WCET 2009 Google Docs Handout
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The document provides instructions for participants to complete pre-workshop tasks using Google Forms and Docs. It asks participants to: 1. Create a Google account if they don't already have one and share the email associated with their Google Docs account. 2. Complete a form to share their experience using Google Docs. 3. Details several workshop activities including creating a Google Form with specific elements, and sharing how they may use forms in their teaching. Participants are asked to provide feedback on the workshop.
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![Creating and Using Google Forms Presentation is available at http://tinyurl.com/GDpowerpointPre-Workshop Tasks As we wait to begin, we request that each of you complete the following: ,[object Object]](https://image.slidesharecdn.com/wcetgoogledocshandout-091026174101-phpapp02/85/WCET-2009-Google-Docs-Handout-1-320.jpg)
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This document provides 10 guidelines for improving PowerPoint presentations: 1) Ensure PowerPoint supports learning objectives; 2) Avoid templates which are distracting; 3) Use a maximum of one level of bullets to avoid confusion; 4) Keep slides and words minimal to engage students and limit technology control; 5) Avoid unrelated images and clip art which distract; 6) Remove flashy transitions which annoy students; 7) Use design principles of contrast, alignment, repetition and proximity; 8) Avoid all capital letters which are harder to read; 9) Leverage multimedia like videos when appropriate rather than just text; 10) Do not let PowerPoint control teaching and ensure it promotes learning.
Northwest eLearn 2016 Keynote
This document discusses building community and social presence in online classrooms. It provides a history of social presence theory and how definitions of social presence have evolved over time. Bounded online learning communities are described as having required participation, fixed time periods, and explicit efforts to connect students. Benefits of online communities include providing social context for learning, bridging school and work environments, and helping students feel more connected. The document cautions that online communities can privilege certain types of students and discusses striving for good instruction that is effective, efficient and engaging.
Open Access Journals in Educational Technology: Results of a Survey of Exper...
As the academic publishing industry evolves, there has been an unprecedented growth of “open access journals” (OAJs). In educational technology alone, with an estimated 250 or more total journals, nearly one-third are designated as “open.” Though OAJs are lauded for their contribution to social justice issues (reduction of subscription requirement barriers), many people are suspicious of the content found in them and question the legitimacy of publishing in them. In this study, we sought to discover the opinions of educational technology scholars about OAJs in their own field. We were able to learn which OAJs were deemed to be most valuable, as well as the characteristics of OAJs thought to be particularly important. A companion site accompanies this article, http://edtechjournals.org
Social Presence in Online Courses -- Webinar
This document discusses social presence in online courses. It begins with an overview of the concept of social presence theory and its history. It then outlines the evolution of social presence research over time from a focus on telecommunications to computer-mediated communication (CMC) to online learning. Key figures and their work in different eras are identified. The document also discusses varied understandings of social presence and strategies to build social presence, community, and learning community through interaction. It concludes with mentioning recent work on instructor social presence, situated presence, and findings that video is not always the best medium for presence.
AECT 2015 - Defining social presence
This document summarizes research on definitions of social presence. It finds that while researchers agree social presence involves the sense of others being real and feeling connected, they define it in various ways. The document analyzes definitions from highly cited articles, finding common elements of feeling real, being there, and a sense of connection or belonging. It presents social presence as existing on a continuum and potentially leading to interaction, collaboration and community. The lack of an agreed definition has led researchers to continually redefine social presence.
AECT 2015 Creating an intentional web presence
The document discusses strategies for educational technology professionals to create an intentional online presence. It recommends getting a personal website, engaging with social networks like sharing materials and conducting scholarship, and maintaining complete profiles across multiple networks. The key strategies highlighted are to start small, be intentional in online activities, ensure efforts are sustainable, and engage with others by participating and contributing in authentic ways. The final message is that digital presence is about more than just self-promotion and one size does not fit all.
In Search of Quality: Using Quality Matters to Analyze the Quality of Massive...
The concept of the massive, open, online course (MOOC) is not new, but high-profile initiatives have moved them into the forefront of higher education news over the past few years. Members of institutions of higher education have mixed feelings about MOOCs, ranging from those who want to offer college credit for the successful completion of MOOCs to those who fear MOOCs are the end of the university as we know it. We set forth to investigate the quality of MOOCs by using the Quality Matters quality control framework. In this paper, we present the results of our inquiry, with a specific focus on the implications the results have on day-today practice of designing online courses.
Getting graphic About Infographics: Design Lessons Learned From Popular Infog...
People learn and remember more efficiently and effectively through the use of text and visuals than through text alone. Infographics are one way of presenting complex and dense informational content in a way that supports cognitive processing, learning, and future recognition and recollection. But the power of infographics is that they are a way of delivering the maximum amount of content in the least amount of space while still being precise and clear; because they are visual presentations as opposed to oral or text presentations, they can quickly tell a story, show relationships, and reveal structure. The following paper reports on an exploration of top 20 “liked” infographics on a popular infographic sharing website in an effort to better understand what makes an effective infographic in order to better prepare graduate students as consumers and designers of infographics. The paper concludes with recommendations and strategies on how educators might leverage the power of infographics in their classrooms.
Distance Teaching & Learning 2015 -- Social Presence and Online Video
This document summarizes research on students' perceptions of social presence and online video. It finds that students generally perceive video as better for establishing social presence than audio or text. Specifically, students value video announcements, instructional videos, and video feedback from instructors. They report feeling more connected to instructors who use video and knowing instructors better as a result. Preliminary data suggests undergraduate students may place slightly less importance on social presence cues than graduate students. Additional research explored the use of synchronous video sessions and found they helped students get to know instructors and answer questions. Cues in videos like an instructor's picture were also found to improve perceptions of an instructor's social presence.
