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The AI presentation platform built for enterprise teams. Beautiful.ai keeps every deck on-brand and ready to share across the whole company.

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Teachable Moments for Health Behavior change: A Concept Analysis
This is an excellent article that looks at "teachable moments" which are described by the authors as events or circumstances which can lead individuals to positive behavior change. The authors conducted a comprehensive review of the literature to identify common definitions and key elements of this phenomenon. Their findings indicate that teachable moments are "not necessarily unpredictable or simply a convergence of situational factors that prompt behavior change but suggest the possible creation of a teachable momentthrough clinician–patient interaction."  Lawson, P. J., & Flocke, S. A. (2009). Teachable moments for health behavior change: A concept analysis. Patient Education and Counseling, 76(1), 25-30.

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Marie Hardiman: Brain-Targeted Teaching Model

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Marie Hardiman: Brain-Targeted Teaching Model

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TEDxEnola - Dr. Mariale Hardiman - The Brain-Targeted Teaching Model

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Professor in the Mind, Brain & Education program at Harvard University. His research includes learning from birth through adulthood, students� learning and problem solving, brain development, concepts of self in relationships, and cultural contributions to social-cognitive development.

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Conexiones: The Learning Sciences Platform

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Debunking Neuromyths: Transform Your Teaching Practice Today!

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Mind Brain Educatio

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Copyright © 2015 Tracey Tokuhama-Espinosa. All Rights Reserved.

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Teaching Students how to use metacognition

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Teaching Students how to use metacognition

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College of Nursing presentation August 20, 2013

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The Brain Targeted Teaching Model: Arts Integration

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The Brain Targeted Teaching Model: Arts Integration

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Dr. Mariale Hardiman gives an overview of her Brain Targeted Teaching model. For more information visit her website at http://www.braintargetedteaching.org/

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Adult Learning: Dewey, Kolb, Lewin, Piaget

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Adult Learning: Dewey, Kolb, Lewin, Piaget

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This site includes questions and answers on Adult Education that were written by students in the course 'Outline of Adult Education' at OISE/UT. The questions are first raised in class by the students themselves. Then they organize in teams in order to research and answer them. New entries are added regularly.

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Unfreeze, Change, Refreeeze Change Theory: https://www.mindtools.com/pages/article/newPPM_94.htm

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The Open SUNY Course Quality Review
OSCQR

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The Open SUNY Course Quality Review
OSCQR

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To help campuses ensure that their online courses are learner centered and well designed, a team of Open SUNY staff and campus stakeholders has designed the OSCQR rubric, a customizable and flexible tool for online course quality review.

The OSCQR rubric specifically targets online course design. The OSCQR rubric is unique and differs from other online course quality rubrics in several ways. It is not restricted to mature online courses. The rubric can be used formatively with new online faculty to help guide, inform, and influence the design of their new online courses, and, it is non-evaluative.

Conceptually, the rubric and the online course review and refresh process are implemented as a professional development exercise designed to guide online faculty to use research-based effective practices and standards to improve the quality, effectiveness, and efficiency of their online course design, rather than as an online course evaluation, or quality assurance procedure.

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OSCQR - Open SUNY Course Quality Review Rubric

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To help campuses ensure that their online courses are learner centered and well designed, a team of Open SUNY staff and campus stakeholders has designed the OSCQR rubric, a customizable and flexible tool for online course quality review. The OSCQR rubric specifically targets online course design.

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Chico State Quality Learning and Teaching Informal Self Peer Review

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Chico State Quality Learning and Teaching Informal Self Peer Review

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In general, a rubric is a tool used to evaluate documents, performances, etc. A rubric is also a useful tool for communicating expectations. The QLT rubric is designed to help faculty evaluate their online courses and to implement changes to facilitate learning. Faculty can complete self-evaluations or request peer-evaluations.

The QLT rubric addresses 10 areas of importance for online courses including:

Course Overview and Introduction

Assessment of Student Learning

Instructional Materials and Resources Utilized

Student Interaction and Community

Facilitation and Instruction

Technology for Teaching and Learning

Learner Support and Resources

Accessibility and Universal Design

Course Summary and Wrap-up

Mobile Platform Readiness

CSU QLT Informal Review Instruments(opens in new window)

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In general, a rubric is a tool used to evaluate documents, performances, etc. A rubric is also a useful tool for communicating expectations. The QLT rubric is designed to help faculty evaluate their online courses and to implement changes to facilitate learning. Faculty can complete self-evaluations or request peer-evaluations.

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How to Teach an Inductive Learning Lesson

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Our screen capture tools help you easily create, edit and communicate with videos and images. Simple and intuitive tools to share your ideas.

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At ScreenPal, we don't believe that video recording and editing should be difficult, or cost a fortune. Our simple and intuitive tools help you get the job done easily.

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Humanizing Online Learning - MICHELLE PACANSKY-BROCK

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Humanizing online teaching and learning has been an organic outcome of my own online teaching. In 2003, when I started teaching online, my classes felt disconnected to me. I didn't know who my students were and I knew they didn't know me as a real person either.

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can do close captions

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Our screen capture tools help you easily create, edit and communicate with videos and images. Simple and intuitive tools to share your ideas.

Windows, Mac / iOS, Android, and Chromebook | No account required

Easy video communication for everyone

190 countries

Million of users in ourglobal community

Trusted

by Fortune 100 companies, school districts,
and 98 of the top 100 universities in the US

100,000,000+

Videos captured (and counting) since 2006

How can ScreenPal help you?

I need to capture videos and images.

Highly rated by our community

Overall rating: 4.6 out of 5 based on 4,516 reviews.

What our community is saying

With ScreenPal I've been able to extend my expertise and automate some of my more routine tasks by creating high-quality video content and feedback, which then frees up my time for more personalized mentorship.

Cal Poly University Professor and founder and CEO of Mentorship Academy

ScreenPal's user-friendly interface and seamless integration into our existing teaching methods made it an obvious choice. From day one, it was clear that ScreenPal was not just another tech tool; it was a catalyst for active learning and collaboration.

Technology Integration and Innovation Coordinator, Arlington ISD

We use ScreenPal internally to create and manage all of the videos we share with educators. ScreenPal makes it easy to create videos with a consistent, branded look and feel, and then to share all of those videos from a central repository.

Chief Program Officer, The Modern Classrooms Project

Join millions of people communicating through video.

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At ScreenPal, we don't believe that video recording and editing should be difficult, or cost a fortune. Our simple and intuitive tools help you get the job done easily.

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Strategies to Increase Online Student Success for Students with Disabilities

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Strategies to Increase Online Student Success for Students with Disabilities

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ERIC - Strategies to Increase Online Student Success for Students with Disabilities, Journal of Asynchronous Learning Networks, 2013-Oct

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Online learning provides extensive opportunities for individuals with disabilities to enroll in degree and certificate programs. However, accessibility must be central to online course development since this can have a profound effect on student engagement, academic performance, and completion rates. This article provides a unique perspective on accessibility in online learning.

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DejaVoice - Dictation for Phones, Tablets, and Glass

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DejaVoice for DejaOffice centers on voice capabilities of new mobile devices.

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Discover the ReadSpeaker TTS voice portfolio, recognized as one of the most accurate and lifelike on the market, or ask us about custom voices.

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Terms of Service - This demo is for evaluation purpose only; commercial use is strictly forbidden. No static audio files may be produced, downloaded, or distributed.
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Voices for ReadSpeaker Solutions

Terms of Service - This demo is for evaluation purpose only; commercial use is strictly forbidden. No static audio files may be produced, downloaded, or distributed.
The background music in the voice demo is not included with the purchased product.

Industry-Leading TTS Voices

At ReadSpeaker, we have a passion for developing high-quality TTS voices. In fact, expert third party industry observers rate the US English ReadSpeaker TTS voice as being the most accurate on the market. The enthusiastic feedback we receive from our customers confirms that we deliver the very best TTS solutions for successful online, offline, embedded and server-based applications around the world. Our commitment to providing outstanding TTS solutions is made possible by our uncompromising production process, designed to guarantee the quality levels that have earned ReadSpeaker TTS the trust of customers from across countries and markets.

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In the second phase of TTS voice creation, a rich mark-up is added to the speech recordings. Each word, phoneme and stress is annotated as well as several other aspects. The technical team works its magic on this process - using a powerful combination of Artificial Intelligence and machine learning technologies on big amounts of data to optimize annotations. Our state-of-the-art methodologies are augmented by the linguistic expertise of our team. The resulting database is used by the ReadSpeaker TTS engine to convert text into speech spoken by the TTS voice.

This is how a new ReadSpeaker TTS voice persona is born. However, the process doesn't end there. One of ReadSpeaker's unique characteristics is our ongoing improvement process. Through a system of high-quality feedback and a thorough Quality Assurance process by mother-tongue experts, imperfections are continuously corrected.

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Discover the ReadSpeaker TTS voice portfolio, recognized as one of the most accurate and lifelike on the market, or ask us about custom voices. ReadSpeaker text-to-speech voices are humanlike, relatable voices. There are 70+ voices available in 20+ languages, with more on their way.

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Section 508 Compliance for Digital Content

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3 Brain-Based Teaching Strategies for Executive Function

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3 Brain-Based Teaching Strategies for Executive Function

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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The Adult Learning Theory - Andragogy - of Malcolm Knowles

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Are you interested in Adult Learning Theory? Check the The Adult Learning Theory - Andragogy - of Malcolm Knowles to find out more.

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Kolb’s Learning Styles & Experiential Learning Cycle

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Kolb’s Learning Styles theory identifies four types of learners: converging, diverging, assimilating, and accommodating. These styles are part of his Experiential Learning Cycle, which involves four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. The cycle emphasizes learning through experience, reflection, conceptualization, and testing new ideas.

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The Adult Learning Theory - Andragogy - of Malcolm Knowles

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Are you interested in Adult Learning Theory? Check the The Adult Learning Theory - Andragogy - of Malcolm Knowles to find out more.

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I taught the first online learning course at the University of Washington in 1995. My co‑instructor was Dr. Norm Coombs, at the time a professor at the Rochester Institute of Technology. We designed the course to be accessible to anyone, including students who were blind, were deaf, had physical disabilities, or had multiple learning preferences. Norm himself is blind. He uses a screen reader and speech synthesizer to read text presented on the screen. We employed the latest technology of the time-email, discussion list, Gopher, file transfer protocol, and telnet (no World Wide Web yet!). All online materials were in a text-based format, and videos, presented in VHS format with captions and audio description, were mailed to the students. When asked if any of our students had disabilities, we were proud to say that we did not know. Why? Because no one needed to disclose a disability since all of the course materials and teaching methods were accessibly designed.

