When an institution has been designing and delivering online learning in one way for years, introducing new courseware can be a challenge. If ever there was an institution up to that challenge, however, it’s Rio Salado College.
A two-year institution based in Tempe, Arizona, Rio Salado serves more than 54,000 students with online courses. While the school was accredited as a community college in 1979, Rio added distance learning in the 1980s, and, in addition to multiple satellite campuses, i...
Instructors who have taught online understand that, like a text, a whiteboard, or a gradebook, courseware, when it is based on sound learning science, can be is a tool that helps instructors do what they do best — teach.
Rio Salado College in Tempe, Arizona, serves more than 54,000 students from a broad spectrum of backgrounds. This interview with Michael Medlock, associate dean of instructional design and technology, explores how Rio designs online learning to serve all its students.
Many institutions interested in using design thinking start by bringing in consultants. But any institution interested in trying out design thinking may already have all the expertise it needs on campus: its own faculty.
Blended learning, also called hybrid learning, fuses traditional face-to-face classroom teaching with online instruction. It’s a simple concept, but it becomes more complex when you consider that there is no one way to blend learning; online and face-to-face instruction can be combined into several blended learning models.
Blended learning — the hybrid of classroom instruction and online learning — is gaining traction because it has the potential to engage students and improve outcomes and because of a growing awareness that the traditional lecture model has largely been proven to be a less effective. But faculty used to the traditional lecture model may find themselves asking “what is blended learning.”
The SAT and the ACT have always been high stakes tests for students hoping to get into their college of choice, but in the last year the stakes have gotten even higher — for state departments of educations.
One challenge for those who are considering bringing adaptive learning into their higher education programs is knowing what, exactly, other professionals and companies using the same terminology are referring to.
This is an issue instructional designer and teacher Niki Bray has been giving a lot of thought to in her role as the adaptive learning fellow for WCET. Her work has involved both researching adaptive learning and educating the WCET community about its benefits, current research, implementation, and adaptive learning technologies. And, as she says, “there’s still no consensus in the field."