Jana Remy

Jana Remy

Posts by Jana Remy

Inclusive Design

January 25, 2019 by | Higher Ed and Technology: Academics at Chapman

Although this article from Automattic about inclusive design is not specifically about designing course materials, it is incredibly relevant to those of us who are trying to create a more inclusive classroom environment.  I highly recommend that you take the time to read it. Some important points from this article include: Use accessibility practices to

Teaching Untethered with Pano and AppleTV

September 7, 2018 by | Higher Ed and Technology: Academics at Chapman

“Good teachers possess a capacity for connectedness. They are able to weave a complex web of connections among themselves, their subjects, and their students so that students can learn to weave a world for themselves.” ― Parker J. Palmer, The Courage to Teach: Exploring the Inner Landscape of a Teacher’s Life When I teach, I

NGDLE: Next Gen Digital Learning Environment (not your grandmother's LMS)

August 30, 2018 by | Higher Ed and Technology: Academics at Chapman

This Fall at Chapman, we will kickoff a project to explore what platform will best support student learning on our campus. This project will not just examine all of the big Learning Management Systems (like Blackboard, Canvas, and BrightSpaces), but will consider how it requires an entire ecosystem of web-based products and services to support

How are our faculty using technology in the classroom? A graphic of HERI survey results

August 24, 2018 by | Higher Ed and Technology: Academics at Chapman

These results show the findings of the 2016-2017 HERI survey given to Chapman faculty.  What I find interesting from these results is the ubiquity of the use of video content (85%!) and online assignments, which 40% of our faculty are using in their courses:

So your students don’t read their email? Strategies for reaching students on their phones

August 17, 2018 by | Higher Ed and Technology: Academics at Chapman

Articles like “Why we hate using email but love sending texts,” underscore one of the challenges most faculty members have in reaching students that have simply stopped reading their email.  It explains that students don’t like email because: With email, there’s “something actionable” about it, Lauricella says. This means some kind of labour is required,

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