Group items tagged

cryptography

students who are challenged to define a function that will produce a given output given a specified input, and they can each come up with their own solutions, which may be substantially different. As long as they all give their function the same name, the course software can still grade their work by passing it a series pre-defined test cases.

computer science is learning how to use new tools

that taught you by doing

retooled, converted or redesigned

PowerPoint™ slides, course notes and handouts usually need to be adapted

entire onsite version videotaped

Even if they have been successful in class, lengthy lectures don’t tend to work online.

much shorter clips were created, using brief excerpts of important points along with the addition of visual material

faculty members who tend to think that their preparation for an online course will primarily consist of uploading lectures and creating quizzes are in for a few surprises

unique strengths and dynamics of the web in mind

content alone is not sufficient to result in or to guarantee excellence

Online instruction involves much more than posting a series of readings or a standard curriculum to a website

online instruction needs to purposefully and strategically engage learners in activities and interaction

content was not simply deposited for review. Rather, students were actively involved in it and thereby mastered it.

providing content with creating a learning environment or delivering a course?”

Quality learning experiences occur in online education when strategies are designed specifically to engage the learner

less dependent on information acquisition and is more centered on a set of student tasks and assignments that make up the learning experiences that students will engage in

increase in technology does not necessarily mean an increase in learning, and can in fact, lead to an increase in problem

chosen according to how they help meet the learning objectives

quick turnaround time

frequent and engaged

goals and objectives that are clearly stated

all aspects of a course (including assignments, activities and approaches to assessment) should align with and stem from course objectives

The learning outcomes are developed first, and then the course is designed and delivered by determining what pedagogical tools will best facilitate student attainment of each goal

a good rule of thumb is to “keep the course objectives in mind, and omit any material that does not support them”

Creating a sense of community is one of the main objectives in any class

It is through sustained communication that participants construct meaning

a deeper rather than a surface approach to learning is encouraged

Without this connection to the instructor and the other students, the course is little more than a series of exercises to be completed.

hey need connection, contact and a sense of realness and immediacy

Teachers need to work to develop community

collaborative learning activities

enhanced communication

small group activities

Because students often feel somewhat disoriented at the beginning of classes, they tend to search for and depend on a central document, or syllabus, to explain the entire geography of the course; how to proceed and where everything is

brief guides and tutorials

Brief personal email messages

content curato

. Your course should be a place where students come to participate in the connections that can be made between your subject and the outside world. Build these bridges into your online course materials, and become a facilitator of these important connections.

The interactivity and interconnectedness of computers provides increased opportunity for students to actively participate in their learning rather than passively consuming what you feed them.

peppering your online content with quick test-your-comprehension questions or developing exercises that ask students to generate data, capture and upload photos of evidence, research connections to real-world conditions, or create explanatory slideshows.

t. Consider creating wiki spaces in which groups of students can work together. Include assignments that require students to share ideas and resources, present topics to each other, and critique each other’s work. Use online communication tools and collaborative spaces to foster a class-wide web of supportive contact rather than settling into multiple parallel channels between you and each student.