Technology has changed dramatically since I first taught online, but the basic principles that can guide the design of accessible courses have not. The term UD was coined by Ronald Mace, an architect, product designer, and wheelchair user whose work led to the creation of the Center for Universal Design (CUD) at North Carolina State University and its seven principles of UD. UD is defined as "the design of products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design." The UD definition, principles, and guidelines were created to make any application accessible, usable, and inclusive and, thus, are a logical choice to underpin practices that ensure that online courses meet the needs of potential students with a wide variety of characteristics that include those related to gender identity, race, ethnicity, culture, marital status, age, abilities, interests, values, learning preferences, socioeconomic status, and religious beliefs.

For a history of UD, the basic principles of UD and those that later evolved to address issues specific to the design of learning activities and IT, consult my book Creating Inclusive Learning Environments in Higher Education: A Universal Design Toolkit and other resources presented in the Center for Universal Design in Education, which is hosted by DO-IT Center at the University of Washington-where DO-IT stands for Disabilities, Opportunities, Internetworking, and Technology. For resources specific to applications of UD to online learning, including accessibility checkers, legal issues, technical details, and promising practices, consult .

A statement about how students can request disability-related accommodations should be included in the syllabus. Then instructors can apply the 20 tips I list below, as they begin to work toward making their online courses more inclusive. The complementary video, 20 Tips for Instructors about Making Online Learning Courses Accessible, may be viewed online, along with a for further background and directions for implementing these tips.

Tips

Nine tips for course materials follow. Consult Accessible Technology at uw.edu/accessibility for details on the design, selection, and use of accessible IT as well as accessibility checkers that help you identify accessibility problems in materials you use or create:

1. Use clear, consistent layouts, navigation, and organization schemes to present content. Keep paragraphs short and avoid flashing content.

2. Use descriptive wording for hyperlink text (e.g., "DO-IT website" rather than "click here").

3. Use a text-based format and structure headings, lists, and tables using style and formatting features within your Learning Management System (LMS) and content creation software, such as Microsoft Word, and PowerPoint and Adobe InDesign and Acrobat; use built-in page layouts where applicable.

4. Avoid creating PDF documents. Post most instructor-created content within LMS content pages (i.e., in HTML) and, if a PDF is desired, link to it only as a secondary source of the information.

5. Provide concise text descriptions of content presented within images (text descriptions web resource).

6. Use large, bold, sans serif fonts on uncluttered pages with plain backgrounds.

7. Use color combinations that are high contrast and can be distinguished by those who are colorblind (color contrast web resource). Do not use color alone to convey meaning.

8. Caption videos and transcribe audio content.

9. Don't overburden students with learning to operate a large number of technology products unless they are related to the topic of the course; use asynchronous tools; make sure IT used requires the use of the keyboard alone and otherwise employs accessible design practices.

Eleven tips for inclusive pedagogy follow; many are particularly beneficial for students who are neurodiverse (e.g., those on the autism spectrum or who have learning disabilities). Consult Equal Access: Universal Design of Instruction for more guidance.

1. Recommend videos and written materials to students where they can gain technical skills needed for course participation.

2. Provide multiple ways for students to learn (e.g., use a combination of text, video, audio, and/or image; speak aloud all content presented on slides in synchronous presentations and then record them for later viewing).

3. Provide multiple ways to communicate and collaborate that are accessible to individuals with a variety of disabilities.

4. Provide multiple ways for students to demonstrate what they have learned (e.g., different types of test items, portfolios, presentations, single-topic discussions).

5. Address a wide range of language skills as you write content (e.g., use plain English, spell out acronyms, define terms, avoid or define jargon).

6. Make instructions and expectations clear for activities, projects, discussions and readings.

7. Make examples and assignments relevant to learners with a wide variety of interests and backgrounds.

8. Offer outlines and other scaffolding tools and share tips that might help students learn.

9. Provide adequate opportunities to practice.

10. Allow adequate time for activities, projects, and tests (e.g., give details of all project assignments at the beginning of the course).

11. Provide feedback on project parts and offer corrective opportunities.

These tips apply to both synchronous and asynchronous teaching. Additional tips for synchronous presentations (e.g., speak all content presented visually, turn on the caption feature of your conferencing software, do not require students to have their cameras on) can be found in Equal Access: Universal Design of Your Presentation.

Acknowledgments

DO-IT (Disabilities, Opportunities, Internetworking, and Technology) serves to increase the success of individuals with disabilities. This publication was partially funded through DO-IT's AccessCyberlearning project that is supported by the National Science Foundation (NSF Grant #1550477). Any questions, findings, and conclusions or recommendations expressed in this publication are those of the author and do not necessarily reflect the views of the NSF. More information about DO-IT can be found at uw.edu/doit.

Copyright © 2022, 2021, 2020, 2019, 2018, 2015, University of Washington. Permission is granted to copy these materials for educational, noncommercial purposes provided the source is acknowledged.

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20 Tips for Teaching an Accessible Online Course

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scald=5808:sdl_editor_representation {"link":"","linkTarget":""}] I taught the first online learning course at the University of Washington in 1995. My co‑instructor was Dr. Norm Coombs, at the time a professor at the Rochester Institute of Technology.

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To teach effectively, you have to reach your students, students who come to the classroom with varied backgrounds, expectations, abilities, and learning styles. This understanding is at the heart of the philosophy of practice known as universal design for learning (UDL). UDL is part of a larger movement of universal design, which works to increase access for all through designs that-from the beginning-consider needs of diverse people, not just adapting when a situation requires it. For instructors, UDL means designing your course with accessibility in mind-regardless of whether you've been approached by a student who may "require" such adjustments.

Why Consider UDL?

According to the Journal of Postsecondary Education and Disability Winter 2011 edition, eleven percent of undergraduates report some type of disability - and the proportions have swapped such that the majority of disabilities are now non-apparent (e.g., mental, emotional, psychiatric condition/depression, ADHD, specific learning disabilities/dyslexia), compared to more apparent disabilities (e.g. mobility impairment). Meanwhile, between sixty and eighty percent of students with disabilities don't actually contact campus university services for "official" accommodation requests/reporting - which means many students in your classrooms may fall in this category without your knowledge.

This is also an issue of social justice. By putting disability and access considerations at the center of our teaching, we join efforts to make higher education accessible to all of our students.

Key Principles of UDL UDL in Your Course Additional Resources

Key Principles of UDL

Many of you have heard about the increase in classroom technologies, but in their publication Universal Design for Learning in Postsecondary Education (PDF) Rose, et al. remind us that it's important to distinguish UDL from use of "assistive technologies" that are available (from "low-tech" wheelchairs, eyeglasses, or ASL interpreters to more "high tech" computerized support-spell-check, text-to-speech). UDL is about making material that is physically accessible to all, but also about accessible pedagogies.

Based in neuroscientific research and primary brain networks, UDL is grounded in three key principles that are core to learning:

Provide Multiple Means of Representation

Provide Multiple Means of Action and Expression

Provide Multiple Means of Engagement

Principle #1: Provide multiple means of representation

Principle #2: Provide multiple means of action and expression

Principle #3: Provide multiple means of engagement

Brain Networks Activated: Recognition

Brain Networks Activated: Strategic

Brain Networks Activated: Affective

Key word: what. The what of learning

Key word: how. The how of learning

Key word: why. The why of learning

Description: How we gather facts and categorize what we see, hear, and read. Identifying letters, words, or an author's style are recognition tasks.

Description: Planning and performing tasks. How we organize and express our ideas. Writing an essay or solving a math problem are strategic tasks.

Description: How learners get engaged and stay motivated. How they are challenged, excited, or interested. These are affective dimensions.

The principle put another way: Principle #1: Present information and content in different ways.

The principle put another way: Principle #2: Differentiate the ways that students can express what they know.

The principle put another way: Principle #3: Stimulate interest and motivation for learning.

Adapted from the National UDL Center
Back to the top
UDL In Your Course

While several starters and tips for incorporating UDL into your course(s) are listed below, an especially helpful resource for checklists and recommendations on UDL is the Access Project, a project of Colorado State University's Department of Occupational Therapy. On their website, the Project hosts many UDL materials, including A Concise Introduction to UDL, How Do You Teach? (a UDL Checklist for professors), and a more in-depth UDL Quick Tips chart.

Your Syllabus-Consider how you address principles of UDL and access in your syllabus:

Do you include a disability or accessibility statement (your approach to disability and accommodations in the classroom)? Do you point this out to students in your in-class syllabus review?

Consider what tone you are setting with including such a statement. Since it is your classroom, perhaps create your own, tailored statement. Even if it's an addition to your institution's existing statement, this can help you to set the tone of your course.
For Georgetown's recommended statement and other examples, see the Teaching Commons Georgetown Policies page, and select "Disabilities Accommodations." Consider the placement of such statement(s) on the syllabus, and how you might highlight these during class.

Additional suggested practices for UDL & syllabus design

Assessment - Consider how UDL might impact your class assessment approach(es):

How can you best assess students' mastery? Have you considered combinations of assessments that are balanced to provide opportunities for students to use their different strengths (e.g., written assignments, creative submissions, electronic portfolios, real-time data)?

Within each assignment, are instructions clear? Are the layout and format of the assignment easy to navigate?

Check out our Designing Assessment page for more ideas and suggestions.

And if you'd like help with some self-assessment of how well you're doing with these ideas and issues, feel free to email CNDLS to set up a conversation or a Mid-Semester Teaching Feedback session.

Course Materials-Consider the accessibility of your course content and information:

Providing "multiple means of representation" involves preparing your course materials (whether print, digital, etc.) to be accessible to all students.

Creation of accessible materials:
The Access Project (also referenced earlier) has many guides that provide information on how to design materials that are in line with universal design principles for Microsoft products (Word, PowerPoint) and other applications (e.g., Adobe).

Class Time-Consider how you vary your approaches within the classroom, from methods of content delivery to student participation:

Present information in multiple formats, including text, graphics, audio, and video.

Try having your lectures supported by handouts or a few PowerPoint slides.

Davies et al. of Colorado State University, in Measuring the Effectiveness of Universal Design for Learning Intervention in Postsecondary Education, recommend the use of video clips, as long as you are sure to both introduce the video and summarize/debrief main points with the class.

Group discussions: There are many ways to use and tailor discussion activities to increase student engagement:

Providing time for individual reflection and writing prior to the group discussion may allow more students to be involved and gather their thoughts.

