Felicia Banks
April 2, 2014
Instructor Goals/Objectives
Build a community of learners
Make learning relevant
Let students know that we care about t...
Making Elearning Work
Help students quantify goals
Help students manage deadlines
Help students buy into the course
How Can We (Instructors) Make
Elearning Work?
Enhancing Lectures
Powerpoint Presentation
Adding a Youtube Video to Your
Powerpoint Presentation
AuthorPoint:Enhancing Powerpoint
AuthorPoint Demonstration
Slideshare Demonstration
Screenr Demonstrations
Elearning Collaboration/Discussion
The Discussion Forum
Prulu Demonstration
Vyew Demonstration
Whiteboard Demonstration
Educational Materials
 Merlot II
 TED Ed
 SnackTools
 Sparklix
 Noteflight
 WritingHouse
 Creative Book Builder
 D...
Merlot II
Merlot II: Psychology Portal
advanced search materials ‎| advanced
search members ‎| search other libraries
Merlot II: DNA from the Beginning
Merlot II: DNA from the Beginning
TED Ed Demonstration
TED Ed Demonstration
SnackTools Demonstration
Sparklix Demonstration
NoteFlight Demonstration
Creative Book Builder
Creative Book Builder
Dipity Demonstration
CourseLab Demonstration
Preparation for Exams:Quizlet
Rewarding The Elearner:
BadgeStack Demonstrations
Other Resources
Battista, L. & and Ruble, V. (2014). Nine strategies to spark adult students’ intrinsic motivation. Retrieved f...
Merlot. (2014). Retrieved from http://www.merlot.org/merlot/index.htm
NoteFlight. (2014). Retrieved from http:/...
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Engaging the elearner: Weapons of Mass Instructions


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Etools that may help to engage the elearner. If you wish to see the video clips, please save this powerpoint presentation and then view it as a slide show.

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  • Good afternoon everyone! My name is Felicia, and I teach General and Social Psychology. Thank you so much for joining me as I present to you, “Engaging the Elearner: Weapons of Mass Instruction.”
  • Our goals/objectives as instructors should be as follows: Build a community of learnersMake learning relevantLet students know that we care about themIncorporate active involvement (with high expectations) for all studentsMake learning fun
  • Promote an enthusiastic exchange of ideas and information among our online studentsBroaden the learning resources we make available in our coursesDiversify our assessment methodsIdentify and employ the best tools to achieve learning goalsProvide timely, relevant, and actionable feedbackClarify course objectives and expectationsEncourage students to draw on past experiences and facilitate a dialogue of discussion with regular active participation.Encourage students to share their own learning expectations and goals related to the course contentProvide announcements and emails with information about the resources available for struggling students (i.e., mentorships, coaching, or counseling services).Provide real life applications through simulations, case studies, and role playing activities.Provide visual aids or even field trips that enhance the students learning and application of learning outcomes.Invite guest speakers that are experts in the field. Experts can pique students’ interests and highlight relevance of the learning concepts being taught.Talk with students about how the class assignments are relevant to future careers.Teach students to reflect and take control over their own learning by using weekly reflections (anonymously, if you like) to solicit feedback about their own performance and where they need to improve.Empower students by teaching them where to find materials and how to use resources in an online college platform that will help them in areas where improvement is needed.Promote schedule flexibilityGet to know our studentsBe approachableUse videos and images judiciouslyFind our voiceUse what’s already available (which is the purpose of this presentation; I will discuss a few tools that can be useful in the elearning environment, which are also known as weapons of mass instruction, because of their ability to engage our student).
  • We can enhance lectures/effectively engage the student through use of the following tools: We can add voice/video to our powerpoint presentations and after doing so, we can share them as lectures with our students.
