Is your online course in need of revisions? At some point in time, your virtual learning environment is going to require a makeover. Perhaps content or technology has changed significantly, maybe there are more up-to-date materials that can be incorporated, or you may have inherited a course that you did not design yourself and would like to better reflect your teaching style. Fortunately, course revisions are one of the many services that instructional designers at the Center for Instructional Technology and Training provide.
Do you ever pause in the middle of a conversation and notice the other person’s eyes have glazed over? Have you ever offered up an exciting idea only to have the rest of the room act like you read them several pages of the U.S. tax code? I guess I’m just trying to say that sometimes I feel like I’m the only one who likes talking about rubrics.
UF recently equipped each registrar-owned classroom with an annotation capable display, which you may have heard referred to as an annotation monitor. These monitors allow you to write on them with a stylus and are used for a variety of purposes in both K12 education and higher ed.
Each year, the University of Florida (UF) recognizes employees who go above and beyond by awarding them with the UF Superior Accomplishment Awards. On February 17th, Division 1 award winners were announced, and they will now have the opportunity to move forward for the university-wide awards in April 2021.
Workforce number and quality were pressing concerns raised by a National Academy of Medicine workshop directed by Dr. Christopher R. Cogle, UF professor, on the use of computers to guide therapy in cancer patients. Answering that call, Dr. Cogle created a graduate course on precision oncology and reached out to the CITT for assistance with evaluating its success. Preparing future professionals for the pace of innovation was a challenge that could only be overcome by training them to work as a multidisciplinary team. As a clinical oncologist himself, Dr. Cogle assembled UF and Shands colleagues in clinical pharmacy, genetic counseling, bioinformatics, and instructional design to create and evaluate a Precision Oncology course for biomedical science and pharmacy graduate students. To gather student feedback on the collaborative, case-based learning course design, our team conducted a focus group with the small class. The findings were recently published in BMC Medical Education (IRB study #202000032) and are summarized below; hopefully, they will serve as inspiration for enhancing career preparation activities in your own courses.