Using small groups: a "Think-Pair-Share" exercise with many pairs or small groups discussing ideas can also encourage more low-stakes participation.

Offering online formats: a forum for online discussion or blogging provides another space for students to participate and demonstrate comprehension.

Use classroom technologies such as clickers (Clickers - CNDLS technology page) and Poll Everywhere (Poll Everywhere - CNDLS technology page) for engagement and/or real-time interaction and feedback.

Use classroom technologies such as clickers and Poll Everywhere for engagement and/or real-time interaction and feedback.

Provide a bit of structure at the beginning of each class: outline key points, connect them to course objectives, and give a preview of the material to be covered in that day.

Check out our Planning and Leading Class, Teaching with Technologies, and Active Learning pages for more ideas.

Remember, key principles of UDL include providing multiple means of expression and of engagement-offer students a variety of ways to express themselves and to interact with course material.
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Additional Resources

SoTL Note: These resources are helpful for learning more about UDL, but much of the current literature focuses on K-12 education, so there's a need for additional empirical, peer-reviewed research. If you're considering Scholarship of Teaching and Learning (SoTL), learn more at our SoTL Teaching Commons page.
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Please reach out to us at cndls@georgetown.edu if you'd like to have a conversation with someone at CNDLS about these or other teaching issues.

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To teach effectively, you have to reach your students, students who come to the classroom with varied backgrounds, expectations, abilities, and learning styles. This understanding is at the heart of the philosophy of practice known as universal design for learning (UDL).

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What is Universal Design for Learning (UDL)?

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The Higher Education Compliance Alliance (HECA) provides the higher education community with a centralized repository of information and resources for compliance with federal laws and regulations.

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Home - Higher Education Compliance Alliance

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The Higher Education Compliance Alliance (HECA) provides the higher education community with a centralized repository of information and resources for compliance with federal laws and regulations. Compliance News Notice by the U.S. Department of Education and Federal Student Aid on the 2019-20 Award Year Deadline Dates for Federal Perkins Loan, Federal-Work Study, and Federal Supplemental ...

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Instructional Design Online Learning Resources

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Instructional Design Online Learning Resources

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LibGuides: Instructional Design and Technology: Online Learning

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The design of classroom intruction including technology aspects.

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Gagné's Nine Events of Instruction by Montse

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Interactive model of Gagne's Nine Events of instruction.

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LibGuides: Instructional Design and Technology: Home

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The design of classroom intruction including technology aspects.

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Accessibility of online content is a key focus area for providers of online programs. Ensuring a quality learning experience for all learners - including those with a disability - can be easier than you think. Below are some resources to help you get started.

The Accessibility Committee has developed a framework for creating accessible online content. This framework will help you understand the elements of an accessible online course and provides strategies for making your online course content accessible.

Accessibility and Usability Best Practices Using the Learn LMS Editor

The Accessibility Best Practice manual for the Learn LMS [PDF] provides specific examples of accessibility and usability best practices when creating and managing online content through the Learning Managements System (LMS) editor. LMS editors are the gateways through which most content makes its way into online courses. The examples here are taken from the BlackBoard Learn LMS, but are applicable to most LMS and CMS editor interfaces.

Cheat Sheets

Cheat sheets are intended to be printed out and hung on office or cubicle walls as a quick reference.

Online Course in Blackboard Learn

Creating Accessible Online Content, created by Drexel's online Accessibility Committee, is a course in the BlackBoard learning management system open to all Drexel faculty. The course, which takes about 4 hours to complete, provides a comprehensive review of the subject of online accessibility. Topics include an overview of the types of disabilities students might have, principles of Universal Design for Learning (UDL), and easy to achieve best practices that instructors can begin applying immediately in their online courses.

To request access to this course, contact itg@drexel.edu. Once you are granted access, login to Blackboard Learn using your Drexel credentials and you will be able to select the course.

WebAIM Resources

WebAIM (webaim.org) is one of the best and most comprehensive resources on the Web for online accessibility. Here are a few articles covering important aspects of accessibility:

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Accessibility of online content is a key focus area for providers of online programs. Ensuring a quality learning experience for all learners - including those with a disability - can be easier than you think. Below are some resources to help you get started. The Accessibility Committee has developed a framework for creating accessible online content.

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Quality Matters Higher Ed Specific Review Standards

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Quality Matters Higher Ed Specific Review Standards

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Drexel Library Guide to Instructional Online Tech and Learning

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Drexel Library Guide to Instructional Online Tech and Learning

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https://event.on24.com/eventRegistration/EventLobbyServlet?target=reg20.jsp&referrer=&eventid=1407106&sessionid=1&key=8D5D928A2748E583F70915FD4AA31FC9&regTag=&sourcepage=register

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In 1998, Congress amended the Rehabilitation Act of 1973 to require Federal agencies to make their electronic and information technology (EIT) accessible to people with disabilities. The law ( 29 U.S.C § 794 (d)) applies to all Federal agencies when they develop, procure, maintain, or use electronic and information technology. Under Section 508, agencies must give disabled employees and members of the public access to information comparable to the access available to others.

The U.S. Access Board is responsible for developing Information and Communication Technology (ICT) accessibility standards to incorporate into regulations that govern Federal procurement practices. On January 18, 2017, the Access Board issued a final rule that updated accessibility requirements covered by Section 508, and refreshed guidelines for telecommunications equipment subject to Section 255 of the Communications Act. The final rule went into effect on January 18, 2018.

The rule updated and reorganized the Section 508 Standards and Section 255 Guidelines in response to market trends and innovations in technology. The refresh also harmonized these requirements with other guidelines and standards both in the U.S. and abroad, including standards issued by the European Commission, and with the World Wide Web Consortium (W3C) Web Content Accessibility Guidelines (WCAG 2.0), a globally recognized voluntary consensus standard for web content and ICT.

Revised 508 Standards

It is important to understand Section 508 in the context of other laws related to federal disability policy. In addition to Section 508, the Rehabilitation Act of 1973 has several other sections:

Section 501 and 505 - Prohibits federal employers from discriminating against qualified individuals with disabilities

Section 503 - Prohibits employment discrimination based on disability by federal contractors or subcontractors

Section 504 - Prohibits federal agencies, programs, or activities from discriminating and requires reasonable accommodation for qualified individuals with disabilities

Additional related laws include:

OMB Memos

Equal Employment Opportunity Commission (EEOC)

State and International

The transition from the Original 508 Standards to the Revised 508 Standards was an opportunity for agencies to revisit and update their Section 508, 501, and 504 policies. Policies on how your agency implements each Section of the Rehabilitation Act should be closely aligned, to clarify responsibilities and determine how to respond to claims of discrimination on the basis of disability.

Your accessibility policies should explain that your agency is obligated to:

Make Information and Communication Technology (ICT) accessible to people with disabilities; and

Accommodate the needs of employees and program participants, while meeting the Revised 508 requirements.

Learn how to maintain your agency's accessibility policies.

Sample Policies

Sample Accessibility Statements

Reviewed/Updated: July 2020

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In 1998, Congress amended the Rehabilitation Act of 1973 to require Federal agencies to make their electronic and information technology (EIT) accessible to people with disabilities. The law ( 29 U.S.C § 794 (d)) applies to all Federal agencies when they develop, procure, maintain, or use electronic and information technology.

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New on ADA.gov

Explore the new content we've added to ADA.gov

This document discusses and explains the requirements of the ADA's integration mandate and the Supreme Court's decision in Olmstead v. L.C. ex rel. Zimring, 527 U.S. 581 (1999), as applied to segregated employment settings and facility-based day programs. In addition, this document provides a link to the Department's Federal Register notice, which provides more information about this guidance.

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Disability rights are civil rights. From voting to parking, the ADA is a law that protects people with disabilities in many areas of public life.

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color palette tool for accesibility and colorblindness

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A color palette tool for interface design

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This post focuses on the impact of good nutrition on behavior and learning. After spending only an hour researching the topic I found hundreds of studies and articles focused on the positive connections between well-fed students and their abilities to focus, self regulate and succeed in school. Given the volumes of evidence, it is astounding to me that most students are still given foods that are high in simple carbohydrates and filled with chemicals.

Well, maybe not astounding. It makes sense. Often these foods are more accessible, more familiar to children's (and adult) palates, embedded in our cultural taste buds, and cheaper. They are also advertised more than healthy foods and they are more addictive, so once you have a donut or Cheetos treat for a snack, you want another the next day not just because it is the routine but because both your brain receptors and your taste buds are primed (for the glucose rush). I have also heard many times that if we give students something nutritious they won't eat it, they will then act out more, and our jobs will be harder.

In the article "Hungry Kids: The Solvable Crisis" in the May 2013 publication of Educational Leadership, Christy Felling states one-fifth of America's children (16 million) struggle with hunger. She shares a 2012 study by Share Our Strength that found that overwhelmingly the 1,000 K-8 public teachers surveyed said childhood hunger continues to be a "serious obstacle to learning." Further, breakfast seems to play a crucial role in student achievement. 95% said eating breakfast increased concentration, 89% said it increased overall academic performance, and 73% said it helped improve classroom behaviors. Many of these children do eat food, but the food does not provide enough nutrition for the brain and body.

However, feeding young people healthy food is a complicated endeavor. Not only does it involve finding the resources to make and buy healthier foods, but it means changing mindsets of students, parents and the professionals who work with them. Here are just a few examples of research findings related to nutrition and learning discussed by Eric Jensen in Teaching With the Brain in Mind (2nd edition, 2005):

1. The brain needs a variety of nutrients to be able to function optimally. To focus, remember and regulate our emotions we need protein, unsaturated fats, complex carbohydrates and sugars (in grains, fruits and vegetables), as well as a host of trace elements such as iron, potassium, and selenium.

2. Low blood sugar because of lack of complex carbohydrates negatively affects the hippocampus which plays a central role in learning.

3. Sufficient protein is essential because growing bodies need protein more than any other nutrient (besides clean water) and proteins are synthesized into dopamine and norepinephrine which are essential chemicals for quick reaction time, thinking and working memory.

4. Vitamins A, B, C, and E and fatty acids (primarily omega 3's) are essential for vision and cell maintenance. These are NOT found in white bread, pasta, sugar, and Tator Tots.

There are also hundreds of studies focusing on particular low-nutrient foods that negatively affect learning. One says that students deficient in iron were twice as likely to score lower on math tests (Louwmann et al, 2000). And Dr. Daniel Amen, an ADHD expert, writes extensively about the positive effects of quality protein on calming impulsivity and distractibility for students with certain types of ADD.

