How Does the Degree Attainment Gap Affect Pell Gran…
Rio Salado College in Tempe, Arizona, serves more than 54,000 students from a broad spectrum of backgrounds. This interview with Michael Medlock, associate dean of instructional design and technology, explores how Rio designs online learning to serve all its students.
“Yes” may be the word that all salespeople want to hear, but Andrea Waltz knows that to a salesperson, the word “no” is just as important, maybe even more so. She is one half of the two-person team behind the best-selling sales book Go for No!, which encourages salespeople to push for a “no” rather than avoiding it.
Fear and anxiety can keep many educators from embracing open educational resources and open pedagogy. Here, “open” proponents explain common concerns.
Many institutions interested in using design thinking start by bringing in consultants. But any institution interested in trying out design thinking may already have all the expertise it needs on campus: its own faculty.
Despite the fact that adaptive learning experts have settled the definition question, many rank-and-file educators still use the terms “personalized” and “adaptive” interchangeably.
A few years ago, I was teaching a digital journalism course at a local college. Recently, I’ve been thinking about how I’d update my syllabus to account for 2016. This reading list grew out of that. It has all the information I wish I could teach my former students, were I teaching this year: history, context, racial bias in the media, ethics, an examination of why people hate the press, and essays about the media’s role in a digital and contentious world.
Blended learning, also called hybrid learning, fuses traditional face-to-face classroom teaching with online instruction. It’s a simple concept, but it becomes more complex when you consider that there is no one way to blend learning; online and face-to-face instruction can be combined into several blended learning models.
Blended learning — the hybrid of classroom instruction and online learning — is gaining traction because it has the potential to engage students and improve outcomes and because of a growing awareness that the traditional lecture model has largely been proven to be a less effective. But faculty used to the traditional lecture model may find themselves asking “what is blended learning.”
CBE is, as its name suggests, learning based on developing and demonstrating competence. While the details of individual CBE programs differ, all have one thing in common: prioritizing what a student can do over how much time they put in.