  • This video provides instructions on how to add a video to your powerpoint presentation (2007 and 2010 instructions are a little different, however there are instructions for both on youtube, if needed)http://www.youtube.com/watch?v=lihAMHeLC60http://www.youtube.com/watch?v=kzM6Cscxm4Uhttp://www.youtube.com/watch?v=q8W6lGHBvQA
  • “AuthorPointLite converts PowerPoint presentation files to SWF (Flash) files that are then uploaded to AuthorPointLite's Web site. Once your presentation is on the Web site, you can link to the provided URL, or you can share it via Twitter and other forms of social media. You can also embed your presentation into a separate Web page.” (CNET Staff, 2009) http://download.cnet.com/AuthorPoint-Lite/3000-2075_4-10719205.html
  • Here is a demonstration of how to incorporate AuthorPoint in the your presentations. AuthorPoint-http://download.cnet.com/AuthorPoint-Lite/3000-2075_4-10719205.html (Demonstration http://www.youtube.com/watch?v=lXWJSW37P2Y)
  • SlideShare is a Web 2.0 based slide hosting service. Users can upload files privately or publicly in the following file formats: PowerPoint, PDF, Keynote or OpenDocument presentations. Slide decks can then be viewed on the site itself, on hand held devices or embedded on other sites.Launched on October 4, 2006, the website is considered to be similar to YouTube, but for slideshows. Although the website is primarily a slide hosting service, it also supports documents, PDFs, videos and webinars.(Wikipedia, 2014) http://en.wikipedia.org/wiki/SlideShare
  • Here is a demonstration of slideshare. http://www.slideshare.net/coachfeliciab/edit_my_uploads (Demonstration http://www.youtube.com/watch?v=G9ShKOeMKb0)
  • Screenr is a web-based screen recorder that makes it easy to create and share your screencasts. http://www.screenr.com/
  • For the sake of time, we will view the first video. However, when you have the opportunity, please feel free to view the other video. Throughout this presentation, I will provide a few videos, however we will only view one/a portion of one video. Here we have a demonstration of how to use Screenr.
  • Screencast-O-Matic is a free screenshot tool that captures screen and Webcam video and saves it or posts it online to YouTube or the program's Web site. (CNET Staff, 2014) http://download.cnet.com/Screencast-O-Matic/3000-13633_4-75734109.html
  • This is the webpage for Screencast-O-Matic.
  • Here is a demonstration of howScreencast-O-Matic works.
  • There are several tools that can be used to engage the student in discussion forums (even during the weeks when there isn’t an assigned discussion forum), these tools are as follows: piazza, prulu, vyew and whiteboard.
  • The discussion forum should: (1) model good communication, (2) Although proper grammar is important, do not overemphasize it to the point that you intimidate students and make them reluctant to post, (3) help students understand our role in the discussion forums and (4) it may be effective to use color for emphasis. (Kelly, 2009)
  • Piazza is a Q&A web service. It can be described as a "mixture between a wiki and a forum" that can be used with learning management systems. https://piazza.com/
  • Here is a demonstration of how to use piazza.
  • “Prulu stores, organizes and presents your class Q&A in a simple, intuitive interface equipped with a smart search engine - and it's free. This toolprovides the instructor and student with a platform to continue communication beyond the classroom meeting times. The goal of this tool is to bridge the communication gap which is currently in place when a student leaves a classroom setting. It is believed that by eliminating this communication gap, valuable time can be allocated to such endeavors as studying for tests by students and preparing lessons by instructors.” (https://prulu.com/about-prulu/)
  • The second video provides a demonstration of how to use prulu.
  • Vyew allows an individual to meet and share content in real-time; an individual can also upload images, files, documents and videos into a room. http://vyew.com/s/
  • Here is a demonstration of vyew.
  • Whiteboard is a touch-friendly (online whiteboard) app that lets you use your computer, tablet or smartphone to easily draw sketches and collaborate with others. http://awwapp.com/
  • Here is a demonstration of how to use whiteboard.
