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eLearning Frenzy

eLearning is like a sewer, what you get out of it depends on what you put into it.

BbWorld16 Session Blog – Fueling success: leaner-focused strategies

July 13, 2016 8:30 – 10:15am
Venetian E & F

Rapid panel with AWS and IBM talking about to hosting partnership:
Peter George SVO Product Development and Support Cloud Services
Mark Ryland Chief Solutions Architect, Amazon Web Services
Brenda Harvey General Manager Global Tech Services IBM

What does partnership mean and who does it affect?
2 major goals. Continue to improve service by bringing in experts and raise our game.  Picking premier cloud platform.  It means nothing will change immediately.  Partners coming into help us operate what we have today.  Overtime leveraging more and more of the amazon cloud.

Security & Privacy – How partnership enhances this?
Security is highest priority with Amazon.  It is safe, is it secure?  Yes. Enhance security posture by using high scale, automation and built in capabilities.  Ratio between security engineers and servers under mgmt is good. Operate under wide range of compliance regimes…Continuous 3rd party auditing (credit card industry, federal government) Good customer track record.

With IBM security, privacy and data compliance are the highest priority.  IBM brings security solutions and expertise.

What does Transition look like?

Transition has started and is well underway.  Datacenter consolidation and process operations is underway.  Phase 1 is IBM is operating what we have currently.  Phase 2 – SaaS applications move into amazon cloud.


Student Success: Knowing your Learner (Panel)

Dr. Darcy Hardy – Assoc. Vice President Blackboard
Dr. Michael Moore – VP of Academic Affairs University of Arkansas system
Col. Steven Delvaux – Vice Provost for Academic Affairs Army University
Julie Young – CEO Global Personalized Academics Founder of Florida Virtual School

What did we used to do before we got here?
(Moore: eVersity – adult leaner centric building university from ground up.)
Talk to your students (old school 😉
Delvaux: Army – ASVAB  (how army used to do it) also battery of medical tests.
Young: current – Global Personalized learning – how we used to do it: Dial-up..Data on a spreadsheet and best friend was a telephone.  Knowing leaner’s voice/parents. All about the relationships.

How do you use data now/plan to use data to know your learners?

Young – Lots of data – data can be noise (data literacy-how do you use it) use for Teacher evaluation/teacher support – to see how students are doing.
Moore – Leveraging data appropriately so as not to encouraging “opt out” by students.
Dalvaux: Focus on cognitive data to see if courses are contributing to competency skills etc. Have to be better and more efficient.  Using data to be individualized, adapted and accelerated in training.

How can we use data as we develop programs for students in a disadvantaged situation? (lower socio-economics)

Yes – identify students early on and catch them before they slip through the cracks.  Looking at admission data (ability to pay etc). Data can also level the playing field so that education is not determined on your zip code. Virtual Education.

 What innovations are you seeing around the use of data?

Getting data from where students stop focusing so that we can determine how to better engage. Transformation Learning (using gaming principles) tapping into analytics of when folks dropout.  You can predict success of students before class starts (1st week/zero week strategies) Helping identify if certain objects are supporting learning outcomes of course.  learning pathways – how do we need to present knowledge to encourage success.  Does that vary from student to student.   How do your blackboard login activities compare to your classmates?

What do we know about learners based on data?

Kids will reinvent themselves online (flourish).  Kids have the capability to do more than we give them credit for given the right engagement.  They will go much deeper online if they are engaged.  If we create models that give learners the opportunity to bring what they do outside of school into the classroom and give them credit for that it makes school more relevant.

If you unleash and empower the learners, then the sky is the limit.  Don’t limit your students.

Data has confirmed that time on task matters and that early intervention matters.  Helps in combatting faculty assumptions about student/adult leaners. Some students just want to get through…the a is not the goal.

How do you merge necessity of extracurricular experience with the competency sought in the classroom?  how do you blend it?

Venn diagram (training/education/experience). Importance of career competencies.  Diversity training, team leader.

How do you change the culture of faculty and instructors to accept the use of data in their courses to improve student success?

Training/Development – show them the value of the data and how it can help them. Answer depends on institution.  How can the learning in classroom be improved?


