Here’s an innovative idea to promote deep learning: allow students to make up missed exam points by creating their own short videos to explain the missed concepts. Once evaluated for accuracy, the videos can be posted for classmates to discuss and also use for study.
One of my favorite parts of being a learning designer is working with instructors. It’s not only a chance to create a new course with ideas, but it’s an opportunity for a new work partnership. The idea-sharing, the collaborative work, and even the thrill of reaching a goal too close to a deadline are enriching.
Here are a few tips I’ve gathered over the years on building partnerships among designers and instructors:
The sound of waves crashing onto the shore…
The feeling of wind blowing through your hair…
The crisp taste of a refreshing beverage as you sit in the hot sun…
And a list of e-learning blogs to add to your news feed….
One of the hardest things that a learning designer must do is figure out how to communicate the learning design process in a way that the faculty members with whom we work will embrace it. Many faculty members use learning design principles and don’t realize that is what they are doing. They are just amazing natural-born teachers. We are lucky to have a lot of them in Dutton!
James Lang has written an excellent two-part article on the essential functions of your course syllabus. He argues for a “learning syllabus,” where the syllabus helps the student to learn rather than merely serving as the course “contract.” He outlines how the syllabus should convey a professor’s “energy and enthusiasm” for the subject, that conveying the value of the content is important.