Emory College Strategies for Online Teaching

This resource explains the process of selecting a webconferencing platform. While reading, I wondered if Emory's process to select Adobe Connect was similar or different to what is outlined here.

Curious - how many technologies have we used are on this list? :-)

Good taste. I didn't see Screencastomatic, and I'm very surprised that VoiceThread is not higher, it's such a great program.

This is about more than than her specific issue. It shows the many dangers of thoughtless texting and the potential repercussions.

I watched this unfold as it happened-such a cautionary tale, not to mention an exercise in slow-motion cringing. I like what this article has to say about the online "shaming" culture, which sometimes seems to be operating under its own inertia at this point.

An oldish but still useful Edutopia article on online video in the classroom, with some notes on fair use and on video editing software

Following up on Brent's post on Justine Sacco, here is a feature story one of my students wrote last semester on public shaming at Emory. You also can go to her podcast which you might find interesting despite its length and annoying undertone of typing.

This is a quick overview to making videos using a technique called "pencasting". It's the technique used in many of the Khan Academy teaching videos. I will also post the website of the author, Andrew Wolf from University of Rochester. He has many other ideas, links and helpful tutorials for blended/online learning.

Interesting little query.

"This research study provides new insight into how teachers use social networking sites, such as Twitter, as professional learning networks." Article was published in The Journal of Online Learning and Teaching (JOLT).

"The NMC Horizon Report > 2015 Higher Education Edition is a collaborative effort between the NMC and the EDUCAUSE Learning Initiative (ELI).....designed to identify and describe emerging technologies likely to have an impact on learning, teaching, and creative inquiry in education."

May 2015 - Published by and with the support of: International Council for Open and Distance Education - ICDE Lilleakerveien 23, 0283 Oslo, Norway icde@icde.org www.icde.org Complete report, Executive summary and Appendices: http://icde.typepad.com/quality_models/

An interesting idea: student collaboration to lead and facilitate online discussions. This study says the student leaders elicited meaningful dialogue, high levels of participation and quality conversation.

Researchers say that some online students don't like group work. How to deal with dissonance? One idea is to have students list their reasons and then discuss. Another is to show them a video on collaboration and team-building. There are a lot of lousy team-building videos on YouTube. But here's a fun and engaging Ted Talk presentation. Why are kindergarteners better at collaboration than business school students? Tune in.

This article discusses "the importance of structuring activities for balancing electronic communication during e-collaboration (i.e., videoconference, email, chat session, distributed use of group support system) to bridge cultural and stereotypical gaps, to increase profitable role repartition between the participants, and to prevent and solve conflicts." This is especially useful as we work to design our courses for diverse learners

Researchers use the CoI framework to examine teacher presence and the use of introductory videos.

Primer for using Google Docs in your class. Provides information about various tools and plugins that enable bibliographic work, speech recognition and voice commenting, assessment using a rubric, and more.

This study focuses on the presence of the teacher in the virtual classroom and how the instructor interacts with the students. Can an instructor's behavior encourage more student activity? Certainly, but it has to be more than the occasional "well done," the authors say. Students want more teacher presence, specifically more frequent responses, more acknowledgement of individuals' contribution, and more suggestions and guidance related to a specific response. So the bottom line is try to respond to individual students rather than a group and customize your comments as much as possible. You will have more engaged students.