In addition, poor nutrition increases stress on our physical and psychological systems, and actually can contribute to acting out. Carla Hannaford in Smart Moves: Why Learning is Not All in Your Head says that without sufficient water, amino acids, complex carbohydrates and sugars, and good fats, our frontal lobes do not function properly. We are unable to self talk, control our own behaviors, plan ahead, speak articulately, display integrated motor skills, or think before acting.

Behaviors can be transformed by a steady stream of good calories and fresh water.

I want to share one wonderful example of how a school in the Midwest improved learning and behavior outcomes by changing what students ate during the school day. Before the changes in the lunch program in 2002, the students at Central Alternative High School in Appleton, Wisconsin had one of the highest drop out and expulsion, drug use, weapons possession, and suicide rates in the state. Since the addition of healthier foods including a salad bar option every day, the Principal LuAnn Coenen said the numbers in every category have been 'zero.' A teacher participant at the high school stated, " Nutrition for students should be part of the general operating budget. We're concerned about everything else. We're concerned about new band uniforms. We're concerned about the football team. We're concerned about textbooks. Why not be concerned about nutrition? That seems to me to be the basis in many cases for a positive learning environment." (See "A different kind of school lunch" article: http://www.feingold.org/PF/wisconsin1.html or see full research article if you are interested.)

What can we do? We can start by researching (and eating differently) ourselves. We can introduce students to new foods slowly. One staff member I work with said let's have monthly taste tests where students are introduced to new foods. Give choices but keep them healthy. Commit to finding resources to support better meals and better food purchases. Give students water bottles or water breaks each day. Go on a healthy-foods-store field trip. Get rid of vending machines. Research healthy alternatives students might like: cheese and crackers, yogurt smoothies, chili, tuna salad, pea soup, carrots and dip, raisins and nuts, fresh fruit, whole wheat penne and tomato sauce, cut vegetables, energy bars, rice cakes, etc. Let students help make or buy snacks so they have a "steak" in what they eat. Provide parents with information on food programs, good nutrition and its connection to learning, and the importance of a good breakfast. Host a parents' potluck night out to share in eating healthy foods and snack choices.

But begin somewhere, because the link between good nutrition and learning is a "No Brainer."

Photo Credits
U.S. Department of Agriculture
Food Ethics Council

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The Impact of Nutrition on Learning and Behavior

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This post focuses on the impact of good nutrition on behavior and learning. After spending only an hour researching the topic I found hundreds of studies and articles focused on the positive connections between well-fed students and their abilities to focus, self regulate and succeed in school.

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Mindsets are students' beliefs about learning and school. Students with learning mindsets are more motivated to take on challenging work, persist in the face of setbacks, and achieve at higher levels. Research shows that the following learning mindsets play a role in students' persistence and achievement in school.

Mindsets are students' beliefs about learning and school. Students with learning mindsets are more motivated to take on challenging work, persist in the face of setbacks, and achieve at higher levels. Research shows that the following learning mindsets play a role in students' persistence and achievement in school.

Growth Mindset: The belief that intelligence can be developed

Belonging: The belief that one is respected and valued by teachers and peers, and fits in culturally in one's learning environment

Purpose & Relevance: The belief that one's schoolwork is valuable because it is personally relevant and/or connected to a larger purpose

The role of learning mindsets in shaping academic outcomes

Challenges are an important part of the learning process

Learning mindsets shape the way we respond to challenges-whether we engage with them or retreat. It's important to engage with challenges, because that's when people learn the most.

Many of us have been taught that learning should come easy, getting the right answer the first time is most important, and that failure is bad for children's self-confidence. But research tells us that we maximize our learning-and gain the most satisfaction-when we persist in solving the challenging problem that stumped us initially.

Neuroscientists have shown that our brains operate like a muscle. When we go to the gym, we put in hard work lifting weights that make our muscles struggle-because that's what will make them stronger. The same is true of our brains. Research tells us that our brains strengthen the most not when we get a question correct, but rather when we get a question and work through our mistake.

We build stronger connections between the neurons in our brain when we wrestle with a problem, reflect on why we got it wrong, and try different strategies. With the proper support and guidance from others, these so-called failures are often the very opportunities that make us smarter and expand our capabilities. These productive struggles also can yield a greater sense of satisfaction for the learner.

Learning mindsets come into play right at the point at which we begin to struggle or face a challenge. How we interpret this adversity affects our motivation to remain engaged with the task at hand. If we don't remain engaged, we lose out on the cognitive benefits of working through a challenge.

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Learning mindsets affect students' interpretations of challenges and adversity

Learning mindsets affect whether or not students engage with challenges because they affect the way in which students understand the larger meaning of those challenges. These mindsets can be thought of as lenses through which students interpret their day-to-day experiences in school, particularly experiences of adversity.

For example, two students receiving the same exact low score on an assignment may have very different responses depending on their respective mindsets. If a student believes intelligence is fixed at birth, she may see it as a judgment on her ability in the subject, withdrawing effort and steering clear of future challenges to avoid failure. In contrast, a student who knows that intelligence is malleable may see the test score as an indication that she simply hasn't mastered the material yet, redoubling her efforts, asking for help, and trying different strategies.

Mindsets about learning and school that are maladaptive set in motion a negative, self-reinforcing cycle
A student who believes intelligence is a fixed trait sees the poor grade as a judgment on her ability in the subject. Since she believes she is not good at the subject, she writes it off as not worth her time. She studies less hard for the next test and does even worse, confirming her hypothesis that she's not smart at the subject. She is now caught in a negative, self-reinforcing cycle: the worse she does, the more she withdraws, and the more she confirms her belief that she's not smart.
Learning mindsets spark a positive, self-reinforcing cycle
In contrast, a student who believes it's possible to develop one's intelligence merely interprets the poor grade as a sign she didn't work hard enough or used the wrong strategies, and hasn't yet mastered the material. So she puts in more effort before the next test, tries different strategies, or seeks advice from her peers or teacher. She performs better, and this triggers a positive cycle: the better she does, the more evidence she receives that her intelligence can be developed, and the more she is motivated to continue working hard.
Schools and teachers respond to students' performance-reinforcing positive, or negative, cycles
Furthermore, the learning environment will also react to these students. While the first student may be treated like a failure, the second student may be elevated: given more attention in class, harder tasks and more challenging course placement, and so on. Because students' mindsets can start recursive cycles that are reinforced by the self and the environment, their impact can compound over time.

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Students' mindsets are shaped by their day-to-day experiences, interactions, and observations

Mindsets are not fixed traits. They come from messages students learn from society, their interactions with others, and their experiences in school.

Even when students receive the same curriculum and the same instruction from the same teacher, their personal experience of that classroom differs depending on their beliefs about the nature of ability, their belonging in school, and the purpose and relevance of their schoolwork. Above all, these beliefs are entirely reasonable from the point of view of the student-and are rational responses to their prior observations and interactions-and they can be self-reinforcing. If you believe people can grow, you may notice yourself growing more.

But certain mindsets can also hamper students' ability to perform. Crucially, even when a student has intellectual ability and access to adequate learning opportunities, she may not perform at her true potential if her mindsets about learning and school undermine her ability to take advantage of them.

When a student is told "it's okay, some people just aren't 'math people'", she can come to believe that math ability is a fixed quantity. She withdraws effort or worries about how to avoid "looking dumb".

Aware of the stereotypes that math professors may have about women, a math major may question whether she is respected and valued, and may be on the alert for cues that others think she doesn't belong.

And when the connection between a student's daily schoolwork and her life and long-term goals isn't clear, she understandably has little incentive to remain engaged when the work is boring, frustrating, or challenging.

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Students can adopt learning mindsets when they receive different messages

The good news is that mindsets can be transformed, sometimes with seemingly small changes. Recent studies have shown that students adopt learning mindsets when they receive certain messages from their learning environments, either through what adults communicate or through targeted programs. Changes in mindsets can alter students' academic behaviors in ways that can lead to sustained improvements in performance.

Similar to removing logs blocking a stream running downhill, when we free students from their concerns, they are better able to take advantage of the learning opportunities available to them, performing better and gaining momentum over time.
Altering the environment in which students learn changes the messages they receive
Students constantly receive messages from the environment that shape their mindsets-from the way their parents talk to them about homework to their teachers' grading policies and how they are tracked into different course pathways by schools. Recent studies suggest that it is possible to change messages students receive from the environment in ways that encourage learning mindsets.
We can also deliver new messages to students through carefully-targeted programs
Researchers have shown that you can deliver new messages directly to students through brief online programs. When students receive well-crafted messages that target specific beliefs, they come to adopt learning mindsets and do better in school.

The opportunity now is two-fold: figuring out where mindset programs are most effective and how to optimize them for different students and settings, and how to change the messages students receive on a day-to-day basis from their environment. The Mindset Scholars Network is making inroads in both of these areas.

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Fostering learning mindsets can lead to sustained academic growth

In education, early success begets more success. When we help students develop learning mindsets, this has a direct effect on their motivation. When we can increase students' motivation to study, learn, and build academic skills, they are better prepared to learn and perform in the future.

As students feel more comfortable in school, they may build better relationships with peers and with teachers-relationships that support higher levels of achievement in the future. As students perform well, they may be placed in higher-level classes-gateways that raise expectations, expose them to high-achieving peers, and put them on a better trajectory.

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Learning Mindsets - Mindset Scholars Network

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Academic mindsets are students' beliefs about learning and school. Students with "adaptive" academic mindsets are more motivated to take on challenging work, persist in the face of setbacks, and achieve at higher levels. Research shows that the following academic mindsets are important to students' persistence and achievement.

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Information Pickup Theory (J.J. Gibson) Information Processing Theory (G.A. Miller) Lateral Thinking (E. DeBono) Levels of Processing (Craik & Lockhart) Mathematical Learning Theory (R.C. Atkinson) Mathematical Problem Solving (A. Schoenfeld) Minimalism (J. M. Carroll) Model Centered Instruction and Design Layering (Andrew Gibbons) Modes of Learning (D. Rumelhart & D.

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prezi.com

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Harsh Binani
Harsh has helped a lot of multi-national corporations and startups to leverage technology for greater productivity. Read full profile

You are probably an ardent user of Gmail and use it almost every day. Do you think you've utilized every function of Gmail to ensure maximum productivity when you work? Likely not.

In fact, not all useful Gmail features are spelled out explicitly. So in this article, I will run you through 16 less known Gmail hacks that will super boost your productivity.

1. Unsend a Sent Email

Email blunders are extremely common. An AOL survey, covered by CBS states that around 32% of people accidentally forward the wrong email.

