How Can I Redesign a Classroom Assignment for Online Teaching?

Monday, April 25—
Sunday, May 1, 2022

Although online learning relies heavily on technological aspects of learning management systems, moving an assignment online requires an intentional focus on the learning goals, the methods of assessment, the interaction pathways provided for students, and the instructional supports offered.

This 20-Minute Mentor details the instructional considerations for moving an assignment online and how to set the stage for online development.

Upon completion of this program, you’ll be able to:

• Recognize critical instructional considerations prior to online assignment design

  • Examine types of assessments that support different learning objectives in online formats
  • Identify ways to support learner-peer, learner- instructor, and learner-content interaction


Password: classroom59

HowCanIBeaMore Productive and Effective Teacher?

Monday, April 18—
Sunday, April 24, 2022

What can teachers do to effectively use the time they have available to support their professorial responsibilities? Furthermore, how can teachers become more effective and efficient in all aspects of teaching?

This 20-Minute Mentor imparts advice gleaned from outstanding educators over the past forty years. Participants will identify time-saving ideas that can make them more productive and effective teachers and researchers. Become a more impactful teacher by improving one’s academic career in three key areas – teaching, scholarship, and citizenship.

Upon completion of this program, you’ll be able to:

• Recognize you can do more with the time you have available

Reconsider what you might do to improve your effectiveness as a researcher and writer

Identify which of the tips and suggestions offered might work best for you


Password: productive68

How Can Online Instructors Make Themselves More Visible to Students?

Monday, April 11—
Sunday, April 17, 2022

The most common complaint students have about online courses is that they felt their instructor wasn’t there. In other words, they felt their instructor was missing, they felt left on their own with no content expert, and that they were expected to just figure it all out for themselves. What students enrolled in online courses really want is a “visible” instructor—one who is present, engaged, active, and is consistently facilitating the course.

This 20-Minute Mentor relates approximately ten small, simple strategies instructors can use to make themselves more visible to students in their online courses, thus creating a virtual classroom of more engaged, involved, and successful students.

Upon completion of this program, you’ll be able to:

• Describe the benefits of incorporating strategies into their teaching to be more visible to their students

• Identify a variety of strategies they can utilize to be more visible to their students

• Describe how the idea of being visible to students directly relates to evidence of engagement of the instructor

• Explain how and why being more visible to students helps with improved learning


Paswword: visible411

How Can I Use Microactivities to Engage Students and Improve Learning and Retention?

Monday, April 4—
Sunday, April 10, 2022

While metacognition might seem like a buzzword in education, it is truly a key to learning and student success and, in turn, retention. Books like Visible Learning and the Science of How We Learn, Make It Stick, and Small Teaching, as well as many articles, emphasize the importance of techniques teachers at all levels can use to help students learn.

This 20-Minute Mentor explains, through the lens of the literature, how the brain processes information and identifies why micro activities are a great method of formative assessment to check in with your students learning and move information closer to long-term memory. Receive multiple ideas for micro activities to use in class, when to schedule these activities, and how to integrate them with the course.

Upon completion of this program, you’ll be able to:

• Define metacognition and explain its role in learning

• Describe how the brain retains and memorizes information

• Identify how micro activities might be integrated into your class

• List tips for how to best develop and integrate micro activities into a course


Password: retention52

What Are Three Proven Ways to Manage My Online Discussion Board and Actively Engage Students?

Monday, March 28—
Sunday, April 3, 2022

The discussion board is one of the key areas in any online classroom where truly active learning can take place. But it can be a struggle for students and teachers alike to connect—both in terms of logistical day-to-day tasks, and in terms of higher levels of engagement. So how can we avoid burnout and make the discussion board a place where students are eager to go?

This 20-Minute Mentor offers three strategies to help ensure that instructors are modeling high engagement and expectations, making fruitful connections, and sharing expertise on the discussion board to ensure that the content pushes the conversation further.

Upon completion of this program, you’ll be able to:

• Develop a clear strategy for modeling and tracking interactions on the discussion board

• Create connections on the discussion board through explicit and implicit bridges

• Learn strategies for using the discussion board to share your expertise


Password: discussion82

What Are Active Strategies for Structuring a Synchronous Class?