 

BbWorld16 Session Blog – General Session 1

Unveiling Blackboard’s Latest Developments  Ballroom 3:30 – 5pm

  1. Your Needs challenges and opportunities
  2. Uniquely addressing needs
  3. Committement to fundamentals

Challenges
k12 – engaging families to improve student achievement, different funding models
higher ed – enrollment, retention, ROI, post traditional learner
corporate – addressing skills gap
all of these are different and unique..needs are evolving and changing over time.

Blackboard addressing uniquely – Helping Students Succeed

  • Deliver thoughtful and relavent info across portfolio
  • Breadth and broad reach of portfolio 19k customers, 100 million users, 100 countries
  • Deep insights about world of learner – listening to you, looking at datasets, understanding our users, convert insights into innovations

New Products – Blackboard Planner, Blackboard Advise, Blackboard Predict
Investing 350million dollars into innovation of core teaching and learning products and rest of Blackboard’s Portfolio.

Commitment to Fundamentals

  • Develop and Deliver – established total transparency from scrum teams to Board of Directors (visibility into product development activities), consolidation of strategy, marketing.
  • Support Customers – (operational excellence and improving customer experience).
  • Innovate – investing in innovation at scale…partner that meets your evolving needs
  • Communicate – clear, open and regular communication and that includes listening.

 

Product Strategy

Portfolio capabilities – learner interacts with admin, support staff, counselors, employers, advisors, classmates, teachers/faculty, parents

Core of student success mission is driving learning outcomes.  Core of Blackboard portfolio is Teaching and Learning products.    2 most prevalent LMSs – Blackboard & Moodlerooms.

Embedded learning analytics, world class collaboration and mobile tools are also part of portfolio.

K12 – parental and community involvement is fundamental to drive student success.

Solution Set of student lifecycle services – Student Account Support, Helpdesk support, retention and enrollment services.

Powerful Insights – Community input, data science and empathetic research

Community of Input – that’s us 19k customers a community of practice, surveys, technical previews, customer research groups, innovative teaching series.

Data Science – John Whittmer “Dr. John” -7 tb of learning data, 1,200 institutions, 35m learners and teachers, 7m courses, 2.7billion Lms sessions – Looking at specific research questions and/or broad trends.  Blackboard doesn’t own data…this is our data.

Collaborate Data – Engagement Metric (across, chat, audio, video, app share) Students can get engagement score.  Session engagement timeline.

Empathetic Research – Matt Franks – We are taking a user-centered approach in designing our emergent products.  Understanding what people do and why do they do it?

Activity Stream – entry point for students in Bb Student and Ultra (came from empathetic research of students.

1 Learn, 2 Experiences, 3 Deployments

Shared code, ultra and 9.1, self-hosted, managed hosted, SaaS

Roadmap – Where we are

  • Quality – hundreds of bug fixes, updated tech, unified code and simplified releases
  • Enhancements – CBE
  • Mobile Support – Bb Student available to all customers, expired by ultra experience avialable now

What’s next with Original Experience of Learn

  • Attendance Record (track attendance within learn – optional provide a grade and export)
  • API Dev Portal – Restful APIs available

What’s next with Ultra Experience of Learn

  • Educator Preview (preview.blackboard.com)
  • updates on Ultra
    bbultra
  • granularity of control of ultra adoption

 

 

 

BbWorld16 – Building student connections when teaching high enrollment online courses.

student_connectionsVenetian H
Tuesday 7/12 @ 1-1:50pm

Jody Lester, Associate Professor
Boise State University

Connect students with course and the online environment
Week Zero: Do not assume students will already know how to learn online.  Welcome them to the experience.  Create a warm, supportive environment where they can learn.

  • Direct them to Blackboard Help Documentation for students
  • Send an introductory e-mail through blackboard before class begins.
  • Include a short 5 minute or less video introduction that introduces you and the class, setting a positive tone.
  • Let students know when the course will open (first day of class) and when their first assignment will be posted/due.

Make the course site easy to navigate:

  • Keep the navigation elements simple
  • Use sub-header and divider elements to visually organize the course menu items
  • Use a course banner

Establish predictable patterns: For the student, an established pattern of course activities allows for planning and management of other non-course activities around their online activities.  For the instructor, establishing and communicating a course schedule and pattern of work serves to define the boundaries between the online class and the rest of life.