A wrongly sent mail with an undesired attachment or carrying confidential knowledge may create a bad impression as a professional or can even ruin your career.

Keeping this common error in mind, Gmail has created a feature that can help to "unsend" a sent email within a time span of up to 30 seconds.

To do this, simply go to the "Settings" page of your Gmail account. Enable the Undo Send button and set the invalidation period according to your wish. The below given screenshot will help you to understand better.

2. Get All Emails in One Tab

Are you the kind of person who hates tab hopping? Would you rather see all your emails at one place rather than different tabs like Social and Promotional?

This hack ensures that all your emails, irrespective their category are all neatly stacked up in your primary Inbox.

To achieve this, simply go to the settings of your Gmail and click on the Inbox tab. You can un-select the promotional and social check box and now all your email would be in one place.

The following screenshot should help:

3. Get More Tabs

However, if you are not someone who likes a laundry list of things, you can likewise add tabs like Updated and Forums and further segregate emails.

Emails will now automatically be clubbed into the new tabs, helping you focus on important emails.

4. Self Destruct Email

Gmail has developed a custom software script that hosts a self-destruct feature. Using this can add a timer to your mail and it will be self-destructed after a certain interval of period.

This helps when you don't want an email to be forwarded to someone else. To do this, click on the padlock icon near the send button before you send out the email.

A new tab named Confidential mode opens with the option of Set Expiration. Make the necessary changes here. Refer to the screenshot and easily self-destruct emails!

5. Send Mails with a Verification Code

The confidential mode discussed above also allows you to send an email with a verification encryption sent via SMS to the recipient.

This will enable you to build an additional coating of security to your mail. Using this feature, you can be sure that the mail is read by the intended recipient only.

6. Keyboard Alternatives

If you use your desktop or laptop computer to check your emails, you can use shortcuts from your keyboard to enhance your productivity. Some popular Gmail hacks to improve your productivity are -

Use the alphabet key "N" to read the next message and "P" to read the previous message if you are reading a multi-message conversion.

By holding Ctrl + Enter you can send your composed message.

To utilize the keyboard alternatives, you have to enable it from the settings of your Gmail as given in the screen capture below:

7. Display Density

If you are not receiving a lot of emails, I'd recommend you to decrease the display density of your Gmail Inbox.

It serves like a multi-window function. It is also helpful for you to glance at the just important part of the email.

8. Reply All

Occasionally, we forget to select the "Reply All" option while sending a response to multiple recipients.

However, Gmail has come up with a solution to this problem. Just click on the settings tab and go to the general tab. Scroll down to the "Default Reply Behaviour" and select the Reply all option.

Now the "Reply All" option will always be the default option selected when conversing with multiple recipients.

9. Showing Maximum Number of Emails per Page

If you are receiving too many emails in a day, then you should definitely explore this option.

Scroll down to continue reading article

It gives you the ability to access more conversations per page. To achieve this, go to settings, click on the General menu bar and scroll down to " Maximum page size".

Thereafter set the number of conversions you want per page. For reference, check the screenshot given below:

10. Conversion View

If you are a fan of the classic Gmail, this is a handy hack.

To avoid a "thread" view in favor of the old conversation view - just follow these steps. Go to the General menu in the setting tab and simply scroll down to the "Conversion View" and select the option "conversion view off". Refer to the screen capture underneath.

11. Desktop Notification

If you live off your emails, then this is a great option. You can simply add a chrome extension of Gmail or go to Settings > General > Desktop Notification and turn it on. It is also extremely helpful if you have set up email alerts for critical functions . The screenshot shared below will help you get it set up.

12. Advanced Search

This is one of my favorites of all the features. You probably would be using the regular search feature for your Gmail.

However, with the sheer amount of emails in the inbox, it is difficult to find specific information. This is where advanced search comes in.

Using this feature you can search a specific mail among hundreds of email of your inbox by applying useful filters as illustrated below:

13. Insert Google Drive Files

Need to send a large file? Not a problem with Gmail's new integration feature. You can insert Google drive files as attachments to your mail.

Simply click on the Google drive icon on the lowermost portion of the window. It will convert your file as a link or an attachment as shown below:

14. Right Click Menu

Previously absent from the classic feature. The good old right click is here. Now if you right click on your emails, you can get the option to mark it Unread, Archive, or remove a message. All at a click of a button, straight from your Inbox page.

15. Vacation Responder

On leave? Don't have time to reply to all the email you get? Head to the auto-responder option in Gmail.

You can customize what message you want to send out to people. To activate it, simply go to settings, click on general tab and scroll down to the vacation responder.

16. Account Recovery

I get at least one email a day that is spam that tries to hack into my account. So for security purposes, do update your account recovery options. This will be helpful when you are unable to remember your password or have been hacked.

It is just a series of questions you need to set up while opening the account (or update later on).

Additional tip: You'd need to remember the answers. So choose something you have negligible chance of forgetting or getting it wrong.

The Bottom Line

If you spend considerable amount of time on Gmail, theses hacks are sure to boost your productivity and better your email using experience.

Start adjusting your Gmail settings and make use of all these hacks for maximum productivity!

Featured photo credit: rawpixel via unsplash.com

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15 Best Brainstorming And Mind-Mapping Tech Tools For Every Creative Mind

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Harsh Binani Harsh has helped a lot of multi-national corporations and startups to leverage technology for greater productivity. Read full profile You are probably an ardent user of Gmail and use it almost every day. Do you think you've utilized every function of Gmail to ensure maximum productivity when you work?

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Coggle is online software for creating and sharing mindmaps and flowcharts. It works online in your browser: there's nothing to download or install. Log in to start diagramming!

Whether you're taking notes, brainstorming, planning, or doing something awesomely creative, it is super simple to visualise your ideas with Coggle. Share with as many friends or colleagues as you like. Changes you make will show up instantly in their browser, wherever they are in the world

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The clear way to share complex information. Coggle is a collaborative mind-mapping tool that helps you make sense of complex things. Create unlimited mind maps and easily share them with friends and colleagues.

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ERIC - Education Resources Information Center

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ERIC is an online library of education research and information, sponsored by the Institute of Education Sciences (IES) of the U.S. Department of Education.

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National Center for Education Statistics (NCES) Home Page, a part of the U.S. Department of Education

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The National Center for Education Statistics (NCES) collects, analyzes and makes available data related to education in the U.S. and other nations.

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ONLINE COLLEGE STUDENTS Comprehensive Data on Demands and Preferences

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https://detaresearch.org/research-support/no-significant-difference/

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No Significant Difference - Presented by WCET

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Comparative research annotated bibliography explores 355 research reports, summaries and papers on technology for distance education

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GRADE INCREASE TRACKING DISTANCE EDUCATION IN THE UNITED STATES

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Abstract

Approximately 3.9 million students enrolled in at least one online course in fall 2007. According to Allen and Seaman (2008), online education growth rates have continued to outpace total higher education growth rates and there are no signs of online growth slowing down. As higher education institutions offer increasing numbers of online and blended programs, it is important that administrators integrate communication theory and methods into training and professional development for online faculty. This paper will provide a comparative overview of communication research as it relates to online education. Moreover, this paper will provide recommendations for integrating effective online communication into programming and instruction to increase student connectivity, engagement, and retention. Faculty and student data/feedback collected from Drexel Universityâ€™s online Master of Science in Higher Education Program will be shared to highlight the importance of effective communication in online education.

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lost in translation: importance of effective communication in online education

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Lost in Translation: Importance of Effective Communication in Online Education

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Approximately 3.9 million students enrolled in at least one online course in fall 2007. According to Allen and Seaman (2008), online education growth rates have continued to outpace total higher education growth rates and there are no signs of online growth slowing down.

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Online Teaching: "Online Human Touch (OHT) Instruction and Programming: A Conceptual Framework to Increase Student Engagement and Retention in Online Education, Part 1"
Dr. Kristen Betts

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JOLT - Journal of Online Learning and Teaching

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The conceptual framework for Online Human Touch (OHT) instruction and programming was developed in 2005 to proactively meet the needs of a new, fully online Master of Science in Higher Education (MSHE) Program in the School of Education at Drexel University.

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This journal publishes original, primary psychological research pertaining to education across all ages and educational levels.

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scholarship of teaching and learning in psychology

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Scholarship of Teaching and Learning in Psychology

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This journal features teacher-ready reviews of current research and contemporary theories as well as empirical research designed to foster systematic intentional changes to improve teaching and learning outcomes.

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The Journal of Applied Research in Memory and Cognition (JARMAC) publishes a mix of empirical reports, review articles, and target papers with invited peer commentary. The goal of this unique journal is to reach both psychological scientists working in this field and related areas but also professionals...

Read more

The Journal of Applied Research in Memory and Cognition (JARMAC) publishes a mix of empirical reports, review articles, and target papers with invited peer commentary. The goal of this unique journal is to reach both psychological scientists working in this field and related areas but also professionals and practitioners who seek to understand and apply research on memory and cognition. In pursuit of these aims, we encourage brevity and crisp, lively prose that appeals to a wide audience. Each paper also includes a General Audience Summary, clearly describing the paper and its practical implications in language accessible to non-specialists.

Empirical reports should convey significant experimental findings. For single-study reports, the combined number of words in the introduction and discussion sections should not normally exceed 2,200 words (3,000 words for multiple studies). These are upper bounds, and authors are strongly encouraged to keep the report as succinct as possible. This limit is not set for the entire manuscript because the journal seeks to encourage a detailed description of method and a results section that reports outcomes from all tasks.

Target articles should not exceed 10,000 words. Authors considering a target article should contact the Editor prior to submission.

JARMAC is an official journal of Society for Applied Research in Memory & Cognition.

Benefits to authors
We provide many author benefits, such as free PDFs, a liberal copyright policy, special discounts on Elsevier publications and much more. Please click here for more information on our author services.

Please see our Guide for Authors for information on article submission. If you require any further information or help, please visit our Support Center

Hide full Aims & Scope

New guidelines for research data

Authors submitting their research article to this journal are encouraged to deposit research data in a relevant data repository and cite and link to this dataset in their article. If this is not possible, authors are encouraged to make a statement explaining why research data cannot be shared. There are several ways you can share your data when you publish with Elsevier, which help you get credit for your work and make your data accessible and discoverable for your peers. Find out more in the Guide for Authors.

More information on Research Data Guidelines.

View All

The latest Mendeley datasets for Journal of Applied Research in Memory and Cognition.

Special issues published in Journal of Applied Research in Memory and Cognition.

