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Digital storytelling enhances not only the students literacy development but also their social-emotional development.

is that with digital storytelling students may use a real and authentic voice. This is of course very empowering in terms of motivation.

Student centered learning

Student learning ought to be at the heart of any pedagogical strategy or technique, regardless of whether the class is delivered online or in a more traditional classroom setting.

there is little doubt that online teaching and learning requires more time in both preparation and delivery; however, the point was previously made that this should not necessarily be the case. Good teaching in traditional classrooms, when done well, also requires a significant amount of time to prepare and deliver. We argue here that both teaching and learning would improve if many of the considerations inherent in the preparation and delivery of online learning were given priority in courses delivered in traditional classrooms.

It is hoped that the key issues addressed here will assist faculty in the preparation and delivery of their traditional courses. In summary, the benefits for traditional instruction in statistics through the use of online pedagogy are: 1) Improved ability to know what material is “essential” to the students’ understanding and learning. A focused delivery of traditional pedagogy minimizes student confusion and misunderstandings and leaves time for additional activities that can be used to enhance student learning. 2) Improved ability to logically and consistently organize and deliver course material. The use of weekly modules containing an overview that summarizes the lecture topic and objectives is helpful to both the instructor and the student in organizing course material 3) Improved willingness to seek out and complete training on how to teach in the traditional classroom. While some colleges and universities require training to teach online, few, if any, require training to teach in the classroom. Many colleges and universities provide both individual and group training to instructors who are new to teaching, and the experience of teaching online can enhance an instructor’s desire and ability to be a better teacher in the traditional classroom. 4) Improved ability to create multiple strategies for the submission of student work and clarification of misunderstandings. The experience of teaching online enables instructors to devise varied strategies for the submission of course work, and provides additional arenas for the instructor to clarify misunderstandings in a forum in which all students can participate. 5) Improved ability to use new technologies for the development and delivery of instruction. Knowing what tools are available for course development and delivery can broaden an instructor’s ability to prepare course materials and deliver them in creative, stimulating ways. 6) Improved ability to maintain the course schedule. 7) Improved ability to maintain contact with all students in the course. In traditional classrooms, students can sit quietly for weeks, engaging little, if at all, with the instructor, the material, or their peers. Teaching online exposes instructors to a wide variety of strategies for enhancing student engagement because they must participate. 8) Improved pedagogical versatility. Being proficient teaching in multiple venues increases one’s own instructional flexibility, and also increases the flexibility of a department to deliver instruction to students. 9) Improved student access to the course material during instructor absences. Having the course material created by the instructor available during the instructor’s absence facilitates student learning and helps maintain the course schedule. 10) Improved student learning due to the repetitive availability of course material, including practice problems and solutions. Once voice-over lectures have been created, they can be uploaded to Blackboard for use in any course.

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focuses on questions such as "what is a wiki?" "How does information get into Wikipedia in the first place?" and "Who creates it?"

ygotsky, a Russian psychologist (1896–1934), and Jean Piaget, a Swiss psychologist (1896–1980), contended that learning best occurs when people engage in activities that are at the peak of their abilities, when they have to work to their full potential to accomplish a task. However, the study of the experience of optimally challenging activities and the method of study are unique to flow theory.

when individuals find the activities challenging

o describe the experiences of intrinsically motivated people, those who were engaged in an activity chosen for its own sake

So establishing teaching presence is what all the designers, Alex, and even I, am doing when we make decisions about the content of the course, the types of activities we want to include, the tools we would like to use, how we want to assess, how we provide channels for providing and managing feedback, how we want to induct students into the course, how we want to wrap up the course….Basically – everything!

From planning, to execution, to assessment, to revision. So this is why developing a course is an “iterative process”.