Using Discussion Boards
|
|
- Brett Miles
- 8 years ago
- Views:
Transcription
1 Using Discussion Boards Discussion is one of the most effective ways to make students aware of the range of interpretations that are possible in an area of intellectual inquiry. (Brookfield, 2005, p. 22).The Discussion Board tool is an asynchronous communication tool for staff and students within a given vuws site. It facilitates threaded discussions and forums, whereby the messages can be organised to show the order of discussion among any number of topics or questions. This is a one to many communication tool. Instructors can use the Discussions tool to: Facilitate conversations Promote staff to student interaction Promote student to student interaction An example of a Discussion Forum, using the Discussion Board tool in vuws. Strategies for teaching and learning Assessment: A students contribution to a discussion topic can be graded and form part of their assessment. This can increase the frequency and depth of student participation. In order for a Gradable Discussion Board to be effective, it is important that students have a clear understanding of expectations which can best be achieved with a rubric and the inclusion of modelled responses. Building community and collaboration: Facilitating interactive discussion among students and staff based on topics/subject matters promotes collaboration and a sense of community. Owens (2009) explains that, in the online learning environment, the discussion takes on a new level of importance for the physically dispersed learners to build a sense of community. It is where they connect with
2 other learners; share their personal experience, opinions, and thoughts; explore new concepts; and deepen their understanding of the material. Allowing students to take their time to frame their thoughts prior to adding them to a discussion board can be especially appealing to students from NESB or those who have difficulty in expressing their views in a public forum. It can encourage greater participation in students as it can allow them more time to think about and research their responses before posting it online. Active learning: Posing higher order thinking questions can encourage critical thinking and the use of wide ranging dialog. Students are able to develop Educational Valuable Talk (EVT), which is a depiction of text based communication and as Uzuner (2007, p.402) states, students collaboratively display constructive, and at times, critical engagement with the ideas or key concepts that make up the topic of an online discussion, and build knowledge through reasoning, articulation, creativity, and reflection. It is therefore important to carefully plan activities and assessments when utilising the Discussion Board tool to ensure that students are able to achieve learning outcomes and objectives required and also to engage with their content and the learning experience. Based on Uzuner s research, the Uniformed Services University of the Health Sciences (2008) developed a table (below) which outlines guidelines for developing higher order thinking questions that encourage exemplary discussion postings. Guidelines for exemplary posting and discussion board creation: Indicator Defined Analytical Interpretation of content through the analysis, synthesis, and evaluation of others understanding. Argumentation Expressing reasoning (with analogies, casual, inductive and/or deductive reasoning etc) to trigger discussion. Critical Explanatory Exploratory Challenging or counter challenging statements/ideas proposed by others OR playing devil s advocate. Chain of connected messages intended to explain/make clear OR statements serving to elaborate on the ideas suggested in previous posts. Recognition of some confusion/curiosity or perplexity as a result of a problem/issue arising out of an experience/course readings; posing a problem and enticing others to take a step deeper into it.
3 Heuristic Implicative Informative Interpretive Invitational Reflective Expressing discovery (similar to A ha! moments or expressions like I find it!); direcng others aenon to a newly discovered idea. Assertions that call for action OR statements whereby participants formulate a proposal/decision about how to achieve a certain end based on the insights they gained from the coursereadings/discussions. Providing information from literature and relating it to course content/topic of discussion. Interpretation of formal content through opinions that are supported by relevant examples, facts, or evidence. Inviting others to think together, to ponder, to engage by asking questions, requiring information, opinion or approval. Examination of past events, practices (why/how they happened) or understandings in relation to formal content. Be wary of the following types of posts and questions, as they may not result in positive discussion board outcomes: Indicator Defined Affective Short posts that ONLY contain a statement of personal feelings (likes & dislikes). Short posts that ONLY contain appraisal (praising & thanking someone). Questions or comments that add social presence to the discussion but do not contribute new information. Experiential Posts that only contain personal experiences, narratives, descriptions that are not followed by reflection Judgmental Short posts that ONLY contain brief statements of agreement without elaboration. Short posts that ONLY contain brief statements of disagreement without elaboration. Reproductional Repeating/reproducing the ideas mentioned/proposed in the previous posts without elaboration. Provide feedback: Discussion boards can be used to provide answers or feedback to postings or questions from students. This can give students direction or the benefit of addition information to address thought processes or opinions. Facilitating private group discussions for group work and tasks or by creating an anonymous topic provides a forum for students to provide feedback to their peers. The other added advantage of allowing students to respond to each other s postings is that it provides a more student centred focus. As Kassop (2003), states students have the opportunity to explain, share, comment upon, critique, and develop course materials among themselves.