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: 了解爱思唯尔的产品和服务，以及它们如何助力研究。

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Journal of Applied Research in Memory and Cognition

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The Journal of Applied Research in Memory and Cognition (JARMAC) publishes a mix of empirical reports, review articles, and target papers with invited peer commentary. The goal of this unique journal is to reach both psychological scientists working in this field and related areas but also professionals...

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Psychological Science publishes cutting-edge empirical research of broad interest and theoretical significance across the field of psychology.

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Psychological Science in the Public Interest

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Psychological Science in the Public Interest is a unique journal featuring comprehensive & compelling reviews of issues relevant to the general public.

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Tweets by RetrieveLearn

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Resources for Graduate Students | McGraw Center for Teaching and Learning

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The Scholar as Teacher: Tip-Sheet Series The McGraw Center offers a series of teaching tips for instructors throughout the academic year. This series addresses perennial teaching concerns, such as how to engage a large lecture class and what to do when class discussion stalls, as well as tips on advising independent work and mentoring graduate students.

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Print Version
What is a Teaching Statement?

A Teaching Statement is a purposeful and reflective essay about the author's teaching beliefs and practices. It is an individual narrative that includes not only one's beliefs about the teaching and learning process, but also concrete examples of the ways in which he or she enacts these beliefs in the classroom. At its best, a Teaching Statement gives a clear and unique portrait of the author as a teacher, avoiding generic or empty philosophical statements about teaching.

What Purposes does the Teaching Statement Serve?

The Teaching Statement can be used for personal, professional, or pedagogical purposes. While Teaching Statements are becoming an increasingly important part of the hiring and tenure processes, they are also effective exercises in helping one clearly and coherently conceptualize his or her approaches to and experiences of teaching and learning. As Nancy Van Note Chism, Professor Emerita of Education at IUPUI observes, "The act of taking time to consider one's goals, actions, and vision provides an opportunity for development that can be personally and professionally enriching. Reviewing and revising former statements of teaching philosophy can help teachers to reflect on their growth and renew their dedication to the goals and values that they hold."

What does a Teaching Statement Include?

A Teaching Statement can address any or all of the following:

Your conception of how learning occurs

A description of how your teaching facilitates student learning

A reflection of why you teach the way you do

The goals you have for yourself and for your students

How your teaching enacts your beliefs and goals

What, for you, constitutes evidence of student learning

The ways in which you create an inclusive learning environment

Your interests in new techniques, activities, and types of learning

"If at all possible, your statement should enable the reader to imagine you in the classroom, teaching. You want to include sufficient information for picturing not only you in the process of teaching, but also your class in the process of learning." - Helen G. Grundman, Writing a Teaching Philosophy Statement

General Guidelines

Make your Teaching Statement brief and well written. While Teaching Statements are probably longer at the tenure level (i.e. 3-5 pages or more), for hiring purposes they are typically 1-2 pages in length.

Use narrative, first-person approach. This allows the Teaching Statement to be both personal and reflective.

Be sincere and unique. Avoid clichés, especially ones about how much passion you have for teaching.

Make it specific rather than abstract. Ground your ideas in 1-2 concrete examples, whether experienced or anticipated. This will help the reader to better visualize you in the classroom.

Be discipline specific. Do not ignore your research. Explain how you advance your field through teaching.

Avoid jargon and technical terms, as they can be off-putting to some readers.
Try not to simply repeat what is in your CV. Teaching Statements are not exhaustive documents and should be used to complement other materials for the hiring or tenure processes.

Be humble. Mention students in an enthusiastic, not condescending way, and illustrate your willingness to learn from your students and colleagues.

Revise. Teaching is an evolving, reflective process, and Teaching Statements can be adapted and changed as necessary.

Reflection Questions To Help You Get You Started:*

Why do you teach the way you do?

What should students expect of you as a teacher?

What is a method of teaching you rely on frequently? Why don't you use a different method?

What do you want students to learn? How do you know your goals for students are being met?

What should your students be able to know or do as a result of taking your class?

How can your teaching facilitate student learning?

How do you as a teacher create an engaging or enriching learning environment?

What specific activities or exercises do you use to engage your students? What do you want your students to learn from these activities?

How has your thinking about teaching changed over time? Why?

*These questions and exercises are meant to be tools to help you begin reflecting on your beliefs and ideas as a teacher. No single Teaching Statement can contain the answers to all or most of these inquiries and activities.
Exercises to Help You Get You Started:*

The Teaching Portfolio, including a section on teaching statements, Duquesne University Center for Teaching Excellence. This website includes five effective exercises to help you begin the writing process

Teaching Goals Inventory, by Thomas A. Angelo and K. Patricia Cross and their bookClassroom Assessment Techniques. This "quiz" helps you to identify or create your teaching and learning goals.

* These questions and exercises are meant to be tools to help you begin reflecting on your beliefs and ideas as a teacher. No single Teaching Statement can contain the answers to all or most of these inquiries and activities.

Evaluating Your Teaching Statement

Writing A Statement Of Teaching Philosophy For The Academic Job Search (opens as a PDF), The Center for Research on Learning and Teaching at the University of Michigan.
This report includes a useful rubric for evaluating teaching philosophy statements. The design of the rubric was informed by experience with hundreds of teaching philosophies, as well as surveys of search committees on what they considered successful and unsuccessful components of job applicants' teaching philosophies.
Further Resources:

General Information on and Guidelines for Writing Teaching Statements

Writing a Philosophy of Teaching Statement, Faculty and TA Development at The Ohio State University. This site provides an in-depth guide to teaching statements, including the definition of and purposes for a teaching statement, general formatting suggestions, and a self-reflective guide to writing a teaching statement.

Writing a Teaching Philosophy Statement, Center for Excellence in Teaching and Learning at Iowa State University. This document looks at four major components of a teaching statement, which have been divided into questions-specifically, to what end? By what means? To what degree? And why? Each question is sufficiently elaborated, offering a sort of scaffolding for preparing one's own teaching statement.

Writing a Meaningful Statement of Teaching Philosophy, McGraw Center for Teaching and Learning at Princeton University. This website offers strategies for preparing and formatting your teaching statement.

Articles about Teaching Statements

This teaching guide is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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Print Version What is a teaching statement? What purposes does the teaching statement serve? What does a teaching statement include? General Guidelines Reflection questions to help get you started Exercises to help get you started Evaluating your teaching statement Further resources What is a Teaching Statement?

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What is a Concept Map? A concept map is a hierarchical form of structure diagram that illustrates conceptual knowledge and their relationships within a specific topic from general to specific concepts. It consists of concept labels (aka nodes, cells) which are connected together by lines, these lines are labeled with directions.

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We automate all of the most time-consuming parts of building a timeline so that you can focus on what you want to say, not how it's going to look:

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Tiki-Toki Timeline Maker: Beautiful web-based timeline software

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Create beautiful interactive timelines that you can share on the web. The perfect timeline maker for company history timelines and school projects.

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Today we're excited to welcome Mary Ellen Dello Stritto and Kathryn Linder from the Oregon State University Ecampus Research Unit to introduce an excellent new resource: the Report Reader Checklist. This checklist is a set of criteria that can help guide report readers and evaluate online education. Thank you to Mary Ellen and Katie for joining us to review this important resource. Congratulations on its release! Enjoy the read and enjoy your day, Lindsey Downs, WCET
The Oregon State University Ecampus Research Unit is excited to share a new resource we created to help a range of stakeholders make data-driven decisions. Our new Report Reader Checklist includes a comprehensive set of criteria that offers a guide for those who are reading reports to evaluate the quality and rigor of online education study reports that they may encounter in their work. The checklist features six focus areas:

1. context,

2. methodology,

3. sample,

4. reporting results,

5. transparency, and

6. reader experience.

Purposes of the Report Reader Checklist

The Report Reader Checklist was created to serve three main purposes:

1. The Report Reader Checklist serves as a guide for administrators and stakeholders in the field of online teaching and learning who need or want assistance with reading and understanding the results of various research reports.

2. The Report Reader Checklist empowers readers in the field of online teaching and learning to confidently identify the strengths and weaknesses of study reports as they make decisions and/or take specific actions based on study results.

3. The Report Reader Checklist can be used as a resource for increasing research literacy in the field of online teaching and learning.

The checklist is intended to provide an overview of the foundational elements that should be included when reporting the results of a study. Report readers can then apply each checklist criterion to a report to determine whether that element has been included or not. If readers find one area (e.g., "Context" or "Methodology") that is missing several criteria within a report, this would indicate that a report is weaker in that particular area.

The Six Areas and the Criterion

The following contains an overview of the six areas of the checklist, along with the criterion in each area:

Does the report describe the larger purpose of the study? Does it explain the history or theoretical framework? Does the report include research goals and suggestions for further research?

Does the report have a methodology section? Is it clear how data were collected and analyzed? If the study used statistics, were they named? If coding was used, was the procedure described?

Are the study participants described in detail? Is it clear how participants were recruited? Does the sample represent an appropriate level of diversity? Are subgroups appropriately identified?

Are all numbers in the report easy to comprehend? Is the "N" provided? Does the report identify missing data? Is it clear where study findings fit with the study's purpose? Do data visualizations enhance your understanding of the results?

Are raw data included in the report? Are instruments or study protocols provided in the report? Are the authors clear about any conflicts of interest? Is the discussion rooted in data results?

Does the report use language that is easy to understand? Is the report ADA accessible? Does it include a summary or abstract? Is the study an appropriate length?

Download a one-page PDF of the checklist and access additional details for each criterion and our list of exemplar reports for each criterion.

Mary Ellen Dello Stritto
Assistant Director
Ecampus Research Unit, Oregon State University
maryellen.dellostritto@oregonstate.edu

Kathryn Linder
Director
Ecampus Research Unit, Oregon State University
kathryn.linder@oregonstate.edu

About the Oregon State University Ecampus Research Unit: The OSU Ecampus Research Unit makes research actionable through the creation of evidence-based resources related to effective online teaching, learning, and program administration. The OSU Ecampus Research Unit is part of Oregon State Ecampus, the university's top-ranked online education provider.

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Announcing the Report Reader Checklist: Your newest research resource

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Today we're excited to welcome Mary Ellen Dello Stritto and Kathryn Linder from the Oregon State University Ecampus Research Unit to introduce an excellent new resource: the Report Reader Checklist. This checklist is a set of criteria that can help guide report readers and evaluate online education.

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A couple of years ago, the science writer Ulrich Boser wondered: Do educators still believe in learning styles?

