Introducing OLC’s Course Review Scorecard
We are excited to announce the official launch of the brand new OLC Course Review Scorecard. The Course Review Scorecard is a course-level review instrument intended to evaluate the quality of online, blended, and digital learning. The release of this scorecard continues OLC’s long commitment to advancing quality in education. Quality may not be in […]
Teaching Accessibly and Teaching Accessibility: The Key to Equitable Education
Think about the last time you came across the term “accessibility”. What was the context? Maybe it was a discussion about legal requirements or technology procurement. Or perhaps it came up while talking about designing quality online courses. No matter where you’ve encountered the term, you probably recognize that accessibility is important in education. But […]
OLC Facilitator Spotlight: Kim Grewe on OER & Open Pedagogy
Join Dylan Barth, Vice President of Innovation and Programs at the Online Learning Consortium (OLC), as he sits down with Kim Grewe, a longtime OLC workshop facilitator and advocate for Open Educational Resources (OER). In this episode of our Facilitator Spotlight Series, Kim shares her inspiring journey as an educator, her passion for OER, and […]
Embracing Emergence: Leadership in a Complex World
A partner institution recently requested student enrollment assistance via our consortium agreement. Our team recognized this as a simple scenario where we have specific guidelines to support learners. Therefore, they assessed the request, categorized it, and responded to it following the typical process we have in place (known knowns). During the same week, the team […]
What Do Students Think about AI?
I have four children. Two of them are twins. The twins are six-years-old, which means that they occasionally produce imaginative turns-of-phrase that are cute and humorous. For example, my daughter recently noted that it was “raining snow,” and her brother called the electrical socket a “wall battery.” I could go on and on. Instead, I’ll […]