Intentional Web Presence for Research and Technology Professionals
Intentionally creating a well-crafted online presence, sometimes called a web presence, is important not only for recent graduates but for any professional in a community of practice that values technology use and innovation (e.g., information technology, computer science, digital and graphic design); also, professionals who work with external stakeholders (e.g., consultants working with clients, teachers working with parents, artists working with customers and funding sources) benefit from attention to their web presence. In this presentation, I will share why professionals need to attend to their web presence and share some strategies for crafting the components of a vibrant and dynamic professional web presence and digital footprint.
Reaching out and Being There: What we know and don't know about social presence
This document discusses strategies for building social presence in online courses. It begins by introducing the authors, Patrick Lowenthal and Joanna Dunlap, and their backgrounds. It then explores what social presence means and why it matters for engagement. The authors investigated lessons learned about social presence through two inquiries. The first identified themes around connections, working together, access, fun, and the unexpected. The second examined high impact and low-cost strategies like orientations, feedback, discussions, and introductions. The document concludes by matching high- and low-tech tools to foster social presence and engagement.
Learn it2015 keynote infographics
This document discusses strategies for incorporating infographics in the classroom. It begins with definitions of infographics as visual representations of data or information presented in a way that is easy to understand. The document then discusses why infographics should be used, noting they can improve learning by tapping into visual memory and being more engaging. Tips are provided on how to interpret existing infographics or have students create their own. Guidelines are offered for the effective design of infographics, such as using a clear focus, visual elements to represent relationships, and credible data sources. Examples of potential student-created infographics are also presented.
AERA 2015 Instructional Design Lessons Learned From Reviewing Popular Infogra...
Infographics are one way of presenting complex and dense informational content in a way the supports cognitive processing, learning, and future recognition and recollection. Infographics, as the name implies, are a way of presenting information graphically. But the power of infographics is that they are a way of delivering the maximum amount of content in the least amount of space while still being precise and clear. In this session we will share the results of our inquiry into what makes an effective infographic. Derived from our inquiry, we will share recommendations on how educators might leverage the power of infographics in their classrooms, and assignments we now use with our students.
AERA 2015 social presence and video
Online video is believed to help build social presence and community in online courses. But do students actually watch these videos? And what do they think of them? Do they always build social presence for every student? This mixed methods exploratory study investigates students’ perceptions of online video and the degree to which different uses of online video (e.g., video announcements, instructional screencasts, and video feedback) help establish and maintain social presence. The results of the study and the implications for faculty and instructional designers will be discussed in this session.
Intentional Web Presence for Educational Technology Professionals
Educational technology professionals must be digitally literate. Part of this involves effectively managing one’s web presence. In this presentation, I will argue that educational technology professionals need to practice what they preach by attending to their web presence. I will share strategies for crafting the components of a vibrant and dynamic professional web presence such as creating a personal website, engaging in social networking, contributing and sharing resources/artifacts, and attending to search engine optimization (SEO).
PASSHE 2015: If You Record It, Will They Watch It? And Will It Matter? Explor...
This document summarizes a study on student perceptions of online video use. It found that students generally perceive video as establishing more social presence and prefer asynchronous video over other media. Specifically, students valued instructional videos the most, followed by video announcements and feedback. One-on-one synchronous video was rated as establishing the strongest social presence while group synchronous text-based communication the weakest. Factors like timeliness, video length and focus also impacted perceptions. The discussion notes that different communication tools and a variety of asynchronous and synchronous options best meet student needs and accessibility considerations.
WCET 2014
A study was conducted to investigate instructor perceptions of integrating mobile devices into the classroom. Results from interviews with six instructors found that instructors often needed to modify assignments to incorporate mobile devices, students were actively engaged using mobile devices to find and share information, and mobile devices generally facilitated achievement of learning outcomes. However, more focused training for instructors on integrating mobile devices was still needed.
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In search of a better understanding of social presence: An investigation into...
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Open Access Journals in Educational Technology: Results of a Survey of Exper...
Open Access Journals in Educational Technology: Results of a Survey of Exper...
In Search of Quality: Using Quality Matters to Analyze the Quality of Massive...
In Search of Quality: Using Quality Matters to Analyze the Quality of Massive...
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Distance Teaching & Learning 2015 -- Social Presence and Online Video
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- 2. Share the email tied to your Google Doc account with us!
- 3. With Google Docs, you can “Share” documents by typing in a person’s email address tied to their Google Docs account. Therefore, we need the email tied to your Google Docs account—which is essentially your Google Docs username—in order to give you access to some of the documents used during this workshop. This is the email you would type in the following area:
- 4. Please complete the following form: http://tinyurl.com/GoogleDocAccount
- 6. Directions for your user
- 7. Add a custom template
- 8. Change the confirmation (i.e., edit the confirmation page that users see once they complete the form).
- 9. Add the URL to your “live form” (user tinyurl.com if you would like to shorten it) as well as the URL to the published form results (which means you must publish the results spreadsheet as a web page) the following document: http://tinyurl.com/GoogleDocsActivity2a Part BShare some ways that you might use forms in your teaching. Form--http://tinyurl.com/GoogleDocsActivity2Results--http://tinyurl.com/GoogleDocsActivity1Results Feedback Give Us Feedback @ http://tinyurl.com/WeNeedFeedback