  • Clearly label content areas, folders and identify the reasons for assignments
  • Provide a checklist for each assignment so that students can clearly identify whether they have completed all the required work (rubric)

Connect the instructor to the students and students to the instructor
Create a “we are in this together” atmosphere:

  • Thank students for questions/suggestions, empower them to help improve the online experience in the course (maybe a survey)
  • Acknowledge that life happens and consider awarding one “late pass” over the semester.
  • Include “what’s in it for me” information in the introductory e-mail.

Get to know students individually and recognize them individually:

  • Have students post about themselves in discussion board/blog posts/introductory activity.
  • Post personal feedback to each student after their introduction.
  • Create a “goes by” interesting tidbits column in the gradebook
  • Keep notes that help you remember each learner’s interests, experience.
  • Construct answer keys/feedback documents that use student answers
  • Name Names: publicly praise exemplary work.  Send personal e-mails, recognizing great work or offering support
  • Sort the “last access” column in the gradebook and send out “I see you working” or “I wonder what’s up” emails
  • One on one communication – individual feedback
  • Sort using ascending and descending feature in Bb Gradebook to send out “I bet you didn’t earn the grade you expected” or “Way to go!” e-mails.
  • Use the “grade questions” option in the gradebook – grade and create feedback/answer key
  • Use “grade history” option to re-use common statements
  • Keep a record of individual contacts-column in the gradebook

Let students get to know you

  • Set the tone with your personal intro
  •  Use video – let them see you
  • Keep it real-we are fallible.  Don’t spend hours re-recording videos if there are minor errors.
  • Post interesting info about your University and your community.

Connect students to other students:

  • Form small groups to build a sense of community
  • Have a clear purpose for group projects
  • Use group tools such as file share, collaborate, email, discussion board
  • Be creative – journal club or group meetings using collaborate

Connect students to the content:

  • Really think about how the Bb assignment and test tools can be used and about how assignments can be modified when used with high enrollment courses.
  • Have Bb grade when possible but consider using at least one instructor graded item for each assignment.
  • Create relevant assignments (focus on learning, not superficial (busy work) activities: Strive to create effective and efficient teaching and learning experiences.
  • Create rubrics for assignments – student can then use rubric as checklist to ensure that assignment is complete and in some cases determine their grade.
  • Don’t reinvent the wheel, link to quality resources.  Encourage students to send you links to sites/material they found helpful.
  • Re-use where possible.  Use the “copy” options to copy assignments from one course to another
  • Teach students (video or screen capture) how to see if their assignment was received and how they can view feedback.
  • Post video instructions for various assignments to increase engagement – discuss the previous week, discuss the current assignment and include tips for success.
  • Streamline feedback – use audio/video feedback group answer keys, encourage personal responsibility for checking grades.  Set and publish thresholds for receiving individual feedback.  Use feedback templates.
  • Use the feedback sections in tests to provide feedback – consider including occasional extra credit points
  • Change it up but don’t add several new things at once – remember predictable patterns help
  • Save examples of excellent student work from a previous semester (get their permission to use) so students can see what the assignment might look like.

Take Notes: Over the semester, note what worked well, what needs changes and identify “time drains”; plan ways for dealing with these.  Refining course management should be a continual work in progress.

Packing your Bags for BbWorld16?

When we think of thought leading eLearning conferences that we attend like Blackboard World, we often think of them in terms of things we will come back with. There is good reason for this, as there are so many takeaways that a conference like Blackboard World provides. For the purposes of this blog post however, we will be focusing on what we should bring with us to Blackboard World 2016.

So when you pack your bags for BbWorld….

…..Pack a way to share what you learn:

For every oSharing Gadgetsne of us who are fortunate enough to attend this tremendous eLearning event, there are many, many more of us who cannot be at BbWorld. Since we all know that “sharing is caring,” bring a way to share what you’ve learned with your coworkers back home and your colleagues across the world. Whether you are live tweeting by phone or mobile device, live-blogging from your tablet or laptop, or maybe just taking notes to present, blog, or post later, you will be helping your coworkers at home and your peers across academia benefit from what you are picking up from colleagues, professionals and thought leaders.

…..Pack a charger (Mobile or otherwise):

Portable ChargerIf indeed you are sharing your experience, or just trying to stay in touch with events back at home, you will definitely need a charger. I would suggest bringing one of the mobile chargers that you can keep in your pocket/purse/backpack. During the hectic schedule, you may not get a chance to go back to your room, and you may not find an open plug where you can “juice-up”. *As an addendum to this packing tip, bringing a small power strip is also beneficial as you can share one plug with a number of your peers.

