Corritore Back to Basics Poster
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This is the poster presentation at SLOAN 2009 entitled Sucessful Onine Courses: Back to Basics with Successful Business Approaches. Given by C.L. Corritore, Creighton University.
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Moving Student Presentations Online
Pennsylvania State System of Higher Education Virtual Conference, February 16, 2016
Kim Kenward, Justin Melick and Rosemary Cleveland
Our conference presentation will help faculty and instructional designers identify technology resources and assignment design considerations for supporting online student presentations. This session will also provide information on the role of student project partners to facilitate student engagement opportunities for peer review, feedback and building online community.
YouTube-online
This document summarizes a presentation about using YouTube to extend microteaching sessions for pre-service teachers in an online teacher education course. Students created YouTube videos of their microteachings to practice teaching and receive feedback. Key findings included that students got to know each other by discussing their videos, learned the technology quickly with peer support, and their videos provided a valuable performance-based assessment of their teaching skills. However, some videos focused too much on content and not enough on engaging students. Overall, the YouTube project provided valuable practice and assessment, but improvements are still needed to better align the course with a performance-based approach.
CIT2017 - Virtual Reality & Student-Created Video for Learning
Considers an online class that used virtual-reality meetings and student-created videos to build knowledge about a complex topic.
Oclc Learningstyles
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Creating your own online business information management course
This document summarizes an online business information management course created by Renata Geurtz. The course aimed to fulfill curriculum requirements, introduce students to online education, and provide a similar experience to a classroom course. It included instruction, assignments, and assessments accessed online. Students met with the teacher 13 times and completed the course at their own pace over the school year. 14 students from two high schools completed the course. The online course included a virtual classroom, textbook, instructional videos, file storage, teacher-student interaction, and some student collaboration. Student feedback was generally positive about the flexibility and skills learned, but some suggested changes to assignment formatting, communication, and screen students more carefully. The teacher concluded it was a good opportunity
Rethinking student feedback
Student feedback is a hot topic in higher education, with students demanding more of it, quicker. This session discusses a project that attempted to define the concept of feedback from both a student and faculty perspective and then develop workflows and possible extensions to Blackboard to improve the creation, delivery and learning from feedback.
Not another paper presentation
This document discusses technology approaches to final projects that are more engaging for students. It provides examples of video, wiki, podcast and timeline projects. Some benefits highlighted are that they foster critical thinking, are more engaging for today's students, and allow students to demonstrate multiple intelligences and creativity. Rubrics and learning objectives are important for assessment. Instructors are encouraged to provide support and options to opt for traditional papers for students less comfortable with technology.
Professional development day elearning
The document discusses quality standards for online course design and delivery. It introduces the Quality Matters rubric, which is used to review online courses based on 40 specific standards across 8 general categories. Courses must meet all 17 essential standards and score a minimum of 72/85 points. The document also provides an example agenda for using Elluminate Live! for online instruction, including sessions for introductions, collaborative activities, and recorded lectures. Tips are provided for effective use of the online conferencing tool.
Edu614 Session 1 Summer 2012
This document outlines the agenda for the first session of an education technology integration course. The agenda includes introductions, a poll, a presentation on why technology is important, a review of the syllabus and course overview, instructions for logging into the school system and email, a technology skills assessment, an overview of the online class platform, and introductions to Twitter and Diigo for educational purposes. The goal is to get students logged into relevant online systems and introduce them to the key concepts and tools that will be used throughout the course.
Vinod First Iteration of Course Design
Vinod has been redesigning his course since 2006. In a sense this is more like a 3rd iteration for him. In this one he focuses on online discussion and jigsaw learning
IGNIS 2017 - Marcia Pedersen and Anita Peng 052317
May 25th, 2017
Engaging Students Online with Web-Conferencing
Marcia Pedersen and Anita Peng
Bellingham Technical College
Postgraduate Certificate E-learning
Presented at the JISC-RSC ‘Learning in a Digital Wales – Dysgu mewn Cymru Digidol’ conference, June 30th 2010
Aspects of online teaching and learning
The video discusses the key advantages and evolution of online learning. It highlights how online learning provides flexibility without constraints of time and place. It also discusses the purpose and functions of course management software in facilitating online learning experiences. The articles and chapters further discuss challenges and recommendations for online teaching, including managing plagiarism, intellectual property issues, and the future growth of online and blended learning models.
Final Webinar Macul
This document summarizes a webinar presentation about using webinars in K-12 education. It discusses why schools are incorporating more online learning and webinars, provides examples of how teachers can use webinar platforms like DimDim to provide instruction, and outlines best practices for conducting an effective webinar session, including being well prepared, allowing participant interaction, and addressing any technical difficulties that arise.
You tube-cit-2010-v2-web
1. The study examined using YouTube to have pre-service teachers create microteaching videos for an online teacher preparation course to practice instruction, get peer and instructor feedback, and develop networks.
2. Students initially struggled with the technology but quickly learned, and the videos helped the instructor better understand students' teaching styles and personalities.
3. While the scientific content was generally strong, many videos were too focused on content delivery rather than engaging or interesting for K-12 students; scaffolding and modeling of best practices is needed to improve instructional skills.
4. The study found video creation a valuable assessment for online courses, but recommendations include stronger alignment between video criteria and desired outcomes, as well as more specific peer
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