As a new instructor, I'm finding my biggest challenge is being able to come up with constructive ways of using class time. Generally, I have 3 or 4 days per subject with about 3 hours to fill each day. Since I am teaching at a vocational college, the subject matter to be covered is fairly limited. That means I run out of things to say by the second day. Any advice for coming up with lesson plans that will cover all of my allotted time?

Among students who are motivated and committed to attaining an education, what are the significant problems that adaptive learning may solve?

Can gameification be over used

I wonder what training System Engineers will need to be effective in the adaptive learning environment.

I wonder how students feel about loosing the personal touch

With many faculty "owning" the syllabus (or the curriculum team), how do various schools engage the full slate of teaching faculty to adopt adaptive learning? What have been some success stories - especially where there is high utilization of adjunct faculty?

RIck

Is this a fad?  Is adaptive learning being used just because of technology?

I would like to integrate adaptive learning in Culinary Arts labs. I've had success with forums - students discussing ideas - but how can I use adaptive learning elsewhere?

Since culinary school is very hands on and the classes rely on moving students through the curriculum at an accelerated pace in order to finish within the alotted time, how can adaptive learning be implimented here in order to avoid students falling behind?

can a pop quiz be added any time during the class time or first thing in the morning.

Is there some thing to help gauge your time mangement for certain lessons or games.

What are some Apps that you find helpful in teaching Hospitality? How do you ntegrate them in your courses? Interesting minds would like to know. ;)

Sometime I notice patterns after I have graded a stack of tests. It might be that students did particularly poorly on the TF, or on the Multiple Choice. I will do an evaluation by listing scores with intended weighting, then reworking the scores as if the point values of test sections were realligned.  There is no definite pattern as to when or if a particular section appears to have been more problematic, but sometimes this does occur.  On a recent exam, just about every student made more errors on the MC than on the TF. I ended up reducing the Point value on the MC to 2 from 3 points, and shifting those extra points among the TF and the essay questions.  Virtually every student ultimately earned a higher score!  I would not do the shifting if any student were to suffer-I would come up with a better "solution." There was no need to throw the test out or give a supplemental exam.  I DO not ever have to curve exams. Perhaps i might if I deemed it necessary, but I assume I adequately prepare my students for my rigorous exams and it generates very reasonable results. I do actually explain to students when I make these adjustments.

I teach an ADN course for an accelerated program and have found that there is almost always 1-2 students who have no health care background at all. This is frustrating not only for me but also for the other students, since it tends to bog down class time with explaining things that for the most part should have been known or experienced prior to them entering the program.  I try to give these students more time in tutoring, but I also think that the choice to attend an accelerated program may not have been best for them. Since I don't have input into who enters the program, I find myself searching for ways to improve the class time for all involved. Any suggestions?

When looking at my audience I look at my group diversly, so that I can meet the needs of all who are there. Usually I'll have a group betweeb 18-35 with a total of 9 and the 10th individual being my 50 year old. Because the age bracket is different I speak to them all at the same time on the same level as not to make my elder student fill left out. Looking at my audience being from different geopgraphic backgrounds also helps for me to better explain certain topics. 

This section explains what were many somewhat enigmatic mindsets to those who have taught in the conventional classroom.

I really like the idea of students natural ability to compete.  I also enjoy having fun in class so this is a technique I will definitely use. 

I never knew that gamification can be used in an online environment. I will start to use some of this theory in my class. 

I have not heard of personlized learning. Is there any references on this subject. 

Thanks 

Once a course is built with included tutorial help, I assume the class can, then be used at numerous campuses. This would mean the instrcutional need would be much less as one instructor could teach the class at multiple campuses.