5.2 time management

Students need help in learning effective time management. Allocating realistic amounts of time means effective learning for students and effective teaching for faculty.
–Seven Principles – Arthur W. Chickering and Zelda F. Gamson

These tips are specifically directed to students, but we all can learn something new, too.

Web-based Research

There are lots of different web search activities. For the module on research and trusting sources, I ask students to find a wikipedia article of interest to them and look at the history and discussion as well as the text of the article. I have them report their findings in a discussion so everyone can see their selections and analysis. The results are wonderful. For the most part Wikipedia is a good resource, but it is clear to students after this assignment, that they really need to find other sources as well – which was the learning objective.


Learning outcomes

Projects requirements are often pretty open-ended so each student figures out what they think is “enough” to complete the assignment. Everyone will be different – figuring out the requirements, learning to do the work, amount of effort, time to do the work, interest in the subject, personal guidelines, what you “think” the teacher wants to see…

There is a lot more to doing projects than just doing a bunch of problem sets. Is there an opportunity to ask questions to help find some “boundaries” for the work? How “big” is this project based on points? What is being asked? Are you adding in requirements that aren’t there? What are you supposed to learn by doing this project?

This is making a case for giving students more information as part of project assignments. Teacher-provided rubrics are good. Student-developed rubrics are worth considering. Providing the learning outcomes helps students focus their work to ensure that the work they do is appropriate to the actual desired outcomes in a reasonable timeframe.

I ask students mid-semester how much time they spend doing the assignments. I work with students who spend too much time – yes, this is as big a problem as those who spend too little. Some students do it because they are really interested in the subject. Others have study skills problems and benefit from intervention and a reality check.

Summary and Reflection

from TSL …

This covers a lot of material that can be used in many ways within conventional classroom teaching as well as in hybrid, blended or fully online learning.

  • Reviewing your course against the entire Course Evaluation Checklist, how are you doing? Are there specific areas that will help your students engage in your course content? Are there specific actions that you can take that will contribute to supporting learning and retention?
  • Looking back at your introduction and expectations, how would you summarize your learning experience? What were your expectations when you started this course? Have your expectations been met? What one thing could YOU have done differently that you would have benefited from?

Using discussions and grading rubrics

Discussions can be used for “assignment submissions” and peer reviews. Additional points can be given for content, such as results from an online search assignment, as well as for discussion participation. This is a great way to extend student-student interaction and discover new online resources.

Here are several discussion forum grading rubrics. Some are very explicit in the form of the posts. Points and criteria will vary depending on the subject matter, grade level and learning objectives for the discussion.

More than discussion rubrics
Other rubrics by assignment type

TSL Summary and Best Wishes

That is about it for this Technology Supported Learning workshop, other than to thank everyone for coming along.

Technology is having a profound and lasting impact on teaching and learning. As professional educators, we have a responsibility to be part of the process by integrating appropriate technologies in our work.

Learners live in society that relies increasingly on technologies of all sorts. While our roles as educators remain the same, our tools and methods require continual updating to meet the needs of our learners and the world we live in. The Seven Practices are as important as ever. How we bring these to our teaching is changing and improving as technologies enable us to support learners in new and exciting ways.

Best wishes for safe passage on this incredible journey – teaching and supporting learning.

7. Respect diverse talents and ways of learning ..2



  • Diversity of learners – What learning styles, learning modality, cultural differences do students exhibited in your classes? How do you accommodate these differences? Do you offer a choice of assignments? Do you see a connection between the use of technology and learning styles in your students?


  • Cultural influences – How does culture and diversity influence the course presentation and conduct? Does the asynchronous nature of some technology enhancements, such as discussions, change the culture of the class? Does technology promote freedoms or provide restrictions relating to any or all forms of diversity?
  • Online collaborative writing experience – Do you include activities where everyone contributes to the wiki? Have you tried collaborative writing yourself? Throughout this workshop, we have talked a lot about technology and learning. Are there specific examples either from your own practice or ideas based on the workshop materials where student retention is improved through application of technology? Add your thoughts and suggestions to the Wiki page – Collaboration.
  • Whose learning style? – What are the implications for student / instructor learning style differences. How does the learning style of the instructor affect how the course is conducted? Does the subject dictate the primary presentation style?
  • How are you doing? Review the criteria for 7. Respect diverse talents and ways of learning in the Course Evaluation Checklist. Any new insights or applications to share?

7. Respect diverse talents and ways of learning


The seventh and final principle concerns Diverse talents and ways of learning. Learning styles, modality, cultural influence all play significant roles in the differences in students within a class.

Learning outcomes

  • review learning styles, learning modality, cultural differences
  • discuss impact of technology and learning styles
  • plan and add activities to own course to address learning modality differences
  • discuss implications for student / instructor learning style differences


One of the most exciting aspects of technology enhanced instruction is the ability to provide learning experiences that acknowledge and encourage this diversity, in ways that are not practical, or even possible, in traditional classroom teaching. … 7. Respect diverse talents and ways of learning


  • Accessibility issues – What are required accommodations for students with disabilities? What kinds of disabilities do your students have? What accommodations have you had to make?