Accessibility in online education ensures that all students–including those with a disability–are able to access course materials and tools and receive an equivalent education.

Even when we’ve spent months designing an organized and well aligned course, we all know that as soon as we launch the course, a tide of unexpected changes and exciting tangents will pull us a bit away from our original plans. Things never go exactly as planned, and as we navigate the semester we always learn something new.

When I first learned about learning analytics, I had a narrow view of what that was and how it could improve my teaching. For years, I used it sparingly. I roughly estimated the difficulty of some test questions, but it was too challenging and time consuming to implement a thorough, data-driven analysis of a pen-and-paper exam. But now, technology-enhanced teaching is more prevalent, even for in-person courses; meanwhile, expanded computing power is giving us the ability to do more with the information our learning management systems collect.

Artificial Intelligence, or AI, is a hot topic at the University of Florida. UFIT Research Computing recently announced that their supercomputer, HiPerGator, ranks #2 in the nation among supercomputers operated by public universities in the US and serves as a powerful tool for AI and machine learning research applications. But how will AI impact your teaching? AI can make a difference in the teaching of your class at UF, from integrating the use of AI in assignments to using AI to make entirely new interactions possible!

It’s important to keep your content fresh when teaching an online, flipped, or hybrid course, and that includes your video recordings. A good rule of thumb is to review the video content in your course at least once every three years and make updates as necessary, but if your course covers current events or an emerging field, you may want to review your videos more often.