Participants will: Be aware of what technologies are available to assist students and faculty with the creation and support of student online presentations. Review the role of project partners and how this can be used to facilitate student engagement and increase opportunities for peer review and feedback.

1. Moving Student
Presentations Online
Dr. Rosemary Cleveland, College of Education Faculty
Kimberly Kenward, Instructional Designer
Justin Melick, Digital Media Developer
https://goo.gl/Kx25LH

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. Showcase student presentations that utilize these solutions and
technologies.
4. Reflect on the products that the students made and open up for
discussion with session attendees regarding their experiences with online
student presentations.
5. Question and answer opportunity.

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

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. 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.

6. 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

7. Tips & 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.

8. 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.

9. Setting the Stage continued...
● Students have an option to
videotape themselves presenting
their final projects and uploading
their video presentation to
Ensemble’s video drop.
● More of my students are enjoying
the option of videotaping their final
projects, as well as creating videos
in their private journal in place of
written journal entries.

10. Setting the Stage continued...
I also really enjoy using the
annotation tools in Ensemble
video because it allows me
to stop and start my
student’s video presentation
submissions and provide
additional feedback
throughout their video
presentation.

11. Final Project Considerations
Introduction to Final Project Video
Project Partner Video Explanation
Written Rubric
Video Rubric

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

13. 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.

14. Questions
? ? ? ?

15. 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

16. 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

17. 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