Perusing Perusall: Strategies for active reading, social annotation, and asynchronous discussion
A faculty showcase presentation by Patti Taylor. A demonstration of Perusall and how it can be used in online courses.
A faculty showcase presentation by Patti Taylor. A demonstration of Perusall and how it can be used in online courses.
A collection of strategies for increasing student intrinsic motivation, organized by three motivational factors.
A collection of assignment descriptions from actual USC courses. The assignment descriptions follow best practices in terms of connecting the assignment to the course learning objective(s), providing a narrative overview of the assignment, indicating the steps required to complete the assignment, and referencing how the assignment will be graded.
This guide serves as an explanation of using in-class work to evaluate student participation, and why in-class work is preferred over less-structured forms of participation. Suggestions for facilitating in-class work, and samples, are provided.
This is a grading rubric an instructor uses to assess students’ work on this type of assignment. It is a sample rubric that needs to be edited to reflect the specifics of a particular assignment. Students can self-assess using the rubric as a checklist before submitting their assignment.
An introduction to the flipped course, a course design style that is more consistent with theories of human learning than traditional lecture-style courses and supported by educational research.
An introduction to instructor feedback, including examples.
This resource provides an explanation of a hybrid streaming course design model, sometimes referred to as HyFlex, and faculty considerations for course planning and design.
A review of instructor and student-led types of academic discussion, and specific processes for how each type may be conducted during class.
An introduction to Bloom’s Taxonomy and its use in designing course learning objectives and assessments.