SoftChalk - Create. Connect. Inspire!

Learn the Secrets for Creating Exceptional, Interactive (and Accessible) Online Lessons

Educators, instructional designers, curriculum specialists: why create an online course that is ‘meh’ when it’s easy to create online lessons that are definitely “NOT MEH!” No matter what discipline you teach or design for, you want your content to be engaging, interactive and professional-looking. It also HAS to be accessible and employ a responsive-design so your content looks great on any device. These are not “nice-to-haves.” These are requirements! And you’re the one responsible for making it happen! So what is the secret to success?

 

This is a series of five blog posts on Self-Directed Learning (SDL), which has become somewhat of a vogue term in the present educational context. For example, the Partnership for 21^st Century Skills identified SDL as one of the life and career skills necessary to prepare students for post-secondary education and the workforce.

In the previous post, the methodology for the systematic infusion and facilitation of metacognitive strategies was outlined and illustrated.

In this fourth post, the focus is on motivational strategies that can promote and sustain SDL. Although a whole host of research studies have shown the importance of metacognitive competencies in learning, it is widely accepted that metacognitive knowledge or regulation is not sufficient to promote student achievement. Students must also be motivated to use their metacognitive skills.

 

This is a series of five blog posts on Self-Directed Learning (SDL), which has become somewhat of a vogue term in the present educational context. For example, the Partnership for 21^st Century Skills identified SDL as one of the life and career skills necessary to prepare students for post-secondary education and the workforce.

In the previous post, an Evidence-based Pedagogic Framework for developing SDL was established (he says hopefully).

In this third post, the methodology for the systematic infusion and facilitation of metacognitive strategies is outlined and illustrated.

CREATE ONLINE—NEW Features!

There are two kinds of SoftChalk Users out there—those who know about Create Online, and those who don’t!  

If you’re one of the former, you’ll be excited to learn that we’ve just released a bunch of new features in Create Online! More about that below!

If you’ve never used Create Online, now is the time to check it out—because it’s better than ever and will make your life easier, and save you time!  

For educators interested in teaching online, the question of where to begin is always at the forefront. There are so many resources available and knowing what the first step is can seem impossible. This is the third in a 3-part blog series from Laura Howard, sharing her knowledge and experiences in teaching online from where to start, to making over existing assignments and establishing your own process. The first post focused on 'Where to Start' and the benefits on teaching online as well as resources you may have available at your institution. The second post focused on making over existing content, previously used for face-to-face (F2F) instruction, for online use.

In this third post, Laura dives into some of the challenges that come with online teaching and offers tips for overcoming them. 

 

 

This is a series of five blog posts on Self-Directed Learning (SDL), which has become somewhat of a vogue term in the present educational context. For example, the Partnership for 21^st Century Skills identified SDL as one of the life and career skills necessary to prepare students for post-secondary education and the workforce.

In the previous post, through a review of the literature, I framed Metacognitive Capability as crucial to the development of Self-Directed Learning (SDL), and potentially the most significant so-called 21^st Century Competence.

In this second post I outline, explain and illustrate an Evidence-based Pedagogic Framework for developing SDL. This is the underpinning theoretical rationale for the subsequent posts detailing the strategies to be used and how they work.

Catch a recap of all the amazing lessons YOU, our users are creating!

 

This is a series of five blog posts on Self-Directed Learning (SDL), which has become somewhat of a vogue term in the present educational context. For example, the Partnership for 21^st Century Skills identified SDL as one of the life and career skills necessary to prepare students for post-secondary education and the workforce.

In this series, I will unpack SDL in terms of what it actually means and entails as a human capability (e.g., the key underpinning competencies) and how teaching/training professionals can best design and facilitate learning experiences (e.g., strategies) to enhance students’ self-directed learning.

In this first post, I’ll deal with the issue of establishing a clear frame on what SDL is and how such capability enhances learning and well-being.

For educators interested in teaching online, the question of where to begin is always at the forefront. There are so many resources available and knowing what the first step is can seem impossible. This is the second in a 3-part blog series from Laura Howard, sharing her knowledge and experiences in teaching online from where to start, to making over existing assignments and establishing your own process. The first post focused on 'Where to Start' and the benefits on teaching online as well as resources you may have available at your institution. This second post focuses on making over existing content, previously used for face-to-face (F2F) instruction, for online use.