It’s Quality Matters Monday! Each Monday, we highlight a Quality Matters standard and review its importance in an online course and how we evaluate this
standard.
Today, we are reviewing Quality Matters Standards 4.5.
General Standard 4 addresses the inclusion of instructional materials that enable learners to achieve the stated learning objectives or competencies.
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Loading...“Practice does not make perfect. Only perfect practice makes perfect.” – Vince Lombardi
We all want our students to learn and grow and we, as instructors, need to make sure we are doing the best we can to improve our students’ memories to
fight against forgetting.
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At its most basic level, the syllabus is used to communicate information about the course, the instructor, learning objectives, assignments, grading
policies, due dates, the university’s academic integrity statement, and, in some cases, an increasingly long list of strongly worded admonitions on what is
and isn’t acceptable behavior in the college classroom.
(No Ratings Yet)Loading... It’s Quality Matters Monday! Each Monday, we highlight a Quality Matters standard and review its importance in an online course and how we evaluate this
standard.
Today, we are reviewing Quality Matters Standards 4.4.
General Standard 4 addresses the inclusion of instructional materials that enable learners to achieve the stated learning objectives or competencies.
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A colleague of mine recently engaged with a new technology tool that has changed her life. She purchased and became a vigilant user of the fitness band.
This wristband tracks her movement and sleep. Although fitness bands are cool tech tools, their “magic” is rooted in the continuous feedback they provide
on one’s progress toward fitness goals determined by age, height/weight, and activity level.
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It’s Quality Matters Monday! Each Monday, we highlight a Quality Matters standard and review its importance in an online course and how we evaluate this
standard.
Today, we are reviewing Quality Matters Standards 4.3.
General Standard 4 addresses the inclusion of instructional materials that enable learners to achieve the stated learning objectives or competencies.
(No Ratings Yet)Loading...The Fight Against Forgetting
“So often we rob tomorrow’s memories by today’s economies.” – John Mason Brown
What do you want your students to remember most well from your class? And how well do you think they remember what you want them to?
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Let’s face it, you probably don’t have a whole lot of time to sit and read through a lengthy guide when creating your asynchronous eLearning course. There
is still plenty to do before your deadline rolls around, but you still want to be able to deliver the best possible eLearning experience to your learners.
(No Ratings Yet)Loading...Back to Basics – Overview
Thanks for reading this post at Faculty eCommons. On Fridays we usually like to spotlight faculty doing innovative work in online learning, but for the
next few Fridays, we will review a Practice Guide from the Institute of Education Sciences (IES).
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We can all agree that a common worry of all eLearning professionals is to create highly engaging, interactive eLearning content and activities for their
learners. On top of that, saving eLearning course development time, reducing costs, and dealing with multiple members of the eLearning team with different
levels of expertise are only some of the hassles that affect eLearning professionals every day.
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