Author: Jennifer Parker

Collaborative (Group) Learning Online

Posted on by

Last revised 9/12/2024 by jap

Overview

Collaborative learning, also known as group learning, is an opportunity for students to develop higher-order cognitive skills, promote connections and community, and engage with different perspectives. To facilitate student collaboration online, it requires designing the activity as well as selecting the best technology to connect students.

Read More

Analysis: Planning Your Instruction

Posted on by

Last revised: 07/18/2024 by jap.

Overview

Analysis is the first step in planning effective instruction, and the first phase of the instructional design model ADDIE.  It involves collecting all the information that may impact a course in order to make informed course design decisions. The process begins by addressing a series of questions.

Continue reading →

Writing Learning Objectives

Posted on by

Last revised: 07/15/2024 by JAP

Overview:

Objectives explain the destination of the learning experience to students. When written well and aligned with other course elements, objectives help students make cognitive connections between materials, learning activities and assessments. This alignment increases the possibility of learning success and enables both the students and the instructor to stay focused and monitor learning.  

Continue reading →

Specifications Grading: A Method to Improve Student Performance

Posted on by

Last revised: 10/07/2021 by JP

Overview

Are you looking to increase student motivation and the quality of their academic work? If yes, consider specifications grading.  According to Linda B. Nilson, Ph.D. the traditional higher education grading method is broken and specifications grading offers a solution with benefits for both students and faculty. Nilson published her seminal work, Specifications Grading: Restoring Rigor, Motivating Students and Saving Faculty Time, in 2015.  Since then, faculty have adopted her method, including some at UConn.

Read More

Competencies for Online and Hybrid/Blended Instruction

Posted on by

Last revised: 10/24/2022  by jap

Overview:

What does an instructor need to succeed with an online or hybrid/blended course? The UConn Competencies for Online and Hybrid/Blended Instruction provides twenty-seven competencies to inform and self-assess against. The UConn Competencies for Online and Hybrid/Blended Instruction tool serves as an instructor self-assessment. The second edition takes into account developments in higher education instruction since the COVID pandemic.

Continue reading →

Design: Using a Course Design Plan

Posted on by

Last revised: 02/03/2020 by jap

Overview:

This article introduces using a course design plan for the Design phase of the ADDIE (Analysis, Design, Develop, Implement and Evaluate) instructional design model. It also emphasis how using a course design plan can help meet Quality Matters’ design standards.

Continue reading →

Performing a Quality Matters Self-Review

Posted on by

Last revised: 9/5/2024 by HRB.

Overview

As a subscribing Quality Matters (QM) institution, UConn encourages faculty to perform (at minimum) an “unofficial” QM Self-Review of their online and blended courses. This article details the steps for completing a QM “unofficial” Self-Review and where to seek further information and assistance.
Continue reading →