  • During my quest of researching elearning tools, I found the following to have great potential in expanding the information that the student may have learned in the course. I believe that any of these tools: Merlot II, TED Ed, SnackTools, Sparklix, NoteFlight, WritingHouse, Creative Book Builder, Dipity, CourseLab, Edublogs and Scratch could be used as supplemental resources in many different courses (such as Composition, Art, History, Science, Math and Psychology).
  • MERLOT stands for: Multimedia Educational Resource for Learning and Online Teaching. Given the time restraint, we will not watch the video, however I wanted you to see the resources that Merlot II offers both the instructor and student. When/if you venture to this website and you click on the Academic Discipline Communities link, you will see the following webpage. (Merlot, 2014)
  • When I click on “Browse Learning Materials” in the “Psychology” box, this brings me to a list of learning modules (shown on the next slide).
  • When I click on the “DNA from the Beginning” link, it will take me to another webpage where I click on the “Go to Materials,” that page then takes me to another webpage where I select “Classic Genetics, “ leading to the following slide.
  • Merlot II offers modules on many different topics (e.g. music, science and psychology). Many of the topics are explained/demonstrated in simple terms, which could further engage the student by increasing their knowledge on an assigned topic.
  • We could also use engaging videos on TED-Ed to create customized lessons. We can use, tweak, or completely redo any lesson featured on TED-Ed. Currently, I use TED-Ed videos from youtube as a supplemental resource. During the latter part of the week, I will post a video in the announcement section (usually a TED-Ed video), which demonstrates what we have discussed during the week. I believe this method of application may help any student that may be confused about the topic/may be uncertain of how to apply the topic. (http://ed.ted.com/about)
  • This video provides information about TED Ed.
  • This is one of the videos that I share with my students, in the announcement section. This video could help the student understand how they/others process “first impressions.”
  • SnackTools represents a collection of web applications designed to simplify the way people create and manage rich media content online. http://www.snacktools.com/en/
  • I plan to use the flipsnack to help my Social Psychology students apply research methods. Here is a demonstration of how to use SnackTools.
  • Sparklix, a free electronic lab notebook, is useful for documenting your research, collaborating with colleagues and managing projects and tasks online. https://www.sparklix.com/ (Sparklix, 2012)
  • Here is a demonstration on how to use Sparklix.
  • Noteflightis an online music writing application that lets you create, view, print and hear music notation with professional quality, right in your web browser. http://www.noteflight.com/login
  • Here is a demonstration of Noteflight.
  • Writinghouse is free, easy and fast citation builder. You can create a bibliography in MLA, APA and CHICAGO citation styles. http://writinghouse.org/
  • Creative Book Builder is an app designed to enable anyone to create, edit, and publish his or her own eBook in just minutes. (Educade, 2014) http://educade.org/teaching_tools/creative-book-builder
  • Here is a demonstration of Creative Book Builder.
  • Dipity can be used to create an interactive, visually engaging timeline in minutes. You can use dynamic visualization tools to display photos, videos, news and blogs in chronological order (I plan to use dipity to create timelines for both General and Social Psychology courses). (Underlying, 2014) http://www.dipity.com/
  • Here is a demonstration of how to use dipity.
  • CourseLab offers powerful scripting capabilities to non-programmers. This is not my area of expertise, however I believe that our Information System/Computer Science students may benefit from this tool. http://www.courselab.com/view_doc.html?mode=home
  • Here is a demonstration of how to use CourseLab.
  • Edublogs can be a useful tool for composition students (as another creative method of engagement/motivation). http://edublogs.org/?utm_expid=3915942-0.sTB70DfGTIKG85bY3mRpOQ.0&utm_referrer=https%3A%2F%2Fwww.google.com%2F
  • This video provides information about how to use Edublogs.
  • Quizlet provides simple learning tools that let you study anytopic, for free. http://quizlet.com/
  • Here are two videos on how quizlet works, given the time restraint, we will watch the first video.
  • BadgeOS is a powerful free plugin to WordPress that lets you easily create achievements and issue sharable badges as your users succeed (Learning Times, 2014). http://badgeos.org/badgestack/
  • Here is a demonstration of how to use BadgeStack.
