Webinar on accessibility:
http://www.3playmedia.com/2013/04/30/accessibility-specialists-understanding-invisible-disabilities-what-means-online-education/

Guidelines for UDL provided by the national Center on Universal Design for Learning: http://www.udlcenter.org/aboutudl/udlguidelines/downloads

An excellent video on UDL:
https://www.youtube.com/watch?v=aaSZqgr2eUM

Excellent list of OERs in the area of Health Science and nutrition:
* http://libguides.humboldt.edu/c.php?g=303996&p=2030610
* http://libguides.uwf.edu/c.php?g=215127&p=1420990
* http://guides.oer.hawaii.edu/c.php?g=205294&p=1354685
* http://libguides.wccnet.edu/c.php?g=199004&p=1308499
* https://www.oercommons.org/authoring/4122-health-nutrition-dietkart-com

List of creative common website from Harvard University:
http://guides.library.harvard.edu/c.php?g=310751&p=2072816

Excellent resource to teach teachers and students how to work with copyrighted materials:
http://www.provost.ncsu.edu/copyright/use/faculty/index.php

This link talks about E-learning strategy using a Prezi presentation. The tool (Prizi) has completely enhanced the presentation to a different level!

http://www.ucl.ac.uk/teaching-learning/strategic_priorities/e-learning-strategy

These are excellent links to many free e-tools!

http://www.freetech4teachers.com/

http://edublogawards.com/2013awards/best-free-education-web-tool-2013/

http://www.catapultlearning.com/holiday-gift-teachers-top-10-list-free-educational-technology-tools/

This article talks about students expectation from an e-learning environment: what factors keeps them motivated?

http://ac.els-cdn.com/S0360131509002000/1-s2.0-S0360131509002000-main.pdf?_tid=bfb595fe-3ad4-11e5-9025-00000aab0f01&acdnat=1438712292_e757676a1de71ae8a787790176327a55

The studies below examines the validation of the COI questionnaire, which I discussed in my VT:

http://goo.gl/laJE0W

http://online.purdue.edu/sites/purdue/files/Validating-a-Measurement-Tool-of-Presence-in-Online-Communities-of-Inquiry.pdf

This study address few of the gaps and future directions which I mentioned in my VT. For example: recording socio-demographic characteristics and examining the direction of the relationship between social, cognitive and teaching presence.

http://online.purdue.edu/sites/purdue/files/Validating-a-Measurement-Tool-of-Presence-in-Online-Communities-of-Inquiry.pdf

https://www.ideals.illinois.edu/bitstream/handle/2142/18714/INTHIG%20369%20INTRO.pdf?sequence=2

This video briefly but clearly explains the teaching presence component:

https://www.youtube.com/watch?v=wyxs20OtaWM

This is what the web-page looks like on google doc where you can directly upload the word doc (as it is!) and submit it to your peers for review/feedback.

https://drive.google.com/drive/my-drive

This article specifically relates to online teaching. It states that a mixed assessment method (wikis, blogs, forums) assisted students to develop higher level thinking in the area of English as a foreign language.

Miyazoe, T. & Anderson, T. (2010). Learning outcomes and students' perceptions of online writing: Simultaneous implementation of a forum, blog, and wiki in an EFL blended learning setting. System, 38(2), 185-199.
http://miyazoe.info/wp/wp-content/uploads/2012/03/MiyazoeandAnderson_20100602_System.pdf

This article cites evidence to show that MCQ based assessment develops content-based learning whereas essay based assessment develops critical-thinking.

Scouller, K. (1998). The influence of assessment method on students' learning approaches: Multiple choice question examination versus assignment essay. Higher Education, 35, 453-452.

http://www.jstor.org/stable/pdf/3448270.pdf

This is an excellent video that summaries learning outcomes based on student assessments:
https://www.youtube.com/watch?v=uXSf9a5UTF4

This link shows an assessment triad, explaining the inter-relationship between learning objectives, instructional activities and student assessments.
https://www.cmu.edu/teaching/assessment/basics/alignment.html

Happy Reading!

The FAO (Food and Agriculture Organisation) use of ADDIE model to design online courses on topics such as Food Security.

http://www.fao.org/docrep/015/i2516e/i2516e.pdf

The article comparing and discussing the core instructional designs in the context of online teaching:
http://www.de-research.com/PhDFinalPapers/CT_3IDModels.pdf

The article discusses the Bloom's Taxonomy revised model in detail:
http://www.unco.edu/cetl/sir/stating_outcome/documents/Krathwohl.pdf

This is an interesting You Tube video explaining Bloom's taxonomy in 'Seinfeld' Style!

https://www.youtube.com/watch?v=NsBna5IVBYg

This video quickly summaries Kemp's Model:

https://www.youtube.com/watch?v=aVfGIo_zRfU

The article is published by the US department of education (2009). The principal results highlighted that classes with an online component (100% online or blended) on average had stronger student learning outcomes than classes with only face-to-face instruction (N= 51, Hedges' g= +0.24, p < .001).

More reasons for us to learn as much as we can from this course and help our student achieve their best potential!

the link to the full text:
http://files.eric.ed.gov/fulltext/ED505824.pdf

In this video and PDF links Australian professors assert that online teaching has become a universal pedagogy, and further describe some of the challenges that we as instructors face when teaching online. The PDF document also has additional useful references, which may help newbies like myself to acclimatise to the online teaching environment.

PDF link:
http://online.cofa.unsw.edu.au/sites/default/files/episode-pdf/Importance_LTTOn.pdf

You Tube link:
https://www.youtube.com/watch?v=EDULQMR6wJs