Learning Design Just in Time (LDJiT)
Introducing LDJIT, a new way for faculty to engage with evidence-based learning design best-practices at a time and place when faculty need the information. Faculty time is limited and therefore, do not always have the time to attend hour long webinars. LDJIT modules were created and curated to support the busy faculty. Each module’s development represents many hours of collaboration between Learning Experience Designers and Faculty.
Our goal was to host the LDJIT modules on a platform that provides faculty the opportunity to track their own participation in these modules, therefore we chose to host them on Baylor Ignite Learn. To access each module, please click on the Ignite Access links below.
Initial Five LDJIT Modules
This module introduces the importance of having a presence as an instructor. There is an obvious difference between having a presence in the face-to-face classroom and having one in the online classroom. There are many ways to have a presence in the online classroom.
Success in the online environment is directly related to how students think about new ideas, how they explore these ideas with others, and how well the instructor structures this experience. Finding the right resources that lead to success is the best approach.
Engagement with Discussions
This module provides further detail on social presence and explains why it is important for the online classroom. Just as faculty have strategies for engaging their face-to-face students, there are tools and strategies for accomplishing this with online students.
Deep, meaningful communication can occur through asynchronous means. Discussion forums are a primary means of engaging students. Discussion forums are excellent for helping students to engage critically with one another and with the instructor. That engagement, in turn, can create social presence. You will discover that there are ways of creating social presence and engaging online learners in a deep and meaningful way.
This module provides detail to help instructors implement assessment strategies in the online classroom. Assessments are useful in determining a student's comprehension and mastery of skills and content, but they do not always need to be formatted as a formal exam. There are many ways we can assess students to determine if they are learning, and we can do so in a way that is both authentic and valid (Fisher & Bandy, 2019).
When creating online assessments, we traditionally consider three categories: formative assessments, summative assessments, and assessments with both formative and summative characteristics. Assessments can be customized to fit your course content and developed in a way to highlight the material you are covering. At the same time, they should also ensure that what you want to observe is what is actually being measured. The online classroom contains useful tools that can be used to develop assessments in creative ways.
Rubrics and Feedback
This module provides detail on creating rubrics and providing feedback in the online classroom. Rubrics are an essential tool for classrooms and play a big role in the online environment. Not only do they make it easier for instructors to grade, they improve communication, provide feedback, and encourage self-assessment. Rubrics can also clarify the criteria and expected standards that are aligned to the course learning outcomes within assessments.
Feedback when delivered in a clear, constructive, timely and educative manner, it can motivate students to persevere through difficult learning material and to explore new perspectives. Through this constructive feedback, students have opportunities for growth.
Using and Creating Video
As portable devices become more ubiquitous around the globe, more students are engaging with learning materials in a variety of environments and contexts. The same technologies that allow students to engage in different places allow them to engage in different ways.
Video is one form of technology that you can use in the classroom to engage and support students in their learning. Video can make connections between space and time, and video can allow students to practice and demonstrate their learning.
In this course, you will review some ways to present videos as a part of your own lessons and ways to engage students with video as they engage with the lessons.
Coming Spring 2022
Inclusive Teaching in the Online Space
This module provides details on how we keep in mind inclusive teaching practices while designing an online course. Inclusive teaching strives to serve the needs of all students, regardless of background or identity, and support their engagement with subject material.
It builds upon an instructor’s natural instinct to ensure all voices are heard and that all students have a chance to participate fully in the learning process.