4 Discussion Boards can be used as a tool to gauge student understanding and progress. By providing an opportunity for students to write about case studies or reflect on course content, Instructors can identify problems and provide meaningful feedback to address any concerns and monitor student learning. Tips for effective Discussion Board forums To optimise the effectiveness of utilising the Discussion Board tool and to achieve learning objectives, it is important that the Instructor facilitates the discussion to ensure that it is a safe place for students to collaborate. Owens (2009), lists eight simple strategies that an Instructor should implement to enhance a students online Discussion Board experience: 1. Post the rules of netiquette and behaviour expectations at the start of class. 2. Encourage students to introduce themselves and meet one another to form a learning community where they will feel safe to share and discuss. 3. Develop discussion questions that allow the student to critically reflect on the material and synthesize it with their own experiences. 4. Encourage students to participate early and often. 5. Create their presence in the classroom but not interfere with the flow of the discussion. 6. Intervene when the discussion is veering off in the wrong direction and help move the discussion back on track. 7. Ensure that the discussion forum is a safe learning environment. 8. Promote further thinking and reflection by posing more thoughtful and engaging questions within any given discussion. Want to know more? Bishop, M.C. (2008). Five Tips for Respecting Diversity in Asynchronous Discussion Forums. Faculty Focus. Retrieved from and trends/five tips for respecting diversity in asynchronous discussion forums/ Brookfield, S., Peskill, S. (2005). Discussion as A Way of Teaching. San Francisco, CA: Jossey Bass. Cheung, W.S., & Hew, K.F. (2010). Examining facilitator s habits of mind in an asynchronous online discussion environment: A two case study. Australasian Journal of Educational Technology, 26(1), Retrieved from, Diaz, V., & Strickland, J. (2009). Unit 3: Building community and collaboration. Educause. Retrieved from,
5 Kassop, M. (2003) Ten ways online education matches, or surpasses, face to face learning. The Technology Source Archives. Retrieved from, cetoface_learning/?keepthis=true&tb_iframe=true&height=400&width=800 Kelly, Rob. (Ed.). (2010). Synchronous and Asynchronous Learning Tools: 15 Strategies for Engaging Online Students Using Real time Chat, Threaded Discussions and Blogs. Faculty Focus. Retrieved from, /courses/m_elearningstaffsupport/staff Support Resources/Communicating & collaborating/synchronous and Asynchronous Learning Tools 15 strategies for engaging online students using real time chat, threaded discussions and blogs.pdf Owens, Rebecca. (2009). Eight Tips for Facilitating Effective Online Discussion Forums. Faculty Focus. Retrieved from and trends/eight tips for facilitating effective online discussion forums/ Sull, Errol. (2011). Creating Effective Responses to Student Discussion Postings. Faculty Focus. Retrieved from learning andtrends/creating effective responses to student discussion postings/ Uniformed Services University of the Health Sciences. (2008). Using Discussion Boards in Blackboard to support face to face or online courses Discussion Board question creation techniques. Retrieved from, Uzuner, S. (2007). Educationally valuable talk: A new concept for determining the quality of online conversations. Journal of Online Learning and Teaching, 3(4), Retrieved from,
Making the Transition: Helping Teachers to Teach Online
Copyright Notice This paper was presented at EDUCAUSE 2000 in Nashville, October 10-13, 2000. It is the intellectual property of the author(s). Permission to print or disseminate all or part of this material
More informationCritical Thinking in Online Discussion Forums
Critical Thinking in Online Discussion Forums Research Notes Bob Loser (rloser@nvcc.edu) Northern Virginia Community College 2012 1 2 Garrison et al. (2000) Summary of the Community of Inquiry (COI) Theory
More informationSelf Review of Online Teaching Guide
Introduction In 1987, Arthur Chickering and Zelda Gamson published Seven Principles for Good Practice in Undergraduate Education, a summary of 50 years of higher education research that addressed good
More informationMeasuring up to Quality Online Teaching
Measuring up to Quality Online Teaching Anymir Orellana, EdD orellana@nova.edu Engagement Strategies for Quality Online Learning Best Practices in Online Learning Committee Fall 2014 Forum November 11,
More informationTeaching with ilearn Innovation Award APPENDIX
Teaching with ilearn Innovation Award APPENDIX Please reference this appendix to assist in writing your ilearn Innovation Award submission. Apereo Teaching and Learning Award s (ATLAS) definition of innovation
More informationBest Practices for Online Courses. 100 Quality Indicators for Online Course Design
Best Practices for Online Courses 100 Quality Indicators for Online Course Design The following criteria are meant to act as guidelines for the course development process. Some of these guidelines would
More information1. Instructional Design Elements a. Support & Resources Essential Criteria: 1. Students are provided information as to where to get technical help.
