An emergent exploration of critical instructional design.
“Support” is a word that is sometimes considered teaching-adjacent, rather than central to course design and pedagogy. For example, academic support centers and support services
Learning outcomes are often linked to assessment, including program and institutional assessment. But learning outcomes can also be powerful ways to open conversations with students
Feedback is distinct from grading, since we are not just evaluating work, but also encouraging future learning. For that reason, feedback is directly linked to
“Instructional delivery” is about how we “deliver” the content of our courses to our students. Most of us are aware of the skepticism that has
The key aspect of this topic is not so much how to choose the right technologies for your courses and students as much as it
When talking about the use of technology within educational settings, it’s common to hear people say “It’s not about the technology; it’s about the teaching.”
As we think about the differences (and possible similarities) between formats, let’s also try to focus less on pros vs cons and more on the
We start this module by asking ourselves if the modality of a course matters and, if so, why it matters. In some ways, this question
Understanding how DF is structured is another part of becoming oriented to the program. First, we encourage you to learn more about the various modules
As you start your DF experience, we want to take some time to introduce you to some of the fundamental ideas and values that underpin