  • As you are aware, there is a vast amount of elearning resources (and a few of them happen to be free). I believe it’s worth the effort to research elearning tools that may enhance/engage our students. I believe that we all have something to gain in our quest to improve the “learning” process for our students; we continue to learn more about learning while we exceed the expectations of our students. I certainly hope that you enjoyed this presentation, Weapons of Mass Instruction, and will share one or two of the tools to engage your students, if you are not already doing so. In this slide, you will find a few tools that I did not discuss (I did not want to keep you ALL day), however a few of them may prove useful in your course. Thank you! http://evscicats.com/blog/a-z-elearning-resource-list/
  • Engaging the elearner: Weapons of Mass Instructions

    1. 1. Felicia Banks April 2, 2014
    2. 2. Instructor Goals/Objectives Build a community of learners Make learning relevant Let students know that we care about them Incorporate active involvement (with high expectations) for all students Make learning fun
    3. 3. Making Elearning Work Help students quantify goals Help students manage deadlines Help students buy into the course Help students feel ownership Give examples and non-examples of topics
    4. 4. How Can We (Instructors) Make Elearning Work?
    5. 5. Enhancing Lectures Powerpoint Presentation AuthorPoint Slideshare Screenr Screencast-O-Matic
    6. 6. Adding a Youtube Video to Your Powerpoint Presentation
    7. 7. AuthorPoint:Enhancing Powerpoint
    8. 8. AuthorPoint Demonstration
    9. 9. Slideshare
    10. 10. Slideshare Demonstration
    11. 11. Screenr
    12. 12. Screenr Demonstrations
    13. 13. Screencast-O-Matic
    14. 14. Screencast-O-Matic
    15. 15. Screencast-O-Matic Demonstrations
    16. 16. Elearning Collaboration/Discussion Forum Piazza Prulu Vyew Whiteboard
    17. 17. The Discussion Forum
    18. 18. Piazza
    19. 19. Piazza
    20. 20. Prulu
    21. 21. Prulu Demonstration
    22. 22. Vyew
    23. 23. Vyew Demonstration
    24. 24. Whiteboard
    25. 25. Whiteboard Demonstration
    26. 26. Educational Materials  Merlot II  TED Ed  SnackTools  Sparklix  Noteflight  WritingHouse  Creative Book Builder  Dipity  CourseLab  Edublogs  Scratch
    27. 27. Merlot II
    28. 28. Merlot II: Psychology Portal Search: advanced search materials ‎| advanced search members ‎| search other libraries MERLOT Psychology Portal Visit Main MERLOT Welcome to the MERLOT Psychology Portal! MERLOT is an open online community of faculty, staff, and students who share educational resources for teaching and learning. The Psychology collection in MERLOT contains over 800 learning objects and provides access to nearly 20 different types of materials (including online texts and online courses) across 15 psychology disciplines. The MERLOT Psychology Editorial Board manages the collection and oversees a peer review process that evaluates the applicability of the materials within the collection. Each MERLOT Peer Review provides guidance on how the material can be applied in both online and F2F classrooms. Our collection grows based on contributions of learning objects and teaching materials from across the psychology curriculum, suggested by faculty just like you. We are seeking mobile apps, simulations, videos, and other interactive or prolific materials that you feel help your students to see their materials come alive. Have a suggested resource for us that you think needs to be added? Submit your recommendation here: http://www.merlot.org/merlot/login.htm after you create your MERLOT log in information. . If you have any questions, please contact the Psychology Editorial Board Editor. What's New In MERLOT Browse Learning Materials Contribute Learning Materials Browse Members Directory Browse Virtual Speakers Bureau Visit the Journal of Online Learning and Teaching (JOLT)
    29. 29. Merlot II: DNA from the Beginning
    30. 30. Merlot II: DNA from the Beginning
    31. 31. TED Ed
    32. 32. TED Ed Demonstration
    33. 33. TED Ed Demonstration
    34. 34. SnackTools
    35. 35. SnackTools Demonstration
    36. 36. Sparklix
    37. 37. Sparklix Demonstration
    38. 38. Noteflight
    39. 39. NoteFlight Demonstration
    40. 40. Writinghouse
    41. 41. Creative Book Builder
    42. 42. Creative Book Builder Demonstration
    43. 43. Dipity
    44. 44. Dipity Demonstration
    45. 45. CourseLab
    46. 46. CourseLab Demonstration
    47. 47. Edublogs
    48. 48. Edublogs
    49. 49. Preparation for Exams:Quizlet
    50. 50. Quizlet
    51. 51. Rewarding The Elearner: BadgeStack
    52. 52. BadgeStack Demonstrations
    53. 53. Other Resources
    54. 54. Questions ?
