Questions
Write a dialogue between a teacher and a student and critically evaluate an
effectiveness of online education system within the context of CoYD-19
Critically reflect on the serious issue of law and order being faced by Paki
coday and write a letter to the editor of an English newspaper and express
opinion as a responsible citizen to improve the situation.
Write an expository essay of around 300-500 words on the/following topic
Consumer Culture
Answers
Answer:
often not) for learning. Technology can hinder as much as it can help educators collaborate with learners to reach those goals.
Q: Have you designed a hybrid class (a combination of virtual and physical class)? If so, what was the subject and how was it designed?
A: While I started my academic career as a professor, the professional path I've taken is of a nonfaculty educator. The most well-known nonfaculty educators are likely instructional designers (sometimes called learning designers), although there are many academic roles on campuses that do this work. A nonfaculty educator is a professional who works directly with professors on the design, running and continuous improvement of classes and other educational programs.
Academic librarians who work with professors on developing and teaching a course are examples of nonfaculty educators. So might be a media professional who works with a professor to develop video lectures for hybrid or online courses, or an assessment expert who partners with a professor to evaluate and improve a course.
As a nonfaculty educator, most of my work involves integrating residential and digital teaching methods, program design and student learning experiences. The goal is to leverage technologies to meet a diverse group of students' needs and respond to the context in which learning occurs.
During the COVID-19 pandemic, every college and university needed to pivot from residential to remote learning. As we plan to come back to campus in the fall, every course is now a hybrid (or blended) course. Some classes may be fully online, but no classes will be entirely residential. By necessity, there will be a strong digital component to everything that higher education does for at least the balance of 2020 and 2021.
This shift to 100 percent remote/hybrid (online/blended) across all higher education is both exciting and daunting. Over the next year or so, we will have a fantastic ability to learn new things about constructing a higher education system that works for all of our learners, regardless of their circumstances and locations.
Q: How do you ensure the quality of online courses?
A: To the question of "how do you ensure the quality of online courses," my answer is always the same: How do you ensure the quality of face-to-face courses? If I had to point to any single trend that has raised the quality of teaching and learning in higher education over the past two decades, my nomination would be online education.
Online learning has served the largely unrecognized purpose of providing the broadest and most impact educator development program ever conceived. In traditional online programs, faculty work closely with a team of nonfaculty educators to develop and teach courses. These nonfaculty educators include instructional designers, librarians, media educators, assessment experts and others.
While it is undoubtedly true that every college or university has not been able to invest in a team of nonfaculty educators to collaborate with professors to develop online courses, I do think that this team approach is a hallmark of quality online programs. The development within colleges and universities of core competencies around learning science and instructional design is one of the reasons why I'm so concerned when schools outsource these competencies to online program management (OPM) providers.
In answering this question, I've intentionally used the language of traditional online courses. We need to keep in mind that what higher education has been doing during COVID-19 is not online education but remote education. Remote courses have not had near the level of time, resources or attention that