File Name Format (example): Course Review Course ID Instructor name your initials Faculty Name: Course: Semester: Reviewer: Date: This evaluation is a framework for addressing how a quality course should
More informationUnit 3: Building Community and Collaboration
Unit 3: Building Community and Collaboration This unit, Building Community and Collaboration, is designed to provide a framework for supporting instructors in building community, engaging students, and
More informationDiscussion (Forums Best Practices) Contents
1 Contents Discussion (Forums Best Practices) Discussion (Forums Best Practices)... 1 What are Forums?... 2 How do others use forums?... 2 How will you use forums?... 2 Understanding the Forum Structure...
More informationCambridge International Certificate in Educational Leadership 6247 Cambridge International Diploma in Educational Leadership 6248
Cambridge International Certificate in Educational Leadership 6247 Cambridge International Diploma in Educational Leadership 6248 For examination in 2015 Preface This syllabus sets out the details of the
More informationCASE STUDIES, TECHNOLOGY AND PEDAGOGY: DELIVERING CASES THROUGH MULTIPLE PLATFORMS
CASE STUDIES, TECHNOLOGY AND PEDAGOGY: DELIVERING CASES THROUGH MULTIPLE PLATFORMS George Joseph Associate Professor of Accounting University of Massachusetts Lowell Email: george_joseph@uml.edu ABSTRACT
More informationTeaching Online at UD Best Practices Guide
Teaching Online at UD Best Practices Guide Version 1.0 April 14, 2009, Updated January 26, 2015 Ryan C. Harris Learning Teaching Center UDit Curriculum Innovation and E Learning Delivering Quality Online
More informationHow To Be A Productive Online Discussion Instructor
Effective Online Communication Even for seasoned users of the Internet, communicating online can be a minefield of misunderstandings. It is therefore imperative that instructors enter the online classroom
More informationUnit 4: Assessment of Collaborative Learning Project Outcomes
Unit 4: Assessment of Collaborative Learning Project Outcomes It is critical to offer students timely responses using a fair, explicit, and systematic process when assessing collaborative work. With planning
More informationFor examination in 2015
Cambridge International Certificate in Teaching with Digital Technologies 6224 Cambridge International Diploma in Teaching with Digital Technologies 6225 For examination in 2015 Preface This syllabus sets
More informationEvaluating Students in the Classroom. 2007 Faculty Development Conference February 2007 D. P. Shelton, MSN, RN, CNE, EdD (c)
Evaluating Students in the Classroom 2007 Faculty Development Conference February 2007 D. P. Shelton, MSN, RN, CNE, EdD (c) Objectives Describe assessment strategies for use in the classroom. Explore the
More informationDBA 9101, Comprehensive Exam Course Syllabus. Course Description. Course Textbook. Course Learning Outcomes. Credits.
