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If you're creating screen recordings or video tutorials to demonstrate a process, whether it's how to use a tool, navigate a website, or perform a task, you’re already doing valuable work. As someone with a background in education I was surprised by how little practical training I’d received in digi

Discover how compassionate online course design can help you put flexibility, peer support, and motivation at the heart of the online learning experience.

Todd Zakrajsek, UNC-Chapel Hill; ITLC-Lilly Conferences on Evidence-Based Teaching and Learning Artificial intelligence (AI) has become synonymous with efficiency and outcomes in higher education. I have read much about how AI can be used for scheduling, drafting email responses, resource management, and checking references. AI is also often used to create lecture outlines, simulations, problem-solving activities, formative assessment analyses, and content mapping. Without question, there is muc

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10 Tips from Smart Teaching Stronger Learning Amazon | Bookshop | Barnes & Noble Subscribe for the newsletter: retrievalpractice.org/subscribe More information about the book: retrievalpractice.org/smart-teaching Retrieval Practice: Smart Teaching Strategies for Stronger Learning by Dr. Jan...

These nine strategies make it quick, fun, and easy to build retrieval practice into any lesson.

“Sending you light” felt kind to say when I heard a colleague wasn't feeling well. But I soon learned, it wasn’t what they needed. That was the moment I realized: Even our most well-intentioned words can miss the mark if we don’t ask or know what support actually looks like. April is Neurodiversity Acceptance Month, and I’ve been learning and reflecting on how often traditional ideas of comfort, calm, and connection are built around social norms—and how that unintentionally leaves people out. Here are two moments from last week that shifted how I show up: 💡 Sometimes people need darkness, not light. When someone is overwhelmed—by migraines, sensory overload, or emotional exhaustion—“light” can feel like pressure. What they may need instead: rest, stillness, and silence. 🌟 Shout out to Melissa Arcand for teaching me this one! 💡Stillness doesn’t calm everyone. After reading Karen Catlin’s “5 Allyship Actions You Can Take Today” and in conversations with panelists from Bonterra's "Neurodiversity at Work" Lunch and Learn, I realized how often we associate deep breathing and stillness with calm. But for some Neurodiverse individuals, movement—rocking, tapping, pacing—is what regulates and soothes. Stillness can feel like stress, not peace. 🎬Here are 5 more small shifts that can carry a big inclusion impact: 🔸 Eye contact isn’t a universal sign of respect or engagement. Listening matters more than where your eyes land. 🔸 “This is easy” can unintentionally exclude. Instead: “Here’s a breakdown” or “Let me know if anything’s unclear.” 🔸 Silence doesn’t mean someone’s disengaged. It could mean they’re processing or reflecting. Give space. 🔸 Movement on camera can help some focus—but distract others. Co-create norms: speak up, use speaker view, turn off self-view if needed. Empathy works both ways. 🔸 “Happy hours” aren’t happy for everyone. Offer quiet, asynchronous, or one-on-one connection options too. These may seem like small adjustments—but they’re part of building the kind of workplace where every kind of brain and every kind of brilliance belongs. Inclusion lives in the details. Allyship lives in the questions. Empathy lives in the pause. Let’s keep learning. Let’s keep listening. Let’s keep growing. #NeurodiversityAcceptanceMonth #InclusiveLeadership #Allyship #Belonging

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Inclusivity starts with correct name pronunciations, Constanza Bartholomae writes.

Barry Sharpe, Western Governors University  Keywords: 3-2-1 Report, Backward Design, Elaboration Key Statement: Anchoring a course with the 3-2-1 Report can strengthen backward design and expand opportunities for students to use elaboration as a learning strategy. IntroductionThe 3-2-1 Report guides student note-taking by prompting students to reflect on their learning and consider where they are still struggling (Van Gyn, 2013). Common features of a 3-2-1 Report include: • Three things you have

Executive functioning skills are critical to memory, attention, organizing, and planning—among many other tasks important to learning and teaching. In a recent workshop, CETL explored how instructors

A recent Chronicle of Higher Education essay suggests that classrooms are nonsocial spaces where facilitating belonging is not within educators' scope of practice. We forcefully disagree.

Making students feel they matter can dramatically improve lecture attendance. Here are ways to do it

Want your students to have rich, complex conversations about the texts they read? This method leads to the kinds of classroom discussions you thought only happened in college.

Accessibility Courses & Certifications for Designers 2 Course List- Digital Accessibility Education, Training, and Certification (W3) 2 Digital Accessibility Foundations - Free Online Course 2 Certified Professional in Accessibility Core Competencies (CPACC) 2 An Introduction to Accessibility ...

Last fall, at the Illinois Higher Education Equity Conference hosted by Southern Illinois University-Carbondale, I witnessed a transformative moment that would challenge how I understand student success in higher education.