Learning Experience Design with High Impact!
The following work samples were created and produced by Denise Kreiger and reflect pedagogical practices in teaching and learning, technology integration, and online/blended deliveries.
Self-Directed Interactive Tutorials: The following interactive tutorials were created using Articulate Storyline 2.
Preparing Your Course Syllabus is a series of self-directed interactive tutorials to assist faculty in preparing a new (or revising an existing) course syllabus. It has been used for a variety of faculty professional development such as “onboarding” of new instructors and for “just-in-time/anywhere” training for any faculty member who is charged with designing (or redesigning) a Course Syllabus for a curriculum review. The tutorials include:
- A walk-through of all key sections of a course syllabus.
- Self-directed learning with opportunities to review, skip sections, or take sequentially.
- Interactive learning with self-check questions after each section to assess understanding of the content presented.
- Ability to run in multiple delivery environments: web browsers and mobile devices (standalone – outside of a learning management system)
See: Self-Directed Interactive Tutorials
Video Tutorials: The following video tutorials, which focus on the pedagogy of teaching and learning, were created using Panopto:
- Meaningful Online Discussions: The video tutorial discusses facilitating meaningful online discussions for online, hybrid, and traditional face-to-face courses. Online discussions are one of the key places where students may interact with course content and with each other. In online discussions, students have the opportunity to explore and synthesize concepts and theories, connect course content to their own experiences, and discuss and debate their ideas with others. Whether teaching a face-to-face, hybrid, or fully online course, online discussions are very useful for creating a ‘community of learning’ with students in an asynchronous (i.e., anytime, anywhere) delivery format.
See: Meaningful Online Discussions
- Infographics for Student Learning: A Model Approach: This video tutorial discusses using infographics for student learning with high student engagement. An infographic blends images and contextual information with statistics to tell a data-driven story. It can present complex information quickly and clearly in an easy format to “consume” information, and students can create their own infographics.
See: Infographics for Student Learning
- Want to Engage Students in Learning? Try “Flipping” Your Classroom! Instructors are often interested in finding ways to increase student engagement in the classroom. “Flipping the classroom” offers one solution towards this goal, which is based on the idea of shifting in-class lectures (and supporting resources) out-of-class to an online delivery to allow time for meaningful in-class activities where students can interact with the instructor and each other on a specific activity or project. The video tutorial discusses “flipping the classroom” as a pedagogical approach, the benefits, and current models.
See: Flipping Your Classroom
- An Introduction to “Rubrics” for Assessing Students’ Coursework: This video tutorial introduces using grading “rubrics” to evaluate students’ coursework, the benefits of doing so – for both the instructor and students – and how to design your own grading rubrics.
See: Introduction to Rubrics
- Bloom’s Taxonomy: This video tutorial introduces Bloom’s Taxonomy, a research-based cognitive learning taxonomy, and how course instructors can use Bloom’s Taxonomy as a useful guide in designing a Course Syllabus, particularly in writing course learning objectives aligned with course assessments.
See: Bloom’s Taxonomy
- Course Alignment: What’s All the Fuss About? This video tutorial introduces the concept of “course alignment,” its importance to teaching and learning, and how to ensure course alignment. The positive impact of a well-aligned course can be far reaching for instructors and students alike, leading to maximum student learning with students achieving the intended course goals and learning outcomes.
See: Course Alignment
Scholarship/Research
Stoerger, S., & Kreiger, D. (2016). Transforming a large-lecture course into an active, engaging, and collaborative learning environment. Education for Information 32(1), 11-26.