and I came up with a morphological box to help plan online teaching units. The morphological box is basically a list of criteria that we thought might be relevant, and then we suggest different values for each of the criteria and leave plenty of space for participants’ own ideas. By providing a very broad overview over the many parameters and possibilities, we hoped to get participants away from the prevailing understanding that “online learning” is necessarily the same as multiple-choice e-assessment, and to get them think more broadly about what options might be most appropriate for whatever their goals might be.
The very important first step in planning of any kind of teaching unit has to be — as always! — to think about what learning outcomes the instructor wants to achieve. Only when this is really clear, appropriate methods and tools can be chosen!
Then we can have a look at the morphological box:
Now we can go through the different criteria and have a look at what value seems to make sense. Of course, there are many more options possible than those we suggest here – please feel free to fill in whatever suits your needs best!
Sometimes it is really helpful to just be aware of different options. Even though you might not want to pick any of the options given in the morphological box, maybe just reading them and deciding against them will spark an idea of what actually works best for your case.
The morphological box can also be used to design different scenarios and discuss them against each other in order to figure out which criteria are more relevant to you than others.
If you would like to give it a try, you can download our morphological box below.
P.S.: This text originally appeared on my website as a page. Due to upcoming restructuring of this website, I am reposting it as a blog post. This is the original version last modified on December 26th, 2015.
One of the arguments against offering students practice opportunities online and providing automated feedback right then and there is that that way, they will never learn to work independently. Since I am working on e-assessment a lot and with many different courses at the moment, this is a fear that I definitely need to take seriously. I don’t believe that the danger is as big as it is sometimes made out to be, but I do believe that there is a vicious circle to be aware of.
I’m very excited to announce that I, together with Christian Seifert, have been awarded a Tandem Fellowship by the Stifterverband für die Deutsche Wissenschaft. Christian, among other things, teaches undergraduate mathematics for engineers, and together we have developed a concept to improve instruction, which we now get support to implement.