…..Pack a desire to meet people and make connections:

Make ConnectionsPossibly the biggest benefit to being at Blackboard World is the ability to meet your peers and form connections that you will maintain and use throughout your professional career. At your home institution you may be the only person who does what you do, but at Blackboard World you are a small fish in a big pond. There will literally be hundreds of people with your same type of job. What better way to pick up best practices and learn what is working and not working for your colleagues, so that you aren’t stumbling around on your own when it comes to your learning management system or eLearning in general.

…..Pack some tennis shoes or at least comfy dress shoes:

ShoesBbWorld has possibly the largest population of slacks/skirts and Nikes in the eLearning universe. For a conference this large, you may be walking a quarter of a mile just to get to your next session. You also have vendors to see and colleagues to touch base with, so comfortable footwear is a must. Some of you may spend the evening at Freemont. Let me speak from experience, walking the strip + the hotel can cause blisters in the wrong shoes!

Looking forward to seeing everyone there!

Experience BbWorld 2016 From Your Office!

Each year, I count myself fortunate to attend the penultimate elearning event, Blackboard World.  If you have followed my blog for any length of time, you will know that the sharing of information from the cognitive surplus that is the BbWorld community is the high point of my year.

Sharing is Caring

Each year I share out my experience by blogging about the sessions I’ve attended, the latest news from Blackboard and what our industry leaders and forward thinkers are saying.  Well hold on to your hats folks, cause I have some news for you:

You can be a part of Blackboard World without leaving the comfort of your home sate, city, office or couch!  Yes, that’s right, you can be a part of BbWorld Live 2016.  Blackboard world will live stream sessions from the world’s largest elearning event over the course of three days!

bbworld_live

Visit the BbWorld Live website to signup for the day that lines up with your track! In the Higher Education track alone, you can choose to live stream 8 sessions!  Between every session, Blackboard will be hosting interactive Q&A with speakers, facilitating live-chats in the discussion forum, taking polls, and giving away prizes.  You can even register to win an iPad!

The catch to all of this?   There is no catch!! It is free!  So do yourself a favor, signup for BbWorld Live today, and be a part of elearning’s biggest event of the year!

Blackboard Tip – Find Courses Quickly by Customizing the “My Courses” Module

waldo_coursesIf you’ve been teaching with the Blackboard LMS for any length of time, you will know how annoying it can be to find your courses quickly when you take a look at your “My Courses” module upon logging in.  Finding your current semester course can be like a game of Where’s Waldo if you aren’t careful.

It doesn’t have to be that way! Did you know that you can streamline the “My Courses” module by sorting how the courses are arranged and limiting the amount of courses that are displayed?

Getting to the Personalize: My Courses page:

  • Place your mouse over the top right hand corner of the My Courses module header and click the gear bb_gear that appears.
    bb_mycourses_header

Customization Options:

You will be able to change the following options to streamline how your My Courses module appears:

  • Group By Term: Selecting this will allow you to organize your courses by term.
    • Show Term: Selecting this checkbox will show the term.
    • Expand Term: Selecting this checkbox will expand the term when displayed (Note: in the image below Summer 1 2016 S1 Online is checked and No Term Assigned is not.
  • Reorder: Click the reorder_arrowsicon to reorder your courses.  Drag the move_arrows icon to bring your courses to their new spot.
  • Course Name: Deselecting this checkbox will hide the course.
  • Course ID: This checkbox (when selected) allows for the display of the Course ID before the course name.
  • Instructors: This checkbox (when selected) will display all of the instructors for the course.
  • Announcements: This checkbox (when selected) will show course-specific announcements below the course name.
  • Tasks: When this checkbox is selected, course-specific tasks will appear below the course name.

My Courses (Customized) Preview
bb_mycoures_full

*Note: You can also link to courses you teach in other Learning Management Systems by placing the Course Name and URL in the Course # Name and URL boxes that display at the bottom of the Personalize: My Courses page.