The idea that some students are auditory learners, while others flourish by having information presented visually, through motion or otherwise is nearly a century old. It grew in popularity in the 1950s, then again in the 1970s, but for much of the past decade scientists have warned that it has little merit.

Boser, founder of the Learning Agency, a Washington consulting and communications group, had long followed the field. He was researching a book about learning strategies and knew that scientists had debunked learning styles, most notably in a widely discussed 2009 paper -- in it, they said building instruction around the concept was an "unwise and a wasteful use of limited resources."

So he set up a Google alert for the term. He found that, far from being dead, learning styles were perhaps as popular as ever. "It is incredible how much it pops up," he said recently.

Educators continue to invoke the idea, he said. Last October, as she embarked on a four-state "Rethink School" tour, U.S. education secretary Betsy DeVos said she planned to visit schools that are "working to ensure all children can have access to the education that fits their learning style." During her 2017 confirmation hearing, DeVos thanked Senator Pat Roberts, a Kansas Republican, for displaying a chart in the hearing room that she could refer to during testimony, calling herself "a visual learner" -- despite the fact that the U.S. Department of Education has discouraged the idea. It even funded a teachers' guide that warns, "Education research debunks the myth that teaching students in their preferred styles (e.g. 'visual learners,' 'auditory learners') is an effective classroom practice."

But interviews suggest that the two sides these days may be closer than they seem: even learning-styles devotees, who view the "debunkers" with suspicion, are beginning to consider teaching strategies that learning-styles critics would support.

Scott Barry Kaufman, a psychologist at Barnard College who wrote about the topic last month for Scientific American, calls learning styles an example of a "neuromythology" -- a popular idea that endures despite little evidence supporting it. This particular myth, he said, "is paved with good intentions, but that still doesn't mean it can't be harmful to students."

Kaufman wrote that, paradoxically, catering to learning styles in the classroom "can actually foster a fixed mind-set, not a growth mind-set. This should create quite the cognitive dissonance for teachers who generally love both growth mind-set theory and learning styles."

Even the mock-newspaper humor site The Onion has lampooned learning styles, publishing a satirical article in 2000 with the headline, "Parents Of Nasal Learners Demand Odor-Based Curriculum." Accompanying the piece was a photo of a forlorn girl, identified as a "nasal" learner, struggling to understand an "odorless" textbook.

Despite The Onion's coverage, the styles are generally defined by three -- in some cases four -- adjectives: visual, aural or auditory, "read-write" (a preference for writing and reviewing carefully produced notes) and kinesthetic (a preference for moving around). The quartet are sometimes referred to as VARK.

A recent posting on Kansas State University's Division of Biology website reminded students: "You like this page because the emphasis is on words and lists. You believe the meanings are within the words, so the talk was OK, but a handout is better." It also advised kinesthetic learners, "Use all your senses to take in the information in the studio classroom. Volunteer for demonstrations or to answer questions using the visual presenter at the podium. Be active in setting up the experiments at your table (e.g. pipetting the solutions into the tubes, finding the cells in the microscope). Pay close attention to the demonstrations (e.g., pH, respiration, relative size of organelles) and go up and examine these when you have time during class."

The department advises students to complete a VARK questionnaire, developed in 1987 by a New Zealand researcher named Neil Fleming, who says on his website that he works not just with schools but with "elite sports coaches" and business clients.

In an email, Robbie Bear, a Kansas State biology instructor, said the department offers students who take introductory coursework "the ability to assess their learning using the VARK test. However, we do not put much emphasis on the students completing it."

Bear said the department is in the process of updating its website "to better reflect how the VARK relates to our teaching philosophy. Our basic philosophy is [that] if one way of presenting material does not work, try another. Once you have an understanding of the material in one format, try to understand it in a different format. In short, the best learners are multimodal thinkers."

Bear said the department uses VARK "because a good number of our students have seen this terminology before." That helps inform students as to "why we present information in many different formats and not just the traditional lecture. Getting students to 'buy in to' the studio format of learning is very important in making it all work effectively." Though he has no data on whether this helps student performance, in general, he said, students who take the introductory course -- which asks them to consider learning styles -- score "about a letter grade higher" in upper-level courses than those who transfer in.

But Daniel Willingham, a cognitive psychologist and professor at the University of Virginia, said the categories themselves "haven't been shown to mean anything." Nonetheless, recent surveys have found that about 90 percent of Virginia students believe in them.

While it's true that some students may possess a better visual or auditory memory than others, Willingham said, that is in a sense a distraction for teachers, who want students not simply to ingest material but to make meaning out of it. Willingham has written widely on the topic, urging educators to focus on teaching different kinds of content in their best modality, rather than teaching different students in their perceived best modality. "All students learn more when content drives the choice of modality," he writes.

He and others said the persistence of learning styles likely stems from the fact that they're adjacent to a bedrock tenet of psychology: differences matter. People have different abilities, talents, goals, life experiences and motivations -- including better working memory or persistence -- and these play a key role in learning.

"The idea that people differ in their abilities is almost certainly right," Willingham said. "I think that gets confused with learning styles."

Kaufman, the Barnard psychologist, said one key issue is that while paying attention to these differences "comes from a place of caring for the students," teachers may misinterpret how to help students with different abilities flourish. Add to that a general "discomfort with differences that are perceived as immutable," he said, and you have the ideal environment for something fuzzy like learning styles to flourish.

Boser, the science writer, agreed: "There's something in America in general, and in education in particular: we don't like to talk about how people are different," he said. Teachers like to believe in students' unlimited potential, and anything that places constraints on it is problematic.

But he admitted, "Intelligence is a real thing." Different people have different levels of it. Talking about that "makes educators uncomfortable."

David Kraemer, a cognitive neuroscientist in Dartmouth College's education department, said decades of research have made one thing clear: "What seems to be true, and is not in dispute, is that people differ in different domains," performing better in English class than in math class, for instance. "To me, that's where some of these intuitions come from." Teachers want to tailor instruction to students' strengths. But that could be counterproductive. "The point of school isn't just to cater to what you do well already," he said.

His research has shown that even people who believe that they better understand things one way -- spatially as opposed to detail oriented, for instance -- perform better in weak areas if they're given strategies to improve.

But his students continue to ask him about learning styles. "I definitely tell students who come to me [that] it is more myth than reality -- and there isn't really evidence to support those ideas, in terms of study strategies or pedagogical approaches."

Richard Felder, a professor emeritus of chemical engineering at North Carolina State University who has written in support of learning styles, said psychologists have spent decades working to debunk the theory. "On the other side are literally millions of people who have used learning styles to design instruction" and to help students become better learners, he said.

Advocates who understand learning styles insist that they represent "preferences," not hard and fast lines that can't be crossed, he said. "The debunkers paint it as a black-and-white thing, that you're either this or you're that." Meanwhile, good instructors "don't heavily overload on one side or the other of any of these dimensions."

"The idea is balance," Felder said.

Asking students to consider their own strengths and weaknesses is different from teaching solely to their strengths. Actually, he said, much of the research finding that catering to learning styles is ineffective begins from that mistaken premise: "The learning-styles debunkers are starting with their own definition of what learning styles mean and then debunking that -- but their definition of what learning styles mean is wrong."

He admits that educators in the past "did go overboard" in specializing instruction based on student preference, but no longer. Actually, Felder said, if most of his colleagues were still teaching auditory learners, for instance, solely in ways that play to that strength, "I'd be on the side of the debunkers."
'Astounding Capacity to Learn'
What good teachers understand, experts say, is that the different senses each have their own strengths and weaknesses. "We're all visual learners," Boser said. "Our vision is the best system to take in data." Likewise, we're all auditory learners -- when the material calls for it. Consider the advantages of hearing a story via audiobook: sequential information is ideal for this "style" of learning. But "auditory learners" who want to get better at soccer still lace up their cleats, run onto the field and practice their moves, Boser said. "You would never just listen to podcasts all day."

Scientists have long struggled to help educators understand this larger context. In 2009, a group of cognitive psychologists commissioned by the journal Psychological Science in the Public Interest assessed learning styles and found "only a few fragmentary and unconvincing pieces of evidence" that would validate them.

The group, led by University of California, San Diego, psychology professor Hal Pashler, noted that all humans, "short of being afflicted with certain types of organic damage," are born with "an astounding capacity to learn, both in the amount that can be learned in one domain and in the variety and range of what can be learned."

They concluded that the widespread use of learning-style measures in educational settings "is unwise and a wasteful use of limited resources." While the researchers agreed that instruction deemed "optimal" for a given student makes sense, assuming that people are "enormously heterogeneous" in their instructional needs could draw attention away from solid teaching practices.

"Given the capacity of humans to learn, it seems especially important to keep all avenues, options, and aspirations open for our students, our children, and ourselves," Pashler and his colleagues wrote. "Toward that end, we think the primary focus should be on identifying and introducing the experiences, activities, and challenges that enhance everybody's learning."

Willingham said the findings have made few inroads into the classroom. He likens learning styles to atomic theory -- a notion that most people take on faith, since they haven't seen protons and electrons firsthand.

Boser, a senior fellow at the Center for American Progress, noted a 2017 survey that the group conducted, which found that an "overwhelming share of the public" -- nearly 90 percent -- believe in "myths about teaching and learning" such as learning styles.

The topic has occasionally been the subject of serious if controversial research. Last summer, Canadian researchers found that surgical trainees' "learning styles" may affect their ability to acquire laparoscopic skill proficiency -- but the study had only 19 subjects. In 1995, researcher Rita Dunn of St. John's University published a meta-analysis supporting so-called "modality effects," but other researchers who examined her research found that only one of the studies Dunn cited had appeared in a peer-reviewed journal. The rest were unpublished doctoral dissertations -- 21 of them from St. John's, Dunn's home institution. Dunn passed away in 2009.

UVA's Willingham said more needs to be done to "inoculate future teachers against this idea when they are in teacher preparation programs." While education psychology textbooks don't propagate the idea of learning styles, he said, "I would also argue that they're not doing enough to say, 'There's nothing to support this idea.' When there's something that you know is widespread misinformation in teacher professional development, I think that's part of a psychologist's role, part of a scientist's role."

Howard Gardner, a longtime professor at the Harvard University Graduate School of Education, who in the 1980s popularized the idea of "multiple intelligences," has said the re-emergence of learning styles -- and a few educators' insistence on lumping them in with his work -- has "driven me to distraction."

In a 2013 op-ed in The Washington Post, Gardner called learning-style theory "incoherent" and said he had proposed a very different scenario, one that said different parts of our brains compute different kinds of information -- linguistic, spatial, interpersonal, musical, etc. He has estimated that most people have seven to 10 "distinct intelligences." Learning styles, he said, are different. If teachers say a student's learning style is "impulsive," does that mean he's impulsive about everything he learns?

