Monday, 05 Apr 2021
How do students learn best in your discipline? Where can you publish the way you solved instructional problems? You are invited to share and discuss DBER journal articles, seek feedback as you begin designing your own educational research projects, and form collaborations with participants from other disciplines.
Tuesday, 06 Apr 2021
Improving Your Online Course (IYOC) is a virtual training event in which participants use the evidence from their own courses in order to review their course components and develop a course improvement plan with the help of the Quality Matters rubric.
This virtual workshop has been canceled.
Wednesday, 07 Apr 2021
Webinar, Choose your instructional tool adventure (Using video for content, presentations, & performances)
CELT's Choose Your Instructional Tool Adventure focuses on various instructional strategies found on the CELT website and demonstrates practical ways to incorporate these tools in a Canvas course. Instructional support staff will facilitate each 30-minute byte. These 30-minutes builds on concepts covered in the Canvas Mini-Bytes training videos on the CELT instructional strategies pages.
"The research-based flipped classroom and team-based learning (TBL)," is an increasingly-popular form of flipped-classroom where small-group learning that can be implemented effectively in small or large classes.
Thursday, 08 Apr 2021
This workshop explores the notion of a Broader Impacts (BI) identity that will represent the long-term impact and legacy researchers efforts will have on society. It focuses on the idea of intertwining research identity and BI identity, to chart out an overall Impact Identity, and takes participants through a series of interactive, hands-on, individual and small-group activities to create in impact inventory and start forging an impact identity.
Friday, 09 Apr 2021
Panel: Effective practices for giving interactive feedback with Canvas (ISU Online Learning Community)
Providing interactive feedback means that students will likely use it to make actual, practical gains to improve their work. When using feedback well, all students - regardless of where they began - can not only demonstrate their learning but also learn, improve, and grow because of the assessment.