Welcome to the Teaching Online Pedagogical Repository!
The University of Central Florida's (UCF) Center for Distributed Learning (CDL) offers the Teaching Online Pedagogical Repository (TOPR) as an open resource for faculty and instructional designers interested in online and blended teaching strategies. Each entry describes a strategy drawn from the practice of online/blended teaching, depicts this strategy with artifacts from actual courses, and is aligned with findings from the literature.
The latest entries are located at the bottom of this page. Please visit the TOPR website for access to our legacy collections.Please visit the TOPR website to join the mailing list so you can be kept in the loop about revised dates.
Want to share an exemplary online/blended teaching practice with the world? TOPR submissions undergo a peer-reviewed process. While entries can be submitted year-round, they will be formally reviewed during the next Call for Submissions timeframe which is open in Spring 2027 . Please download and use the Strategy Entry Template when making a submission to TOPR.
When the Strategy Entry Template is complete, click the 'Submit Your Idea' button below to officially submit your entry for peer-review. Accepted entries have been published on the TOPR site.
Entries from 2024
More Inclusive Assessment: Applying the UDL Framework and Transparent Assignment Design (TAD) to Reimagine a Writing Assignment as a Multimedia Asynchronous Discussion, Megan N. Eberhardt-Alstot
Promote Social Goal Setting in an Asynchronous Icebreaker and Follow-up Activities, Emily Franklin
Transferring Field Based Experiences into Multiple Sources of Online Content, Nicole Stahl and Wendy Howard
Entries from 2023
Applying the DEAL model of critical reflection in blogs to maximize student learning, Karen Edwards, Amber Fallucca, and Lydia Frass
Bringing Roleplays into the Online Course Environment by Writing Scripts, Skylar Davidson
Creating Weekly Introduction Videos to Facilitate Successful Navigation of Course, Tammy Chandler
Enhance Collaborative Online Learning and Skill Building with Learning Activities Using Shared Templates, Heather Thomson
Implement “biographical disruption” as an anchor for critical reflection in online learning, Christopher J. Cachia
Leveraging lecture passwords to humanize your online course, Meredith Butulis
The Power Flower: Inclusion and Diversity Activity, Marwa Younes
Entries from 2022
Hooking the Students to Prompt Reflection and Discussion, Angela Danley
Entries from 2021
Using Zoom Polling Feature to Increase Student Engagement and Learning, Alyssa L. Albrecht and Ashley Rae Salter
Entries from 2019
Ask Students to Lead the Online Discussion, Shamika Mitchell
Build an ePortfolio to Showcase Mastery of 21st Century Skills, Cherie van Putten and Roberta (Robin) Sullivan
Create a Case Method Group Activity to Engage Students in Critical Thinking, Amanda Major and Revathi Viswanathan
Create Structured Discussion Prompt to Reduce Ambiguity, Reinforce Purpose, and Promote Discourse, Steve Covello
Implement student video introductions to foster social presence, Alex Fegely
Scaffold Online Discussion through ‘Steering’, Irina Verenikina, Janine Delahunty, and Pauline Jones
Strengthen Peer Review by Promoting the Lens of Design, John Gonzalez and Lorna Gonzalez
Using Class Announcements to Make Content Connections across Weeks or Units, Nicolas Pares, Molly Smith Dr., and Allison O'Grady
Using Standards-Based Rubrics to Facilitate Online Peer Assessment, Response, and Reflection, Jackie Dipzinski
Using “Start, Stop, and Continue” to Gather Student Feedback to Improve Instruction, Angela Danley
Using Voicethread for Online Debate, Janet Mannheimer Zydney
Utilizing Active Learning Techniques to Promote Application of Knowledge, Adam Wells