The Online Learning Consortium (OLC) is reaching out to our global community of thought leaders, faculty, innovators, and practitioners to bring you insights from the field of online, blended, and digital learning. This week, Wendy MacColl, OLC Institute faculty for Read More >
The Online Learning Consortium (OLC) is reaching out to our global community of thought leaders, faculty, innovators, and practitioners to bring you insights from the field of online, blended, and digital learning. This week, Bethany Bovard, OLC Institute faculty for Read More >
WCET and the Online Learning Consortium (OLC) jointly offer this blog post on a topic of national interest to education communities. This post is part of the ongoing collaboration on accessibility issues between WCET and OLC. Thank you to Kelly Read More >
Several months ago, a colleague sent me the book “The 15 Commitments of Conscious Leadership: A New Paradigm for Sustainable Success” (Dethmer, Chapman & Klemp, 2015), and I was introduced to a new framework for leadership in post-secondary education. The Read More >
In today’s fast-paced academic environment, challenges can occur at any time and, to be an effective leader, you need to be able to respond to those challenges with astuteness, strategic wherewithal, expertise, emotional intelligence, and yes, a certain amount of humor.
For institutions working to create a culture of digital equity or legal protection, institutional accessibility can start as a hole from which you must climb out. One of the many factors that work to deepen the accessibility hole is the procurement of goods or services that are not themselves accessible. However, accessible procurement can offer a ladder, helping you get out of that hole more quickly.
What is it like to switch your role from an online instructor to that of an online student? Is a 12-week workshop enough time to impact an instructor’s teaching toolkit or transform an institution’s online course quality? These are among Read More >
Checklists help students to be more metacognitive and to self-regulate their learning. Well-defined checklists can make expectations clear for students and help them monitor their progress in completing the expectations.
It’s accurate to put me in the “reluctant online teacher” category. I am tired of the grind of the commute, which continues to get worse every year, and I see how teaching online will reduce the hours in my car. Therefore, I decided I was going to give online teaching a real chance. If I was going to take the plunge to build an online course, I was going to make THE BEST course I possibly could, and I was going to do it the right way the first time.
While rubrics sound like a critical tool for teaching and learning, I find that few educators enjoy making them or using them. I attribute this to several reasons. First, good rubrics are hard to make. It can be difficult to capture the essence of an assignment in objective and observable terms.