Gardner also said there's no clear evidence that teaching to a student's learning style produces better outcomes than a "one-size-fits-all approach." Insistence on learning styles, he said, "may be unhelpful, at best, and ill conceived at worst." Strength or weakness in one kind of intelligence "does not predict strength (or weakness) in any other intelligences," he wrote. "All of us exhibit jagged profiles of intelligences."

Gardner suggested that educators individualize teaching as much as possible, teach important materials "in several ways" (through stories, works of art, diagrams and role-playing, for example), and drop the term "styles" from their vocabulary.

"It will confuse others," he wrote, "and it won't help either you or your students."

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In learning styles debate, it's instructors vs. psychologists

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A couple of years ago, the science writer Ulrich Boser wondered: Do educators still believe in learning styles? The idea that some students are auditory learners, while others flourish by having information presented visually, through motion or otherwise is nearly a century old.

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20 Tools for infographics

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Infographics are one of the best ways to present data without making your audience yawn with boredom. There are a lot of people who have impressive data, but what they don't know is how to create informative and well-designed infographics.

Fortunately, there are many infographic tools that will help you create vivid charts and graphs within minutes and without much effort. Check out our list of over 40 infographic tools and create awesome infographics in no time.

Read Also: 40 Free Infographic Templates to Download

Piktochart has one of the best tools to create interactive charts and maps. You can use animated charts using icons, text frames, themes and your own photos and videos.

Canva offers handy tools for designers, including an infographic tool. There are hundreds of templates and over a million stock images available, and you can even upload your own images.

Visme's infographic tools section lets you create interactive infographics using charts, widgets, shapes and icons. There are handy pop-ups and animation features available to make your infographic beautiful.

Infogr.am makes it easy to upload your data using different methods, including the ability to connect to a live data source. You can use over 35 chart templates to create stunning infographics.

You can find hundreds of free and paid infographic templates at Venngage. They also have handy tutorials to get you started.

Cacoo is a comprehensive diagram tool that allows you to create interactive Flowcharts, UML Diagrams, Network Diagrams, and Wireframes.

Kartograph is a great free tool to create illustrative and interactive maps. It has Python and JavaScript based tools to create the required maps.

Kinzaa has a handy wizard to help you create infographic resumes and interactive landing pages for websites.

Adioma is a smart infographics tool that automatically creates interactive infographics based on data provided. It has a smart AI that learns from your usage.

At Graphs.net, artists upload their own infographics to let others use them for free. You can browse graphs by type, category or popularity.

Google offers this handy data visualization tool to create engaging dashboards and reports using charts and graphs. It also offers the users to extract data from other Google services, such as Google AdSense.

Visually doesn't offer any infographic tools itself, instead, it connects you with leading designers to get direct help with infographics at an affordable price.

Easel.ly has almost a million free stock images and infographic templates to help you create infographics for free. You can even get help from their designers or access webinars to get inspiration.

Vizydrop is a free automatic data visualization tool that will suggest interactive charts based on your data type and automatically input the data. You can import data from different sources and Vizydrop gives full control over data customization.

This is actually an extension of the desktop-based interactive map creation tool ArcGIS. The extension allows you to add infographics right on the maps to help anyone easily follow them.

Edraw is an infographic application for Windows and Mac that lets you create cool charts and maps. It is fully customizable and has drawing tools as well to take full control.

Mind the Graph offers scientific illustration tools for classes and projects including science related images, graphs, and charts. You can either create infographics yourself or ask for on-demand help.

Creately is a diagram creation tool that has handy features to quickly create over 50 different types of diagrams. You can also collaborate with other team members to create the perfect illustrations.

Icograms is still in its beta stage, but it has some really advanced infographic creation tools. You can create diagrams, maps, and charts using built-in templates and icons, or your own images. The infographics are also pixel perfect with pixel grid in mind.

Icons play an important role in the creation of an infographic and Icon Archive has one of the biggest archives of icons. You can find both free and paid icons here.

Medialoot offers plethora of tools for designers that you can either download separately or access all with the monthly subscription. There are hundreds of icons, fonts, mockups, and graphics tools available.

An open-source and easy-to-use tool, TimelineJS enables you to create interactive and aesthetically powerful timelines by using Google spreadsheet only. With this tool you can create cool infographics related to events and occurances in chronological order.

You can find a number of vector art here on Peecheey that is available for download for free. There are many types of vector art available catering to different industries.

More Infographic Tools

Here are more tools that might come in handy when creating infographics.

PaanGO - Create infographic style resume with this free tool. It comes with a complete step-by-step wizard and multiple infographic templates to create impactful resumes.

Tagxedo - Tagxedo is an automatic word cloud creator that offers you multiple features (themes and fonts) to present your data in the form of interesting word clouds.

StatPlanet - Present your data through interactive graphs and maps with StatPlanet. It automatically creates infographics using maps, time period, graphs and charts when you import the data.

Gliffy - Gliffy offers you to make flowcharts, Venn diagrams, mind maps, org charts, network diagrams, wireframes, technical drawings that you can collaborate with your team online.

Charte.ca - Chart are integral parts of infographics, that you can easily create with Charte.ca. You can use animations and in-depth navigation tools to create the perfect interactive charts.

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30 Tools to Create Your Own Infographics - Hongkiat

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Infographics are one of the best ways to present data without making your audience yawn with boredom. There are a lot of people who have impressive data, but what they don't know is how to create informative and well-designed infographics .

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Emotion, Learning and Memory

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Phelps Lab of New York University: Who We Are

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Extending the basic mechanisms of emotional learning to social behavior, decision making and economics. The ultimate goal of our research is to determine how an understanding of emotion's impact on learning and memory can influence our actions outside of the laboratory. This has led us to explore how emotion influences decision making (or choice), as well as social behavior.

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Dr. Liz Phelps

Dr. Liz Phelps is the JJulius Silver Professor of Psychology and Neural Science in the Department of Psychology and Center for Neural Science at New York University.  Her research examines cognitive neuroscience of emotion, learning, and memory. Dr. Phelps publishes and presents on understanding how human learning and memory are changed by emotion.

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National Institute on Drug Abuse (NIDA/NIH)

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Ed-Talk: Learning with an Emotional Brain - Mary Helen Immordino-Yang

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Dr. Mary Helen Immordino-Yang

Dr. Mary Helen Immordino-Yang is an Associate Professor of Education, Psychology & Neuroscience at University of Southern California (USC) Rossier. Dr. Immordino-Yang studies the neural, psychophysiological, and psychological bases of emotion, social interaction and culture and their implications within educational environments. Dr. Immordino-Yang has received numerous awards for her research and contributions to education. She is the President Elect of the International Mind, Brain & Education Society. Additionally, Dr. Immordino-Yang is one of the course developers of the open-access Annenberg Learner course Neuroscience & the Classroom: Making Connections and workshops for teachers offered through Annenberg Learner.

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(1923-2014) was an American sociologist who is recognized for founding transformative learning and his significant contributions to adult learning. He was an Emeritus Professor of Adult and Continuing Education at Teachers College, Columbia University. Dr. Mezirow published, presented, and led seminars on transformative learning nationally and internationally. He received the Presidential Award twice from the American Association of Adult and Continued Education (AAACE) in 1994 and 2004.

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Of course, this could be viewed as oversimplified as not all adults naturally become autonomous critical thinkers, and nor are they necessarily aware of their own assumptions. However, effective facilitation can support a learning process to help adults to understand this process, reveal their assumptions and support them in questioning those assumptions; just as effective teachers support pupil learning through enquiry and helping them to seek alternative perspectives.

The diagram opposite shows these relationships in Mezirow's theory.

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Of course, this could be viewed as oversimplified as not all adults naturally become autonomous critical thinkers, and nor are they necessarily aware of their own assumptions. However, effective facilitation can support a learning process to help adults to understand this process, reveal their assumptions and support them in questioning those assumptions; just as effective teachers support pupil learning through enquiry and helping them to seek alternative perspectives.

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Infographic

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The Adult Learning Theory - Andragogy - Infographic - e-Learning Infographics

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We use cookies in order to personalize your experience, display relevant advertising, offer social media sharing capabilities and analyze our website's performance. Read all about it in our cookie policy. Stay up to date on the latest eLearning news, articles, and free resources sent straight to your inbox!

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Wk 1 (1913-1997) was an American educator who is most recognized for his work with andragogy and his extensive contributions to the field of adult education.  Dr.  Knowles taught at Boston University and North Carolina State University as well as served as an adjuct instructor at several other higher education institutions. Knowles published 230 articles and 18 books during his career.  The American Association of Adult and Continuing Education (AAACE) established the Malcom Knowles Award in his name for distinguished contributions to theory and practice in the field of adult education.

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Venngage

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Dr. Amanda Sterk

Founder of College UnMazed

Saved $100k in total design costs and earned $30k+ in extra income

"Whether I needed visuals saved as PNG for social media, a PDF for a presentation, or any other file type, Venngage facilitated it with a few clicks."

Read Case Study on How Amanda Sterk Turned Stuffy Content into Beautiful Infographics with Venngage Read Case Study

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Venngage | Professional Infographic Maker | 10,000+ Templates

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Join over 5 Million professionals who consider Venngage the infographic maker of choice. Pick from 10,000+ professional templates made for businesses.

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Ecampus Research Unit | Oregon State University

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Evaluate the quality and rigor of reports

As the online education community continues to grow, research literature is also expanding. This scholarship is helping a range of stakeholders make data-driven decisions about how to best help online students learn, how to grow online programs using best practices of distance education administration, how to support faculty in delivering quality courses and much more.

Researchers from the Oregon State University Ecampus Research Unit have created the Report Reader Checklist to assist members of the field in consuming all of the data that are being generated to help us do our work better.

This resource includes a comprehensive set of criteria that offers readers a guide to evaluate the quality and rigor of online education study reports they may encounter in their work.

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Report Reader Checklist Introduction - Ecampus Research Unit | Oregon State University

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As the online education community continues to grow, research literature is also expanding. This scholarship is helping a range of stakeholders make data-driven decisions about how to best help online students learn, how to grow online programs using best practices of distance education administration, how to support faculty in delivering quality courses and much more.

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Piktochart

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Infographic Maker Trusted By 11 Million Users - Piktochart

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With Piktochart AI, you can create stunning infographics, reports, presentations, and more in seconds. No design experience needed. Start for free.