    55. 55. References Battista, L. & and Ruble, V. (2014). Nine strategies to spark adult students’ intrinsic motivation. Retrieved from http://www.facultyfocus.com/articles/teaching-and-learning/nine-strategies-to-spark-adult-students-intrinsic- motivation/ CNET Staff. (2009). AuthorPoint. Retrieved from http://download.cnet.com/AuthorPoint-Lite/3000-2075_4-10719205.html CNET Staff. (2014). Screencast-O-Matic. Retrieved from http://download.cnet.com/Screencast-O-Matic/3000-13633_4- 75734109.html Courselab. (2014). Retrieved from http://www.courselab.com/view_doc.html?mode=home Edublog. (2014). Retrieved from http://edublogs.org/?utm_expid=3915942- 0.sTB70DfGTIKG85bY3mRpOQ.0&utm_referrer=https%3A%2F%2Fwww.google.com%2F Educade. (2014). Creative Book Builder. Retrieved from http://educade.org/teaching_tools/creative-book-builder Faculty Focus. (2014). Six practical strategies to improve your online courses. Retrieved from http://www.facultyfocus.com/seminars/six-practical-strategies-to-improve-your-online- courses/?banner=FF140218mos Higgs, L. (2014). A-Z elearning resource list. Retrieved from http://evscicats.com/blog/a-z-elearning-resource-list/ Kelly, R. (2014). Four ways to improve online discussion forums. Retrieved from http://www.facultyfocus.com/articles/asynchronous-learning-and-trends/four-ways-to-improve-online-discussion- forums/ LearningTimes. (2014). BadgeStack. Retrieved from http://badgeos.org/badgestack/ Lorenzetti, J. (2014). Tips for teaching unprepared students. Retrieved from http://www.facultyfocus.com/articles/effective-teaching-strategies/tips-teaching-unprepared-students/
    56. 56. References Merlot. (2014). Retrieved from http://www.merlot.org/merlot/index.htm NoteFlight. (2014). Retrieved from http://www.noteflight.com/login Novotney, A. (2012). Making elearning work. Retrieved from https://www.apa.org/monitor/2012/01/e-learning.aspx Piazza. (2014). Retrieved from https://piazza.com/ Prulu. (2014). Retrieved from https://prulu.com/about-prulu/ Quizlet. (2014). Retrieved from http://quizlet.com/ Slideshare. (2014). In wikipedia. Retrieved from http://en.wikipedia.org/wiki/SlideShare SnackTools. (2014). Retrieved from http://www.snacktools.com/en/ Sparklix. (2014). Retrieved from https://www.sparklix.com/ Spencer, K. (2013). Five tips for fostering learning in the classroom. Retrieved from http://www.facultyfocus.com/articles/effective-teaching-strategies/five-tips-for-fostering- learning-in-the-classroom/ TED Ed. (2014). Retrieved from http://ed.ted.com/about Underlying. (2014). Dipity. Retrieved from http://www.dipity.com/ Vyew. (2014). Retrieved from http://vyew.com/s/ Whiteboard. (2014). Retrieved from http://awwapp.com/ Writinghouse. (2014). Retrieved from http://writinghouse.org/