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Patrice Prusko

Udacity: Creating A More Engaging MOOC - Education - Online Learning - 0 views

www.informationweek.com/...240159056

MOOC course design engagement

shared by Patrice Prusko on 01 Oct 13 - No Cached
  • incorporate more high-profile guest speakers than you could get to come to your classroom.
Patrice Prusko

Udacity: Creating A More Engaging MOOC - Education - Online Learning - 0 views

www.informationweek.com/...240159056

course design engagement completion

shared by Patrice Prusko on 08 Oct 13 - No Cached
  • interesting problems for students to solve,
  • keep students engaged, and they rarely present more than five minutes of video lecture before offering a quiz or programming exercise.
  • "It's a very different medium from sitting in a traditional lecture hall."
  • ...4 more annotations...
  • 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
Patrice Prusko

Shoyu Learning Solutions - Instructional Designer of Engaging Educational and Training ... - 0 views

www.shoyu.com/eractive_learning_programs.asp

video engagement research

shared by Patrice Prusko on 08 Oct 13 - Cached
  • Using thought-provoking questions together with video clips can benefit the learning experience
  • adding arrows in the video to highlight important content and stressing key words in the audio portion of the video to emphasize key information. Providing visual overlays or automatically zooming in on key elements
  • valuate the use of text and other information that are presented simultaneously with video. Too much extraneous information presented together with video can easily overload working memory
  • ...5 more annotations...
  • Allowing users to control video pacing lets learners pause and repeat segments of the video in order to better learn the subject matter
  • students lost interest while watching 15-minute video segments and recommended that shorter video clips be used in training.
  • Keeping video clip lengths short not only can keep students focused but also can lead to better learning
  • learn best from short segments that are directly related to the lesson"
  • shorter, segmented video clips.
Patrice Prusko

Video Conference and Screen Share Product Review :: VSee - 0 views

vsee.com/videoconference

video tools conference privacy cryptology

shared by Patrice Prusko on 08 Oct 13 - No Cached
  • Patrice Prusko on 08 Oct 13
     
    review of screen share and video conference tools.
Patrice Prusko

MOOC | - 0 views

vsee.com/mooc

MOOC video tools

shared by Patrice Prusko on 08 Oct 13 - No Cached
  • Patrice Prusko on 08 Oct 13
     
    good list of virtual tools and advantages and disadvantages of each
Patrice Prusko

MIT MOOC | Dave's Whiteboard - 0 views

www.daveswhiteboard.com/?s=MIT+MOOC&searchsubmit=

MOOC course design participation video orientation

shared by Patrice Prusko on 08 Oct 13 - No Cached
  • ORIENT: Find out where stuff is. Then remember where it is. DECLARE: Set up a place to record and share your thoughts. NETWORK: Follow others;  interact with them. CLUSTER: Once you’ve gotten your feet wet, get together with people who share your interests. FOCUS: “Halfway through,” Cormier says, “your mind starts to wander.” So have a way to apply what you’ve been learning.
  • video by Dave Cormier
  • Patrice Prusko on 08 Oct 13
     
    Good 4 minute video on how to be successful in a MOOC
Patrice Prusko

A Manifesto for Active Learning - ProfHacker - The Chronicle of Higher Education - 0 views

chronicle.com/...52705

course design engagement lecture video

shared by Patrice Prusko on 04 Oct 13 - No Cached
  • My classes, instead, are focused on developing intellectual curiosity and teaching students to learn how to learn
  • If I can spark their intellectual curiosity about a subject and teach them how to actively pursue knowledge about that subject
  • students are responding to the lecture in real time on Twitter, and they have agency in the way that the topic develops through various techniques like guiding questions discussed via Twitter or even coming up and writing topics
Patrice Prusko

Factors that Affect Online Student Retention - Faculty Focus | Faculty Focus - 0 views

www.facultyfocus.com/...ffect-online-student-retention

shared by Patrice Prusko on 04 Oct 13 - No Cached
  • A sense of belonging as a student,
  • mportant aspect in retention
  • Teaching online has its own very distinct set of instructor skills that are essential for an online course to be successfu
Patrice Prusko

Instructor Strategies to Improve Online Student Retention | Faculty Focus - 0 views

www.facultyfocus.com/...prove-online-student-retention

MOOC course design retention strategies

shared by Patrice Prusko on 04 Oct 13 - No Cached
  • In addition to using a variety of types of assignments to address different learning styles, Frisch strives for variety in presentation of course content, including videos of her interviews with experts in the communications field. “The students love that. When they can hear my voice asking the questions or see me in the video, it’s one degree of separation. … I
  • The interviews give a variety of perspectives
  • Classmate questions. In each course, Frisch has her students post questions and answers to nonacademic questions. The following are examples: If you could change one thing about the way society is today, what would it be and why? If you could meet one fictional character, who would it be and why? These questions build community and may help deepen the content-related discussions that occur throughout the course, Frisch says.
Patrice Prusko

Five Common Pitfalls of Online Course Design - Faculty Focus | Faculty Focus - 0 views

www.facultyfocus.com/...tfalls-of-online-course-design

MOOC course design pitfalls

shared by Patrice Prusko on 04 Oct 13 - No Cached
  • Reading your course material on a computer screen does not make for a memorable learning experience
  • Start by thinking about the kinds of learning experiences you want to create rather than letting the CMS define a more limited view of putting your course online.
  • In the old model of education, the instructor stood on the podium and served as the students’ revered and primary access point to the desired knowledge. Today, your students may be Googling your lecture topic while you speak and finding three sources that update or improve upon your presentation.
  • ...5 more annotations...
  • 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.
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