Using Wikis In Peac Courses Final

A ppt created for a course, presenting the use of wikis in PEAC courses (Physical Education Activity Courses).

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[object Object],[object Object],[object Object],Instructor Time Tool A MWF 12:30 pm Wiki A TT 8 am Word B MWF 10:30 am Word B TT 9:30 am Wiki

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[object Object],[object Object],Wiki Word A 38 42 B 43 40 MWF 39 38 TT 42 40

Presented at the ELI 2015 conference. In an effort to improve the quantity and quality of online and blended courses taught at Purdue University North Central, a new program was put into place in fall 2014. Based on research in the value of peer mentoring in academic settings, a group of faculty mentors with extensive experience teaching with technology were paired with others who are just getting started. This presentation will describe the program structure, as well as the successes and challenges of the program from the faculty point of view, in order to assist other institutions in exploring similar models for improved faculty development.

Model For Flexible Delivery

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This presentation reports on the development, implementation, and evaluation phases of a blended course of English for general academic purposes targeting undergraduate Japanese students at Osaka University. The basic Successive Approximation Model and the Quality Matters Higher Education Rubric were utilized as major references informing course design, development, and quality assurance. Students' perception on the usefulness of the course, the use of learning analytics, and the measurement of learner achievement will also be discussed.

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Facilitating peer-led group research

Peer-led group learning as a variation of collaborative learning has become widely adopted in science, technology, engineering and mathematics disciplines as a way of supporting research tasks and the development of problem-solving skills. This learning approach is based on ‘small groups of students meeting regularly with a peer – one who has additional expertise in the subject matter – to work on problems collaboratively’ (Pazos, Micari & Light, 2009). This presentation explores how peer-led group learning was introduced to a third-year undergraduate module for Biology students (international, mixed gender) undertaking extended project work in microbial annotation. Although the students were engaged in individual projects, meeting on a regular weekly cycle to discuss progress with their facilitator, they were encouraged to work collaboratively in the performance of their research using a centrally- supported virtual collaborative environment – Slack – for the duration of the module, drawing on the expertise of the peer expert as required. Slack was presented to students as a hub to share ideas / findings and to raise questions for the attention of the peer expert and the wider project group.

Building community through Slack: a student-owned digital space for connectiv...

This presentation discusses an institutional approach to the development of a digital learning community for students participating on our fully online study programmes at the University of York. Our approach was based on the use of a team-based environment Slack as a ‘third space’ for interaction - i.e. an institutionally owned platform which students were invited to control and manage as their own space to support their own networking and community activities.

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