Recently, two of my colleagues in Online Instruction/Instructional Technology and I hosted the “Tea for Educators of Digitally Enhanced Courses”. This was an opportunity for our faculty who teach online, hybridized, or highly digitized courses (see the Online Learning Consortium’s definition of courses) to have conversations, network and ask each questions of each other, and enjoy an afternoon snack.
A colleague, Rebekah Ralph, wrote the following questions for people to use as conversation initiators. People were not forced to used these questions and, as it turned out, my colleagues needed no help asking each other questions.
- In what ways has teaching a digitally enhanced course transformed you as an educator?
- What transformations have you seen in students who have taken a digitally enhanced course?
Engaging students in a digital environment can sometimes be challenging or at least different than in a face to face environment.
- What successes have you experienced with student engagement in your digitally enhanced course?
- What tools and strategies have you used to increase student engagement online?
What forms of assessment are you currently using in your digitally enhanced course?
- Have you found that certain forms of assessment are more effective than others?
Share your successes and/or lessons learned regarding assessment in a digitally enhanced course.
Outcomes of Tea for Teachers of Digitally Enhanced Courses
Almost 20 of my colleagues were present. Afterward, several came to me and asked for more opportunities to have conversations and discussion. That’s a request that I would enjoy honoring.
This was the third of these teas that we have hosted and conversation isn’t the only reason that we started these teas. This is an attempt to express appreciation for what these members of the faculty do. Many of these instructors have taken training to be able to teach online with little or no reward. They deserve recognition for what they have done and for what they regularly do.
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