Do you find that your students just “don’t get it”? Learn what small steps you can take to make your course more accessible and engaging for EVERYONE. You will walk away from this session with concrete examples and techniques that you can implement today.
This presentation will provide an overview of results from a survey conducted by Rutgers University (RU) Department of Psychiatric Rehabilitation and Counseling Professions. Surveys were administered to all RU students enrolled in online classes during the Spring 2015 semester. Students reported experiences regarding their online courses, as well as diagnoses of physical and mental health conditions.
Open Education Resources have been explored from various angles. On one side, there are plenty of advantages for students. The main one is the cost reduction. Z-degrees attract the student population as the cost of degree completion decreases tremendously. On another side, the cost of OER production is high, if an institution decides to develop one. What does it take to develop an OER? Why faculty would want to get involved? What support can faculty get from an institution? Who are the stakeholders and what are the implications for developing a Z-Degree?
This presentation will indicate the results of a study on student use of captions which were added to lecture recordings in a large lecture hall course. Students frequently indicated using captions as part of their studying and learning process and perceived them as valuable to their level of achievement in the course.
This presentation discusses instructional design approaches used by the Academy of Peer Services (APS), Rutgers University Department of Psychiatric Rehabilitation, to develop online continuing education environments that support learners living with psychiatric illness. Implications for online instructional designers are discussed.
Demonstration & discussion of an online, collaborative curriculum design system. A Google spreadsheet crowdsources faculty and administrators to build an integrated calendar map, driven by curriculum, faculty, and timeline.
Grab the attention of today's learner with brief, high impact videos of your own creation, or that of your students. Instructors can easily incorporate video instruction into every lesson by using video authoring tools freely available on the web. Assignments can be created around the use of video to engage students and even have them "teach back" to their peers. Using YouTube to distribute video ensures that videos support universal desgn for learning.
COHLIT supports Rutgers academic units University-wide in creating and delivering hybrid and fully online courses, and is heavily involved in both for-credit as well as non-credit online and hybrid education. Find out more.
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