Jeopardy - 0 views
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kasey8876 on 17 Aug 14This site offers a template to be used to develop a jeopardy game in power point.
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Jeopardy
Contents contributed and discussions participated by kasey8876
Focus on Formative Feedback - 0 views
The Benefits of Pass-Fail Grading on Stress, Mood and Group Cohesion in Medical Students - 0 views
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Pass/Fail verse grading scale
Personal Learning Environments, social media, and self-regulated learning: A natural fo... - 1 views
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Formal and informal learning, personal learning environments and social media
Creating A Community of Learners - 0 views
Parade of Games in PowerPoint - 5 views
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The use of PPT can help students interact witht he material in a fun way. It can help students meet learning objectives. For example students will be able to identify drug names through.
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I like the use of the Jeoprady game the best and think it could be used by individuals or teams.
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The Parade of Games web site was created to provide educators and trainers with easy-to-assemble educational games in a technology-enhanced environment to support key learning points. The site demonstrates the creative use of popular game shows and other familiar games to reinforce learning. Educators and trainers can select and download those PowerPoint games that support their learning objectives and are compatible with the technology capabilities of their learning environment. I can use this in my course to help the students engage the content and make learning fun and interactive.
Quality Enhancement for E-Learning Courses: The Role of Student Feedback - 0 views
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Student feedback is seen as a central strategy to monitor the quality and standards of teaching and learning in Higher Education Institutions.
Beyond Student Perceptions: Issues of Interaction, Presence, and Performance in an Onli... - 0 views
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Quality and Quantity of Interactions
Antifectives for Dentistry - 0 views
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A online learning experience for the dental student that covers common anti-infectives (antibiotics, antifungals and antivirals) prescribed by dentists.
Teaching Courses Online: How Much Time Does It Take? - 0 views
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This longitudinal case study examined the amount of time needed to teach three asynchronous online courses at The University of Michigan-Dearborn. Self-monitoring was used to measure the amount of time required to complete the following activities: 1) reading and responding to emails, 2) reading, participating in, and grading 10 online discussions, and 3) grading 15 assignments. The findings indicate that the time needed to teach online courses falls within the range of reasonable expectations for teaching either live or online courses
Leveraging Student Feedback to Improve Teaching in Web-based Courses -- THE Journal - 0 views
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Using student Feedback to Improve Teaching
FACULTY DEVELOPMENT FOR ONLINE TEACHING AS A CATALYST FOR CHANGE - 0 views
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"FACULTY DEVELOPMENT FOR ONLINE TEACHING AS A CATALYST FOR CHANGE"
Establishing a Foundation for Reflective Practice - 0 views
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Critical Thinking and Reflection
Facilitating management learning developing critical reflection through reflective tools. - 0 views
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The aim of this article is to explore how the practice of critical reflection within a management learning process can be facilitated through the application of reflective processes and tools. A distinction is drawn between reflection as a form of individual development (of, say, the reflective practitioner), and critical reflection as a route to collective action and a component of organizational learning and change.
Improving the Effectiveness of Peer Feedback for Learning - 0 views
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Effectiveness of peer feedback
The effects of trained peer review - 0 views
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Peer Review training and effects
Teaching critical thinking through online discussions. - 0 views
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Educators role in fostering critical thinking in online discussions
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