Online Course Peer Support Form Page 10
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Principle 7: Good practice respects diverse talents and ways of learning.
People bring different talents and styles of learning to the learning environment. Some
bring a wealth of relevant experience to a course, while others may new to the topic at
hand. Likewise, students who are strong in a discussion situation may be less adept at
lab or studio work. Students need the opportunity to demonstrate their talents and to
“personalize” their learning so that it is relevant to them. It is also important to give
students opportunities to learn in ways that may be less comfortable in order to improve
their learning skills.
Examples of evidence to look for:
•
Use of a variety of assessment tools that gauge student progress.
•
Alternative assignment options that allow students to demonstrate their
progress in a manner that is best conducive to their talents. For example,
a podcast might be allowed as learning evidence instead of a written
paper.
•
Supplemental online materials are provided to students who lack
prerequisite knowledge or who would benefit from having content
presented in an alternative manner.
•
Timely, corrective feedback for online activities.
•
A positive online climate where students are encouraged to seek
assistance with course content and learning activities if needed.
•
A policy for accommodations that is stated on the course syllabus.
•
Accommodations are proactively offered for students with disabilities.
Where to look:
•
Course syllabus
•
Instructional materials / Assignment directions
•
Assignment dropboxes and e-portfolios
•
Discussion forums
Resources:
•
“Learning effectively by understanding your learning preferences” –
•
“Classroom assessment techniques” -
•
Accessibility in course design forum on PSU Learning Design
Community Hub -
•
Office of Disability Services Faculty Handbook –
Back to Criteria
Adapted from Appendix C-5e: YCCD Peer Observation Form for Faculty Teaching, Penn State Peer Review & Fairmont State College
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