online learning
August 25, 2020
Why choose asynchronous?
By Aimee Kelly, Reed Garber-Pearson, and Sara Vannini, UW Integrated Social Sciences
Since February 2020, most classes around the globe have moved online. Higher education is preparing for continued online and hybrid models of instruction and learning going forward. We want to advocate for examining course design more critically. What is the difference between synchronous and asynchronous? Why should instructors choose one or the other?
Strategies for successful asynchronous courses
By Aimee Kelly, Reed Garber-Pearson, Sara Vannini, UW Integrated Social Sciences
A well-developed asynchronous learning experience usually requires significant work before the quarter begins. It is critical to align the overall course objectives, the individual lesson objectives, and associated course materials and assignments to create a coherent structure.
Take-away strategies for asynchronous online learning
By Aimee Kelly, Reed Garber-Pearson, Sara Vannini, UW Integrated Social Sciences
Strategies for asynchronous online learning from the Integrated Social Sciences Program, including: thinking about your lessons in terms of a flipped classroom environment, designing a space to foster social learning and community building, and working on your instructor presence.
June 2, 2020
Art is a dialogue
By Timea Tihanyi, School of Art + Art History + Design
Because art is a dialogue, much of what the Interdisciplinary Visual Arts seniors have been doing in ART 400 this quarter has been synchronous. Instead of the white-box gallery exhibition, students are presenting their work in a virtual “gallery” for which each student created both a senior project and an art portfolio website. By still presenting the work publicly, we’re trying to create a sense of normalcy.
May 28, 2020
Teaching Spanish: A multi-day “finale” instead of a final exam
By Samuel Jaffee, Spanish & Portuguese Studies
This spring quarter I’m teaching Spanish 302 and Spanish 303, both of which guide students in developing writing strategies in Spanish (creative fiction, business letters, reportage, argument and counterargument, and literary and visual analysis). In lieu of a final exam, both classes will enjoy a multi-day “finale.”
April 23, 2020
Teaching physics: Videos instead of midterms
By Peter Selkin, School of Interdisciplinary Arts and Sciences, UW Tacoma.
For the past two quarters, I’ve used an approach based on an idea adapted from Andy Rundquist, a physics professor at Hamline University in Minnesota. Instead of a midterm and a final (and in addition to weekly content quizzes), students submit short videos walking the viewer through solutions to physics problems of their choice.
April 21, 2020
Math in the time of coronavirus
By Jennifer Quinn, School of Interdisciplinary Arts & Sciences at UW Tacoma
The COVID-19 viral disruption affects us all, particularly our most vulnerable citizens. It’s vital to find ways to connect our students and humanize this unprecedented and isolating experience. These days I’m trying to worry less about the integrity of online examinations and the quality of online content — and think more about the people.