Three weeks in and I’m trying to learn how to steer this ship — I’m getting to the end of the third week of 100% online physics classes. I don’t consider this true online learning, because I think if I had chosen to do this, I would have probably spent close to a year planning how to do it right. …

Example problem — Box on an incline — Here’s a problem that I once gave on an in-class assessment: A 2.6-kg block slides down a frictionless incline from point A to point B. A force (magnitude P = 3.4 N) acts on the…

Help students tap into their creative side for giving alternative assessments in online classes. — This semester in an effort to make my general education physics class have assessments that are slightly-less googleable, I have decided to ask all my students to convert the problems that I am asking them on the assessments into graphical formats such as a comic strip or infographic. The above…

When I wrote how I plan to make exam questions un-googleable, what I probably should have said was less googleable. Let’s go with that instead. Let’s try an example of a problem that is “less googleable”. Here’s what I want to start with: Problem: Lisa throws a stone horizontally from…

Here’s my challenge Teaching an online calculus-based physics class, asynchronously. Using a standards-based assessment and reporting framework. Trying to have an accessible online class which uses universal design principles while also fairly being able to assess student learning. The third item means that (for the moment) I’m not planning to have timed assessments…