Providing a course overview, offering accessible and relevant content, encouraging meaningful interaction, and challenging students to think critically are all elements that contribute to a quality online learning experience. However, designing for quality may feel like a moving target and thus an elusive goal to achieve. To address this, the Instructional Design team at UCF has created a Quality and High Quality online course review process based on our own practices as well as nationally recognized standards. Session presenters will showcase select items included in the Quality and High Quality course review process and describe beneficial outcomes from a faculty member’s perspective. A key resource will be the Quality and High Quality items which participants can use to meet their unique needs.

Is your personality, humor, and care for student success lost in translation while teaching your online course? When you are not seen or heard, learners may have more difficulty connecting with you, which may hinder the overall experience. Integrating video can help develop your online persona by fostering your social presence in the online classroom. Video has the potential to enhance student satisfaction, engagement, and meaningful learning. By using video, you can model multimedia fluency skills, essential for learners’ employability and career advancement.

The online classroom environment can sometimes cause students to feel isolated, both socially and cognitively. Digital storytelling creates a framework that can bring the online classroom to life, energizing social-cognitive dynamisms, and promoting a more authentic sense of community in the virtual teaching and learning space.

Abstract Learning management systems (LMS) such as Blackboard and Canvas provide a foundation for instructors to design online learning experiences. In recent years, the functionality of most LMSs has expanded to offer more flexibility, primarily by allowing external tools to be integrated. Tools such as Twitter, YouTube, and Quizlet have the potential to increase learners’ …

Abstract Supporting the learning needs of students in online courses is commonly perceived as challenging for instructors, as the time and effort needed to master particular concepts may vary widely. Adaptive learning, an educational method which adapts presentation of material and assessment according to students’ unique learning needs, is gaining popularity in online courses. In …

Abstract Addressing the needs of individual learners in online courses is commonly perceived as challenging for instructors. Design principles included in the Universal Design for Learning (UDL) framework have the potential to optimize learning in all spaces for all people, based on scientific insights in how people learn. In this session, we will share principles …

Seminar Date: March 29, 2016 Seminar Time: 1:00pm Location: Streamed Online from LIB 161B Abstract The ability to communicate in real time (synchronous) through media such as text, audio, and video, can enhance the online learning experience by providing dynamic opportunities for social connection, collaborative problem solving, and collective reflection. However, issues related to synchronous …

Seminar Date: November 4, 2015 at 1:00 pm Abstract Online discussions are extensively used in online and mixed-mode courses. However, a common concern is that students will minimally participate in order to fulfill the grading requirements, and not truly engage with the content, instructor, or peers. In this session, we will share strategies to create and …

Ownership of mobile technologies such as smartphones and tablets continues to rise amongst college students. Incorporating these devices in coursework can facilitate authentic learning, with students connecting what is taught in the course to real-world issues and applications. This can be especially powerful in online learning environments, allowing students to capture experiences in the field and share with others in the class. Although instructors may express an interest in incorporating a mobile element, they are often unsure how to design course activities that are not only engaging, but also effectively support authentic learning. In this session, issues of mobile design, assessment, and support will be discussed. Specifically, an instructor’s experience of integrating mobile devices to support authentic learning in a mixed-mode (blended) course will be showcased.

Online exams are popular in college courses, offering a time-efficient and flexible way of assessing student learning. Students often prefer them because of the convenience factor, while instructors like that they do not expend valuable face-to-face class time. However, the concern about students cheating on online exams is pervasive throughout higher education. Instructors often worry that it is difficult for students to remain academically honest under such conditions. In this session, resources and strategies to encourage academic honesty in the online exam environment such as considerations for test construction and exam settings will be shared. Specifically, we will showcase an instructor’s use of ProctorHub, UCF’s newest online proctoring tool, which is designed to mitigate these concerns.