Course Design

Is that Fair Use?

I started watching sessions from a QM event earlier this year that I didn’t have a chance to attend live. “More than Citation: Understanding Copyright and Fair Use” was the title of the session by Stephanie Korlsund and Ashley Seibert. They are both instructional designers. They started with a couple of scenarios and had the […]

June 30, 2022
By Carlos C. Goller
Academic Development, Constructivism, Course Design, DBER and SoTL, Lilly Conference, Reflections, Why

Specifications and Tokens

Renee Link is a Professor of Teaching at UC Irvine and presented on “A Structure for Designing Specifications Grading Systems.” Link is a teaching faculty member and organizes chemistry labs involving 1000-1200 students, 6 graduate TAs, and 1 head TA or stockroom manager! Wow. Link introduced specifications grading and Linda Nilson’s book. They published how […]

June 26, 2022
By Carlos C. Goller
Academic Development, Accessibility and UDL, Articles, Books, Constructivism, Course Design, DBER and SoTL, Discussions, Diversity, Instructor Behaviors, Lilly Conference, Metacognition, Reflections, Teaching techniques, Why

Engaged Teaching Strategies

“Applying Principles Behind Engaged Teaching to Advance Student Learning” with Claire Major was one of the plenary presenters at Lilly Conference online 2022. Major has written so many books! Major has been at Alabama for 22 years! The goals for the session were to define the concept of engaged teaching, explore the process of engaged […]

June 25, 2022
By Carlos C. Goller
Academic Development, Constructivism, Course Design, Diversity, Instructor Behaviors, Lilly Conference, Online Learning, Reflections, Student groups, Teaching techniques, Why

The Alphabet Game

“Alphabet Game’: An Experiential Activity to Teach Listening and Communicating” is the title of the session by Ranjan George, Associate Professor of Business at Fresno Pacific University. George aimed to share a fun and interactive activity they developed. They explained that the game they developed is important because it connects the students and activities to […]

June 22, 2022
By Carlos C. Goller
Academic Development, Accessibility and UDL, Constructivism, Course Design, Discussions, Diversity, Guest Speakers, Lilly Conference, Online Learning, Pedagogy, Podcasts, Reflections, Softwares

Professional Podcasts for Education

Rachel V. Smydra from Oakland University recorded a 45-minute session for the Lilly Conference online. The title of the session is “Using Podcasts to Facilitate Learning and Skill Application in Online Courses.” Smydra defined podcasts and mentioned that the medium has grown during the pandemic. However, I agree that it may be difficult to find […]

June 21, 2022
By Carlos C. Goller
Academic Development, Accessibility and UDL, Constructivism, Course Design, Discussions, Diversity, Instructor Behaviors, Lilly Conference, Metacognition, Mobile Learning, Online Learning, Pedagogy, Presentations & Talks, Reflections, Student groups, Teaching techniques, Why

Co-Taching and Meeting the Needs of All Learners

It was a long (Nanopore attempts) day… Tonight, I watched the Lilly Conference 2022 session “Meeting the Needs of Students with Disabilities in the Online Classroom: Virtual Co-Teaching Models and Virtual Accommodations” with Cheryl Martin from Grand Canyon University. Martin has extensive experience as a teacher and instructional designer. They are a mother to two […]

June 20, 2022
By Carlos C. Goller
Academic Development, Accessibility and UDL, Constructivism, Course Design, Discussions, Instructor Behaviors, Lilly Conference, Online Learning, Pedagogy, Presentations & Talks, Reflections, Student groups, Wellbeing, Why

The Bitmoji Classroom

Amy Kuntz from Penn State University presented at the Lilly Conference online a twenty-minute recorded session entitled “Humanizing ONline & Remote Learning Through Bitmojis.” Kuntz is an instructional designer and adjunct faculty member. They create a virtual online environment for meetings with students! Kuntz defined bitmojis and how they can be used in courses. One […]

June 19, 2022
By Carlos C. Goller
Academic Development, Accessibility and UDL, Constructivism, Course Design, Discussions, Instructor Behaviors, Lilly Conference, Metacognition, Online Learning, Pedagogy, Reflections, Softwares, Student groups, Teaching techniques, Why

Two Approaches to Humanizing the Classroom

“Humanizing the Classroom: Tips, Tools, and Strategies for Effective Assessment and Communication” was the Lilly Conference Online 2022 session I watched tonight. Anna Divinsky, Assistant Professor of Art at Penn State University, began by describing their approach to humanizing the classroom. They begin by using video introductions and Cookie Redding shared their animated avatar that […]

June 18, 2022
By Carlos C. Goller
Academic Development, Accessibility and UDL, Constructivism, Course Design, Discussions, Instructor Behaviors, Lilly Conference, Online Learning, Pedagogy, Reflections, Teaching techniques, Why

Asynchronous Courses with Required Video Meetings

Sharon Claffey, Professor a the Massachusetts College of Liberal Arts, and Eve Sledjeski, presented at the Lilly Conference Online on “Improving Student Engagement in Asynchronous Online Courses with Required Meetings.” Asynchronous learning interests me since I enjoy teaching this way and want to improve. Claffey taught in the fall of 2020 online and was frustrated […]

June 16, 2022
By Carlos C. Goller
Academic Development, Accessibility and UDL, annotation, Articles, Course Design, Discussions, Diversity, Information Literacy, Instructor Behaviors, Lilly Conference, Open Pedagogy, Pedagogy, Reflections, Teaching techniques, Wellbeing, Why, Writing

A Tool for an Inclusive Syllabus

Sal Meyers, Professor of Psychology at Simpson College, presented at the Lilly Conference Online a recorded twenty-minute session entitled “Writing an Inclusive Syllabus that Students Read.” Meyers introduced the Social Justice Syllabus Design Tool: bit.ly/SJSDT22Lilly The tool draws on syllabus best practices, stereotype threat interventions, and social justice pedagogy principles. The researchers involved in the […]