Syllabus Memes – Humor

As we think about what happened during the spring semester and look forward to the summer, here is some food for thought!

syllabus1


syllabus2


syllabus3


syllabus4


syllabus5


syllabus6

Online Course Weight Loss Plan

Online Course Weight Loss Plan Banner

There are many good reasons to keep your course from growing too big for its own britches. A large course could impact your student’s learning experience because:

  • The size of course intimidates your students.
  • The same document in multiple places takes up space and clutters the course.
  • Large images take forever to load and..
  • Take up valuable visual real estate on handheld devices.
  • The more items in your course and LMS, the slower it operates.

Keeping these things in mind there are steps you can take to manage your online courses so they don’t become overwhelming, unnavigable, burdensome and out of control.

Step 1: Keep your course organized.

One of the easiest ways to think about your online course’s health and well being is to keep it organized. Traditionally when we think about our courses being held in an LMS, we think of our course as having large containers that hold different types of content like assignments, tests and course materials.

Course Bucket Organization

This can be an easy way to think about organizing at the beginning, but the end result is that over time, these buckets become catchalls or laundry lists of everything you’ve ever added to your course. This causes your students to suffer from over scrolling and to constantly search for important information and activities. Another side effect of this particular organizational method is that it causes the instructor to have trouble determining whether or not they put “that file” in the course.

Instead of large “buckets of information”, why not think of chunking them across topics, or by time. That way, all of the information and activities that a student will need to interact with during a specific week or around a particular topic is located in the same space.

Course Organization Example - By WeekBy organizing your content, you make it easier for you and your students to find what you are looking for and reduce the ‘laundry list’ effect.

Step 2: Use Course Links to cut down on content cloning.

linkThe next step in our online course weight loss plan covers the use of one particular document in different places throughout your course. Whether it is a special rubric, a project guideline or just something you want available easily for your students, it is natural to just want to add the document where you need it. Over time, you create multiple versions of the same document that just adds extra weight to your course and makes your list of course files hard to deal with from a file management perspective.

Most learning management systems provide a way for you the instructor to “link” to the document in question wherever they are in the course. Here at Sam Houston State University, we use Blackboard and it provides this ability via the Course Links content item. Course Links allows instructors to link to files, content items and course activities anywhere in their course.

This way, an instructor only has to add 1 instance of whatever it is they want to use throughout the course and link to it from other course areas.

Step 3: Reduce the size of images BEFORE placing them in your course.

By now, we are all familiar with the fact that adding contextually relevant images to your course is a best practice. Course images engage your students, stimulate different parts of the brain and break up what would otherwise be an ocean of Times New Roman or Arial text.

Picture of a Graphic Icon on Treadmill

The issue for instructors is that the learning management system does not provide a way to reduce the size and weight of the image prior to placing it in a course. It does not allow you to change the “visual appearance” of an image by resizing how the image looks, but this DOES NOT reduce how much space the image takes up in your course or how long it takes a student on their computer or mobile device to see the image.

The good news is that almost every computer comes with a software that will help you change the size and weight of images before you place them in the course. In most cases, once you are in the software reducing the size of the images automatically reduces how much drive space they takes up. Below we will provide a few links to helpful how-tos on the Internet, but you can always google the topic and find what works for you.

Step 4: Use streaming services and Internet links for videos rather than uploading them directly to your course.

streamingOne of the most effective ways to engage your students online is to employ videos along with learning activities throughout your course. Videos add another dimension to your course that connects with your students and can be viewed on whatever device they may be utilizing.

The best practice for how to leverage videos in your online course is to host them with a streaming service or link to videos already hosted elsewhere. Burdening your LMS with Gigs of video files will have a direct impact on your students, because the way they are hosted/loaded is not ideal for streaming on mobile devices or even computers. Also the more large files you add to your learning management system the more you can affect its performance.

Fortunately, there is a great way for you to utilize video in your online courses while following the best practice. Just use other video hosts and provide links and embeds in your online course. Here at SHSU, Blackboard has the ability to directly embed YouTube videos in your course while leaving them hosted in YouTube. It does this via the YouTube mash-up and the Video Everywhere tool. We also utilize Kaltura for video/lecture capture and screen recording. Blackboard employs a Kaltura mash-up and content building tool to place these videos/screen recordings directly in your course content.

Teaching an online course can be intimidating in its own right. Make it easy on yourself. Keep your course in “eLearning shape” by ensuring your course is properly organized, providing links to course documents you want to use in multiple places, reducing the size of graphics and pictures before you insert them in course content, and using streaming services and internet links rather than uploading heavy video files directly to your course.  These aren’t the only steps you can take, but they are a great place to start.

