In this area I will post a variety of items from documents I have created for my courses, to items that don't fit anywhere else on my site.
If you are interested in any of the items posted, don't hesitate to contact me.
If you are interested in any of the items posted, don't hesitate to contact me.
Virtual Facilitation During Times of Disruption
This document was created to help assist faculty rapidly move from traditional in person course delivery to a short term online delivery in response to the national COVID-19 pandemic. It was recommended for faculty to hold synchronous online meetings using zoom as a first option, and asynchronous online content delivery as a secondary option.
|
Core Rules of Netiquette
Many online faculty I know use the
Core Rules of Netiquette posted online at http://www.albion.com/netiquette/corerules.html.
While the message being presented is extremely valuable, I felt they could be presented in an updated way that would encourage online students to actually read them. I looked around for an updated, or more visually appealing version but couldn't find one.
So...I decided to create one myself.
Click on the image to view the infographic.
Core Rules of Netiquette posted online at http://www.albion.com/netiquette/corerules.html.
While the message being presented is extremely valuable, I felt they could be presented in an updated way that would encourage online students to actually read them. I looked around for an updated, or more visually appealing version but couldn't find one.
So...I decided to create one myself.
Click on the image to view the infographic.
Crafting an Effective Writer: Tools of the TradeMSJC was awarded a Gates Grant to develop and offer a developmental English MOOC (massive open online course). I was lucky enough to be chosen to provide instructional design support to this project.
To find out more about the MOOC or sign up go to: https://www.coursera.org/course/basicwriting |
Go to http://bit.ly/CEWBook to view the entire reading.
|
Online Course Orientation Overview
I've been using an orientation module in my online courses for years. However, my orientation is a little different than most - it is specific to how my course operates. It provides students with the opportunity to learn how to navigate the course before they have to learn the course content.
I have heard faculty say "I'm here to teach my students about (insert subject here) I don't have time to teach them how to use (insert course management system here). They should already know how to use the CMS, they signed up for any online course." Parts of this statement are true, yes they should know how to use the CMS, but if you aren't teaching them, who is? Many schools do not require students to complete an online orientation prior to taking an online course. And even if students have taken an online course before, that doesn't mean they know how to use the CMS the way you want or expect them to. |
So why not teach them? After all, that's why we're here, right? To teach them the course content. And if we truly want them to be successful at learning that content shouldn't we give them all the tools they need to achieve success?
A course specific orientation does just that, it sets the expectations of the course, provides students an opportunity to learn with relatively low stakes, and sets the tone for the their learning experience. Below is an overview of my course specific orientation. Please feel free to use it as a basis for developing your own. For more information about Developing a Course Specific Online Orientation and examples from mine visit: http://bit.ly/DCSOO
|
Trading Card Intro ActivityLooking for an activity for your introductions? How about creating trading cards? This can work for online or face-to-face courses. Have students use either a picture of themselves or an avatar that represents them. Choose what info you want them to share and add it to the instructions.
Send your students to http://bighugelabs.com/deck.php to create their cards. Download the instruction example document below and modify it for your course.
|
Smore Flyer
In my online courses I have my students complete a variety of non-traditional assessments. To complete these projects they are often asked to use Web 2.0 tools, not only to enhance their interest and engagement in the course, but also to give them confidence that they can accomplish tasks that they initially assume are beyond their abilities - oh and to assess their knowledge of the course content of course. One of these assessments is to create a poster related to a specific topic covered. I used to recommend Glogster for this activity, but I came across the Smore website earlier this year and plan to switch up the assignment next semester. The Smore website is free (and has a paid version) and really simple to use. I created this example about queries in Access to provide to my students. The other really great part about it is that it is Mobile friendly. If you decide to use it, please contact me and let me know your experience, I am very interested to hear what others are doing with it.
Google Workshop presentation slides
These presentations were created for two workshops I hosted at the MSJC Academy. MSJC is considering becoming a Google school, and more and more of the faculty and staff are starting to use Google Apps. These presentations were created to get them started. Along with the demonstration of the products we also discussed the potential uses for these tools and how these tools could benefit their workflows or streamline production time.
|
|
Example Syllabus
The syllabus for my online course is pretty short because the majority of the information students need to be successful in the course is delivered during the Course Orientation; however, because a syllabus is required I have included the most important information in the document. Students are required to read and understand the information presented in the syllabus. During the course orientation students must complete a Syllabus Quiz with a perfect score to be able to continue on in the course. This quiz ensures that students understand what is required of them prior to beginning the course work, and that they know how to find answers to their questions when they need help.
If students are interested in adding the course after the first day of the course they are required to get an add code from the instructor. When students contact me requesting an add code I email them a copy of the syllabus along with an addendum that includes information from the course orientation that explains what will be required to be successful in the course. If students are still interested in the course after that, I provide them with the add code.
If students are interested in adding the course after the first day of the course they are required to get an add code from the instructor. When students contact me requesting an add code I email them a copy of the syllabus along with an addendum that includes information from the course orientation that explains what will be required to be successful in the course. If students are still interested in the course after that, I provide them with the add code.
|
|