I first heard about PhotoVoice when I participated in a 2015 webinar in Creating and Sustaining Effective Online Discussions: Strategies to Foster Critical Thinking and Student Voice.
At the 12:28 minute mark is when the presenter talks about photovoice.
We have since adapated the photo voice activity in a variety of different ways.
This year I am participating in a Center for Teaching and Learning Faculty Learning Community on Specifications Grading. My main goal is to learn all that I can about specs grading from reading the book and from other faculty who are currently using this technique in their teaching.
Here is a link to the book. I’m also posting some articles in the blog, too.
https://www.amazon.com/Specifications-Grading-Restoring-Motivating-Students/dp/1620362422
This book, Make it Stick: The Science of Successful Learning is what the UVM College of Medicine Active Learning team is using as a framework for their redesigned active learning curriculum. I am now working with some ideas from the book to integrate into our online public health courses such as pre-module quizzes, reflection and self-assessment and more.
Here is the letter that the UVM Active Learning team sent to all of the Class of 2022 students.
And the book…
This Vocaroo tool is great if you want students to create a podcast or other audio resource. It is free, quick and simple to use.
https://vocaroo.com/
From Wiley Education Services
As of December 2025, this link is no longer valid.
https://edservices.wiley.com/tips-designing-moderating-large-online-courses/
As we move to having more large online classes in our public health program, this is a helpful resource.
After many years of working with a public health survey course we realized students come to the class with varying ranges of experience using reference citations for their writing. This semester we tried something new. After the fourth week of the course we asked students to pause and reflect on their AMA citations. The assignment was explained as follows.
For this first reflection we’d like you to take some time to reflect on your progress so far with AMA citations.
In a one or two paragraph reflection let us know the following:
Once all of the students turned in their reflections we consulted with the UVM Public Health librarian, Donna O’Malley and she wrote out responses to the questions. That was then turned into a FAQ document.
This document has now been integrated into the fourth module when they do their AMA reflection and it will now become required reading for students to complete prior to writing their reflection. We will be interested to see the next round of reflections and the nature of student questions.
The following is a great resource for anyone who teaches online. I highly recommend subscribing to the TOPkit Digest which is sent out on a regular basis with relevant and timely resources related to teaching online.
The following is a book that was recommended to read if interested in ePortfolios in learning.
The following is a discussion based activity we developed for an Epidemiology for Practice online course. The module focused on sources of data for use in Epidemiology and this activity asked students to apply and intergrate measures of morbidity, mortality and descriptive epidemiology into their graph/map interpretations.
This activity allows students to create the content for discussion. By allowing them to explore the given CDC websites they were given the opportunity to choose a topic area and create a graph/image based on their own personal interest.
Explore the following websites. Please spent at least 10 minutes on each site before choosing a graph or map.
https://www.cdc.gov/obesity/data/adult.html
https://www.cdc.gov/obesity/data/databases.html
2. On one of these sites, find a graph or map that interests you. Here is a tutorial on how to save your graphs or maps in order to post them to the discussion board. Try not to use a graph or map that someone else has already posted. If possible, I hope to look at 16 unique images.
3. We will then have a graph or map interpretation discussion. When posting to the discussion board, you will post your image and INTERPRET your graph or map. In doing so, you will apply measures of morbidity, mortality and descriptive epidemiology that you have been learning. Try to be as concise as possible and focus on the MAIN POINT of the graph. Please watch this second tutorial BEFORE posting your graph the discussion board.
4. Please respond to two of your classmates’ interpretations. Your response will be in the form of a collegial critique. Do you have the same interpretation as your colleague on their particular graph? If so, why/why not? What is the strength of their piece? Offer at least one suggestion to your colleagues on their graph interpretation.
Recent Comments