The document discusses the challenges and solutions for moving student presentations online at Grand Valley State University, highlighting the use of technologies like Blackboard and Ensemble Dropbox. It emphasizes the role of peer assessment and project partners in fostering student engagement and community. The presentation provides an overview of methods to support students and enhance their online learning experience.

1. Moving Student Presentations Online
Presenters:
Kimberly Kenward, Instructional Designer
Justin Melick, Digital Media Developer
Dr. Rosemary Cleveland, Education Faculty
Grand Valley State University - http://www.gvsu.edu

2. Presentation Overview
1. Identify and describe the challenges involved with student presentation in
an online environment.
2. Discuss the solutions and technologies that are being used to solve this
problem (Ensemble dropboxes, Blackboard Collaborate, project partners,
detailed rubrics).
3. Explore the role of “project partners” to facilitate peer feedback, student
engagement and building community.
4. Question and answer opportunity.

3. Learning Outcomes
Upon conclusion of this session, the participants will:
1. Review the role of project partners and how this can be
used to facilitate student engagement and increase
opportunities for peer review and building community.
2. Be aware of what technologies are available to assist
students and faculty with the creation and support of
student online presentations.

4. Challenges
As many of our graduate courses in the College of
Education have moved to a completely online format, we’ve
had to rethink how to organize the last class meetings
which primarily focused on student presentations.

5. If you have done student presentations online,
what were your biggest barriers? Please use
the chat box to briefly explain.

6. Solution
Instead of devoting a final in-
seat class session (or more
depending on the size of the
classes), we’re now using a
combination of Blackboard,
the Ensemble Video dropbox,
project partners and detailed
rubrics to complete the final
course project assignment
virtually.

7. The Role of Peer Assessment in an
Online Course
● Community is central to online learning.
● Peer assessment is a wonderful way to create
community in an online learning environment.
● Peer assessment leads to more thoughtful and
reflective discussion.
● Peer assessment helps students cultivate a greater
capacity for critical and evaluative judgment.

8. Building Community Starts Week 1
Week 1 Discussion Board Assignment
I have attached a short bio of myself under Discussion Board and would like you to do so also. Please create a
one slide power point presentation about yourself. Include the school and grade level that you are teaching,
why you are in this class, and if you have ever taken an online class before. You are encouraged to include
pictures of yourself, as well as your family, friends, pets or whatever you would like. Later in the semester, I
will be using the individual pictures of yourselves to introduce you to your project partner.
Be creative and have fun.

9. If you are teaching online, how do you include
peer assessment? Briefly explain in the chat
box.

10. Setting the Stage
● Presentation topics are determined at the beginning of the
semester so that students have time to make connections to course
content and to find a project that is relevant to them.
● Guidelines, including a detailed rubric and several video
screencasts are necessary to help students understand
expectations of their project partners and their final project.
● It’s important that I provide and model an encouraging and
supportive online environment to reduce my students’ anxieties
about peer evaluation.

11. Setting the Stage continued...
● Feedback is a critical part of the final project.
● Feedback provides my online students with an opportunity to learn from
each other and to give each other time to make revisions before their final
project is due for submission.
● Students use the same final project rubric that will be used by the
instructor when giving each other peer feedback.
● Although my students are assigned a project partner, they are also
expected to post their final project to the main discussion board so that the
entire class has an opportunity to gain more knowledge and to ask
additional questions.
● Quality of the final project has improved since requiring a project partner.

12. Supporting Student & Instructor Videos
● Number of videos created by
students and instructors has
significantly increased
● FERPA & Copyright considerations
● Ensemble Dropbox features

13. Technical Considerations
Tips for Recording from a Mobile Device
Uploading a Video to the Ensemble Dropbox
Annotating Videos in Ensemble (For Faculty)

14. Providing Video Feedback
The annotation tools in
Ensemble video allows the
instructor to stop and start
their student’s video
presentation submissions
and provide additional
feedback throughout their
video presentation.

15. Outcomes...
Students not only connect with content, the instructor, and
each other; but they also utilize technology to impact their
learning.
Although these changes were necessary to accommodate
the format of our online classes, these tools and project
partner requirements could be used to support traditional or
flipped classroom models.

16. Questions
? ? ? ?

17. Additional Resources
Allen, E. and Seaman J. (2014, January). 2013 - Grade Change: Tracking Online
Education in the United States - OLC. Retrieved January 27, 2015, from
http://sloanconsortium.org/publications/survey/grade-change-2013
Green, D. T. (2008), Using Student Video Presentations in an Online Course. Decision
Sciences Journal of Innovative Education, 6: 521–526. Retrieved from
http://onlinelibrary.wiley.com/doi/10.1111/j.1540-4609.2008.00193.x/full
Holland, L. C. (2014). Student online presentations and peer evaluations in a face-to-face
case class. Journal of Financial Education, 40(1), 45-67. Retrieved from
http://search.proquest.com.ezproxy.gvsu.edu/docview/1640470299?accountid=39473

18. Additional Resources
S Kolwich. (2015, January 26). Could Video Feedback Replace the Red Pen? [The
Chronicle of Higher Education Blogs: Wired Campus]. Retrieved from
http://chronicle.com/blogs/wiredcampus/could-video-feedback-replace-the-red-pen/55587
Mangalaraj, G., Singh, A., & Taneja, A. (2010). Bolstering teaching through online tools.
Journal of Information Systems Education, 21(3), 299+. Retrieved from
http://go.galegroup.com/ps/i.do?id=GALE%7CA241515891&v=2.1&u=lom_gvalleysu&it=r
&p=AONE&sw=w&asid=22da43bee4b389fa64c4c61a541205da

19. Follow-up & Contact Information
Dr. Rosemary Cleveland - Faculty
clevelro@gvsu.edu
Kimberly Kenward - Instructional Designer
kenwardk@gvsu.edu
Justin Melick - Digital Media Developer
melicjus@gvsu.edu
http://www.gvsu.edu/it/learn
http://www.gvsu.edu/idel