Monday, March 21—
Sunday, March 27, 2022

Teaching an effective and engaging synchronous online course can be a difficult task. Live synchronous class sessions, where participants are logged in and interacting at the same time, can provide a high-touch element previously missing from online instruction. However, it can be difficult to strategically structure an active learning environment during synchronous instruction.

How do instructors incorporate active learning strategies synchronously?

This 20-Minute Mentor offers a foundational understanding of synchronous instruction and offers

several techniques for enhancing synchronous interaction by focusing on lesson planning, enacting, and assessing active strategies.

Upon completion of this program, you’ll be able to:

• Understand how to holistically design a synchronous course experience

• Discover strategies to enhance class time and student interaction during synchronous instruction

• Learn how to create an active climate in an asynchronous course


Password: strategies32

How Can I Write Better Exam Questions to Measure Student Performance and Learning?

Monday, March 14—
Sunday, March 20, 2022

Multiple-choice exam questions can be an effective way of measuring student performance and learning. Refreshing and reinvigorating exam question sets provide students with more effective examinations. But what can instructors do to develop better exam questions?

This 20-Minute Mentor (opens in a new window) shares suggestions for creating and evaluating exam question sets, with an emphasis on writing good multiple-choice exam questions. These recommendations will help instructors write improved questions to more effectively assess their students’ knowledge of course material.


Password: performance58

What Are Practical Solutions for Managing My Online Teaching Workload?

Monday, March 7—
Sunday, March 13, 2022

Instructor workload is a definite concern for instructors teaching online courses. Both the development and facilitation of online courses can be work-intensive; however, the workload related to developing and teaching online courses doesn’t need to be overwhelming.

This 20-Minute Mentor (opens in a new window) will explore a variety of practical solutions instructors can use to manage the workload of online teaching.

Upon completion of this program, you’ll be able to:

• Identify ways they can take into account workload considerations while they are planning and developing online courses

• Explain how the strategy of assigning less work could have a significant impact on instructor workload

• Describe how using certain feedback strategies to assess student work can positively influence instructor workload

• Pinpoint course development and facilitation practices that may be consistent “time stealers” and explore how to rectify those

• Understand the benefit of not “recreating the wheel” when developing and teaching online courses


Password: practical73

How Can I Assess Students in My Online Classes Through Student-created Videos?

Monday, February 28—
Sunday, March 6, 2022

This 20-Minute Mentor examines the technical, practical, and pedagogical aspects of assessing students through student-generated videos. By incorporating student videos into online classes, students can feel connected to their classmates and more engaged with course content. Online instructors may encounter some challenges when incorporating student videos initially. This session provides practical ways to avoid them.

In this 20-Minute Mentor, (opens in a new window) you’ll learn how to incorporate student-created video to broaden assessment in their online classes. They will learn how to avoid common obstacles and how best to structure assignments to leverage student videos.

Upon completion of this program, you’ll be able to:

• Identify the technical, practical, and pedagogical aspects of assessing online students through student-generated videos

• Examine common obstacles for incorporating student-created videos in online classes

• Outline ways to structure assignments to leverage student videos


Password: videos747

How Can Disruptive Innovation Impact STEM Education?

Monday, February 21—
Sunday, February 27, 2022

Much of STEM education is focused on sustaining technologies, which get more complex and expensive over time. However, many customers are actually best served by solutions that are simpler
and cheaper, opening up opportunities for disruptive innovations.

This 20-Minute Mentor (opens in a new window) discusses concepts and examples related to disruptive innovation, including how they can be used to help train students to become more customer-focused. Our expert presenter will provide some basic background information, examples, and an activity to help viewers learn and apply the concepts to their own teaching.

Upon completion of this program, you’ll be able to:

• Describe the difference between disruptive and sustaining innovations

• Identify different customer segments, including under-served, over-served, and not-served

• Recognize historical examples of disruptive innovation

• Complete an activity intended to explore a particular industry, technology, or product for potentially disruptive innovations, which can also be used to teach disruptive innovation to students


Password: disruptive96