Tina Calandrino

Targeted communication sounds more like a marketing plan than one for a team of instructional technologists. Our job, after all, is to support all faculty with their use of the LMS and instructional technologies to enhance their teaching. It has, however, become a vital tool in our work with faculty. Almost two years ago, SPC switched from the LMS…[Read more]

Targeted communication sounds more like a marketing plan than one for a team of instructional technologist. Our job, after all, is to support all faculty with their use of the LMS and instructional technologies to enhance their teaching. It has, however, become a vital tool in our work with faculty. Almost two years ago, SPC switched from the LMS…[Read more]

Questions related to copyright and the use of electronic materials usually seem the most challenging to faculty and students alike. Please share some of your questions related to copyright and the use of electronic materials or share some of the resources you use to resolve these questions.

When designing online courses using Universal Design for Learning principles, faculty members design with diverse learners in mind, providing flexible and, perhaps, a variety of instructional materials, methods, and assessments. How can you explain the benefits of Universal Design for Learning in language that resonates with faculty members?

When designing online courses using Universal Design for Learning principles, faculty members design with diverse learners in mind, providing flexible and, perhaps, a variety of instructional materials, methods, and assessments. How can you explain the benefits of Universal Design for Learning in language that resonates with faculty members?

Some institutions issue guidance or examples to faculty members about providing videos, documents, activities, and assessments for students who may have accessibility needs in the online modality. What mechanisms are in place to encourage faculty members to create accessible online course materials at your institution?

Some institutions issue guidance or examples to faculty members about providing videos, documents, activities, and assessments for students who may have accessibility needs in the online modality. What mechanisms are in place to encourage faculty members to create accessible online course materials at your institution?

What kinds of faculty training (synchronous or asynchronous, online or face-to-face) for online teaching do you plan to implement on your campus? What considerations impacted your decision? What are your particular concerns, if any, regarding this training for your faculty?

What kinds of faculty training (synchronous or asynchronous, online or face-to-face) for online teaching do you plan to implement on your campus? What considerations impacted your decision? What are your particular concerns, if any, regarding this training for your faculty?

Two sample faculty development courses are provided to you under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. As you begin to implement one of the sample courses, what initial challenges do you expect to face? If you used the decision guide, how was the decision guide helpful to you in implementing the Sample Course?

Two sample faculty development courses are provided to you under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. As you begin to implement one of the sample courses, what initial challenges do you expect to face? If you used the decision guide, how was the decision guide helpful to you in implementing the Sample Course?