The implications and consequences of technology demands are vitally important — yet nowhere to be found in our course outcomes.

Think of a writing classroom. What can we badge there? Can writing earn badges? How can we determine whether writing goals are met?

It's tough to help students understand what we mean by “research” — it needs to be actionable (specific) yet transferrable (general). Here’s one solution.

Those who obsess over learning outcomes should ensure outcomes are flexible enough to allow for individualized learning, not rigid for standardization.

Using descriptive assignments give students more confidence because they see the goal but have flexibility to forge their own path to get there.

There is a difference, perhaps subconscious, between a hybrid and a blended approach to education, and the different terms indicate different priorities.

Peer review should be the focus of writing classes because it moves students through all steps of Bloom's original (1956) taxonomy.

We often expect students to peer-review work for class. How often do we peer-review the texts we distribute in class? How about citing sources in syllabi?

When designing a course for a new delivery mode, we need to realize that it is indeed a new course, one that needs reinvention, not translation.

Effective online education enhances the student/teacher connection, enhances a student’s ability to learn, or utilizes online tools as the curriculum.