Best Practices For Utilizing TA’s In Your Online Course

Having an Effective TA for Your Online Course

We all know that teaching online requires instructors to think differently about how their course is delivered. While the methodologies of learning are still in play, the online medium requires you to proactively account for multiple learning strategies when putting together, delivering and interacting with your course and students.

Online instructors fortunate enough to work in departments who provide Teaching Assistants, feel like they have a lifeline in this strange “new” online world. However, the fact that you have a Teaching Assistant does not make the stars align, world peace occur and automatically make everyone fall in love with your course. There are some things to consider about utilizing TA’s in your online course that can make the overall experience more successful.

Combat Inferred Digital Nativity – #providehowtosforTAs

Digital Native PhotoWe like to think that the next generation is more “plugged in” and that they “get it” (whatever “it” may be) when it comes to technology. While this may be true for their smart phone (Let’s take a selfie!), it does not guarantee immediate understanding of your institution’s Learning Management System.

This is why it is important to put your TAs/Doctoral Fellows through the same kind of technology “how-to” sessions that are available to you as a faculty member. At Sam Houston State University, TAs/Doctoral Fellows have the option of participating in any of the teaching online certification programs, which provide a strong base for starting out on the right foot, particularly for those who will teach online courses in the future. These technology development efforts help increase course interaction, engagement and ultimately satisfaction for both instructor and student.

Use your TA to Increase Student Engagement – #notjustforgrading

Increase Online Student EngagmentThere are three types of interaction in any good online course:

  • Student/Content
  • Student/Instructor
  • Student/Student

Each one of these plays an important role in student satisfaction as well as student success. With online class size growing, it does become more challenging to engage every learner in the student/instructor interaction more than a few times during the course. TAs can play a very important role in helping to increase student/instructor interaction, as they fall under the “instructor” umbrella in this equation.

You can assign your TA to work on specific discussion forums within the course to provide feedback, answer questions, or to gently nudge students in a particular direction to ensure objectives are met. This ability to flex your teaching assistant is not limited to discussions. They can help out with blogs, wikis, web conferences and more. This can help increase the one-on-one interaction time you provider learners throughout the duration of the course.

Use your TA to Increase Instructor Presence – #untilwefindacloningmachine

Instructor PresenceThere are only so many hours in a day, so many days in a week and honestly, there is such a thing as a work/life balance. Leverage your TA to help with office hours, web meetings and other times where you may be spread too thin to be in two places at once. They can also help with answering “virtual office” or “general questions” discussion forums if you are at a conference, out of town or fulfilling research requirements.

Put a Face to your TAs Name – #gettingtoknowsue #orstew

More than likely, you have a place in your course where you introduce yourself to the class. It may be in your Virtual Office area or in some other spot. It probably has a picture, some contact info and a brief bio. This would be a great place to add a second item that introduces your TA to the online students. That way when students see discussion replies, grade book feedback and more, they will know who it is from.

Making the course more personal for your students is always a best practice. Connecting your students to you and your TA will allow the students to feel like that they “know” you and this is especially important when it comes to online feedback.

Use your TA to Unleash your Online Grade Book – #feedbackmachine

Online GradingOnce a course is developed, where is the one place where you may spend most of your time in? The answer is overwhelmingly, the grade book. A well-used grade book or grade center can make the difference for you, as well as for student success and satisfaction.

Gone are the days where students would check the door to the classroom twice a semester (midterms and finals) to figure out how they were doing. Nowadays, students receive updates on their phones when an assignment in their course has been graded, when an exam grade has been posted, or when their group projects have been evaluated.

Leveraging your TA to help with the grade center can help decrease grading turnaround time and increase the amount of times a student receives personal feedback on graded items in the course. Any LMS worth its salt has a Rubric tool that faculty can employ to ensure grading guidelines are followed down to the individual criterion by the teaching assistant. Even if you limit your TAs to a particular number of assignments to grade, it will help with the amount of grading you have to do and the amount of time it takes to get that grade to the students.

TAs add value to what you are already doing in the online course. They are an important supplement and providing them with technology skills, leveraging them to increase student engagement, introducing them to your students, using them to increase instructor presence and empowering them to enhance feedback with your grade book are best practices that can contribute to success and satisfaction for you, your students, and your online course.

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