Designing Inclusive and Welcoming Online Learning Experiences at Scale

I recently gave a talk at the University of Michigan’s Academic Innovation at Michigan (AIM) Research symposium. I really enjoyed sharing our work with and learning from this group. We still have much work to do to establish effective research-practice partnerships with the goal of eliminating educational privilege. But much as it pains me to …

Creaking Open the Course

It has been a while since I gave this presentation — which was creatively named “Overview of Innovations in Online Courses”* — at the Stanford Digital Learning Forum.  In it I put forward some thoughts (not terribly eloquently) about blurring the boundaries we traditionally draw around a “course.” These are certainly not original thoughts (cf. …

APA 2014 Presentation

Effects of Synchronicity and Belongingness on Face-to-Face and Computer-Mediated Constructive Controversy Full Paper   Abstract: Adapting face-to-face (FTF) pedagogies to online settings raises boundary questions about the contextual conditions in which the same instructional method stimulates different outcomes. We address this issue by examining FTF and computer-mediated communication (CMC) versions of constructive controversy, a cooperative learning …

ET4Online 2014 Presentation

Effects of Belongingness and Synchronicity on Face-to-face and Online Cooperative Learning Link to Paper (PDF) Abstract Abstract Belongingness between students promotes motivation and achievement in face-to-face (FTF) settings, but little is known about its effects in online, computer-mediated settings. This study addresses these issues by testing whether belongingness has additive or buffering effects on constructive controversy, …

Elevation Change

Holy moly…all I can say is that SOMEONE is going to have to hit the ground running. #whoa — Amy Collier (@amcollier) August 1, 2013 Corrected tweet: Holy moly…all I can say is that @ajsalts is going to have to hit the ground running. #whoa 🙂 — Amy Collier (@amcollier) August 1, 2013

Continua, Conversations, Content Delivery

  Instructional delivery methods can still be a pretty divisive issue (sadly) and I’ve written before (as well as others) about the dualistic thinking that often clouds these discussions. Thus, it’s no small task for faculty developers to remain largely agnostic toward instructional delivery methods and associated technologies while facilitating productive discussions around best-practices. One tactic I’ve employed  lately to …