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TILTing Your Online Assignments

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Even when you think you have clearly outlined the expectations for an assignment, there are often students who are confused about what they are supposed to do and how they are supposed to do it. Sometimes they figure it out along the way, but too often they either waste time because they do not understand the assignment, turn in something that is not what you were hoping for, or give up all together.

All students benefit from transparently designed assignments (Winkelmes et al., 2016; Winkelmes, Boye, & Tapp, 2019). These assignments 1) have a clearly defined purpose, 2) list the tasks students will perform, and 3) explain the criteria for success. The Transparency in Learning and Teaching (TILT) Higher Ed Project has found that students in more transparent courses generally indicate improvements in their academic confidence, sense of belonging, and employer-valued skills, especially for underserved students. This session will explore the compelling evidence for the effectiveness of TILTed assignments and will offer techniques for applying evidence-based practices that create clearer assignments.

Facilitators:
Jesse Bishop, Georgia Highlands College
Jordan Cofer, Georgia College
Denise Domizi, USG
Rod McRae, University of West Georgia
Marina Smitherman, Dalton State University

When
June 23rd, 2020 from 11:00 AM to 12:00 PM
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