Author: Eva Grouling Snider

Canvas Quick Tip – Personalize Your Course Card with a GIF

August 30, 2023 by Paige Waters, Eva Grouling Snider

Learn why and how to use a GIF as your Canvas course card, welcoming students to your course with some fun and flair. When students access their Canvas dashboard, your course shows up as one card among many. Your course card image is the only part on the main dashboard you can customize to make […]

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There Is No Perfect Length for Instructional Videos

July 12, 2023 by Eva Grouling Snider

Arguments for a particular length of instructional videos miss the mark: engaging video can be any length, from less than a minute to more than an hour. If you listen to the commonly accepted wisdom, every instructional video would be a TED Talk: polished production values and a strict 10-15-minute time limit. In a previous […]

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Quick Tip to Get More Students Watching Your Videos

May 17, 2023 by Eva Grouling Snider

Learn about a simple tweak to your video scripts that can increase how many students engage with your instructional videos. You spend hours developing an instructional video – preparing the script, adjusting lighting, recording multiple takes, and trimming and combining. You put it up on your course site for students, then check back in after […]

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What Role Should Smartphones Play in Education?

April 26, 2023 by Eva Grouling Snider

Examine data from students about smartphone usage and consider how this affects the place of smartphones inside and outside the physical classroom space. In a previous post, I advocated for taking a “mobile-first” approach to course design, offering 10 teaching practices that benefit students accessing your course from mobile devices. In this post, I want […]

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Helping Students Fit Education Into Their Lives (Part 2)

April 19, 2023 by Eva Grouling Snider

In this special two-part blog post, we examine what Ball State students say about flexibility and how teachers can offer students flexibility so they can fit their education into their busy lives. In Part 1 of this two-part blog post, we examined what students have to say about flexibility. Both quantitatively and qualitatively, Ball State […]

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Helping Students Fit Education Into Their Lives (Part 1)

April 12, 2023 by Eva Grouling Snider

In this special two-part blog post, we examine what Ball State students say about flexibility and how teachers can offer students flexibility so they can fit their education into their busy lives. Our students need flexibility in their education. As the cost of higher education has risen, the days of students managing 40-hour weeks between […]

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The Siren Song of Comprehensiveness

February 22, 2023 by Eva Grouling Snider

Are teachers too focused on comprehensiveness, trying to cover everything about their topic? What would teaching look like if we all just taught a little less? How much should my students learn in my course? This may seem like a strange question—especially compared to the more salient what students should learn—but it’s been on my […]

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What We Can Learn from the Learning Styles Myth

February 1, 2023 by Eva Grouling Snider

Learning styles are a myth – the research is conclusive. What can we take away from this myth, though? What, if anything, can be salvaged from learning styles theory and its relation to empirically-backed learning theories? I have a confession to make. Until recently, I believed in learning styles. I may not have been a […]

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You Don’t Need to Be a YouTube Star

January 18, 2023 by Eva Grouling Snider

When recording videos for your class, polish matters less than you think. Learn why and how to let go of the idea of a “perfect” video and embrace some jankiness in your teaching. If you’re tentative about making videos for your students, this post is for you. When I started making videos for my classes, […]

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Rethinking Syllabus Disability Statements

January 4, 2023 by Eva Grouling Snider

Consider how to craft a syllabus disability statement that students will read and will encourage them to seek help with their learning. When you include a disability statement on your syllabus, do your students… Of course, we’d like to think that it’s always C. Unfortunately, many students at best ignore disability statements and at worst […]

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