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TLS BLOG

On the PLIG 2016 Showcase

Michael Starenko--On November 3, the Innovative Learning Institute (ILI) and Teaching and Learning Services (TLS) hosted the 2nd annual Provost’s Learning Innovations Grant (PLIG) Showcase in University Gallery. Attendees had the opportunity to speak to PLIG recipients about their experiences using these grants and what they discovered about teaching and learning in implementing their projects.

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Faculty Stories: Sandi Connelly and How Online Teaching Is Different

Rebecca Johnson—When she moved her large-enrollment biology courses online, Sandi Connelly wanted to create an environment that met the educational needs of both supported and non-supported students.

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Student Engagement and the Problem of Expertise

Rebecca Johnson and Jeremiah Parry-Hill—Expertise is a double-edged sword. Teachers can forget how long it takes to become an expert. Learners often can’t see that they’re novices.(Kruger and Dunning 1999) Experts can’t remember what it’s like to be a novice. Novices don’t believe they need help. How can the skillful teacher navigate this pair of ill-fated misconceptions?

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10 Rules for Using Web Conferencing Tools for Instruction

Marybeth Koon—Sometimes the most efficient way of addressing the needs of students in an asynchronous online course is to hold a synchronous session. While web conferencing with a tool such as Adobe Connect offers the immediacy of a face-to-face classroom experience, these sessions require careful planning.

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How can I inspire students to enroll in my course?

Rebecca Johnson—You’ve just spent a semester building an online course or preparing for a face-to-face course. After all of your hard work, you sit back and wait to see whether students will enroll. Whether they actually do so is largely beyond your control, but here are a few things to consider.

Engaging the Potential Student

Much of the same advice you’d get about how to engage students in your current class applies to writing a good course description to attract potential students.

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