DBA 9101, Comprehensive Exam Course Syllabus Course Description Establishes that a doctoral candidate has acquired the essential knowledge and skills covered in each of the courses, not including dissertation
More informationStrategies for Effective Online Teaching
Strategies for Effective Online Teaching 1. Effective online instructors challenge their students thinking and foster active, constructive participation in learning. Emphasize the importance of learning
More informationTeacher S Web Site Development courses
Course Description The purpose of an educator s Web site is to teach, inform, and communicate. This course provides K-16 teachers with the knowledge and skills to expand classroom technology use by designing
More informationA Cross-Case Analysis of How Faculty Connect Learning in Hybrid Courses
A Cross-Case Analysis of How Faculty Connect Learning in Hybrid Courses Karen Skibba University of Wisconsin-Milwaukee Keywords: Hybrid Courses, Dimensions of Learning, Case Studies Abstract: This qualitative,
More informationSYLLABUS COURSE TITLE & NUMBER COURSE DESCRIPTION. Secondary Content Methods Online
SYLLABUS COURSE TITLE & NUMBER Secondary Content Methods Online COURSE DESCRIPTION This course examines the content in the secondary school content curriculum standards and helps students make connections
More informationQuality Guidelines for Online Courses
Quality Guidelines for Online Courses The quality of an online course is determined by several factors, some of which can only be assessed while the course is in progress. These Quality Guidelines are
More informationMonarch Think Tank Instructor Information Instructor Information Think Tank Description
Old Dominion University, Norfolk Campus, Date, Time, Location TBA Section: Course Websites: For assignments, instructions and submission of most coursework: You will be responsible for using a variety
More informationsolving, adaptability, and communication through clarification and evaluation of
By increasing students' interactivity with each other in task-oriented ways, they construct, rather than acquire, knowledge. Group work improves critical thinking, problem solving, adaptability, and communication
More informationCommunity College System of New Hampshire
Community College System of New Hampshire What is edesign? edesign is a rubric that defines course quality design standards for 100% online courses offered by CCSNH. To supplement the rubric and support
More informationCourse Title: ARE 6148 - Curriculum in Teaching Art (Web) Term: Fall 2014 Credits: 3
Course Title: ARE 6148 - Curriculum in Teaching Art (Web) Term: Fall 2014 Credits: 3 Faculty Contact Information Name: Dr. Craig Roland, Dr. Jodi Kushins, Dr. Terry Barrett Email: croland@arts.ufl.edu;
More informationCREATIVE USE OF THREADED DISCUSSION AREAS
CREATIVE USE OF THREADED DISCUSSION AREAS by Karen M. Peters Used with author s permission So many times we hear from faculty that they started a threaded discussion area and the students never used it.
More informationDeveloping Cognitive, Social, and Teaching Presence Online. Tina Stavredes, PhD Chair, Psychology, School of Undergraduate Studies Capella University
Developing Cognitive, Social, and Teaching Presence Online Tina Stavredes, PhD Chair, Psychology, School of Undergraduate Studies Capella University Introduction In the online environment, where there
More informationCambridge International Certificate in Teaching and Learning 6208 Cambridge International Diploma in Teaching and Learning 6209
Cambridge International Certificate in Teaching and Learning 6208 Cambridge International Diploma in Teaching and Learning 6209 Preface This syllabus sets out the details of the Certificate and Diploma
More informationCourse Evaluation: A Tool for Faculty
Course Evaluation: A Tool for Faculty How to Use: The following recommendations are "Best Practices". The purpose of this evaluation tool is to provide an opportunity for online faculty to receive helpful
More informationConnie Schroeder, Ph.D., Center for Instructional and Professional Development connies@uwm.edu 229-5764 Library E179
2013 Teaching and Learning in College Reflection on Theory and Practice GRAD 803 (one credit) Chem 197 [Note room change] ** See Course Outline as a separate document on D2L after first day of class. Instructor/Contact
More informationStickley 11/18/2011 ONLINE TEACHING. Department of Rehabilitation Sciences Lois Stickley, PT, PhD
ONLINE TEACHING Department of Rehabilitation Sciences Lois Stickley, PT, PhD Objectives Identify factors for successful online teaching Identify specific strategies to make online teaching successful 1
More informationInstructions for PLAR Assessors and Associate Dean/Designate
Instructions for PLAR Assessors and Associate Dean/Designate Thank you for agreeing to assess the attached portfolio(s) for Recognition of Prior Learning credit. What is PLAR? PLAR stands for Prior Learning
More informationSchool Law for Teachers Understanding Rights and Responsibilities Online Participant Syllabus
Course Description This course is designed to help teachers understand school law as it pertains to the rights of students, the rights of teachers, and the legal expectations of today s public schools,
More informationGeneral Procedures for Developing an Online Course
General Procedures for Developing an Online Course General Procedures for Developing an Online Course Questions to Ask before you Begin Analysis 1. What is your learner audience? Is the course for beginners
More informationGLOBAL-READY TEACHER COMPETENCY FRAMEWORK: STANDARDS AND INDICATORS
GLOBAL-READY TEACHER COMPETENCY FRAMEWORK: STANDARDS AND INDICATORS GLOBAL-READY TEACHER COMPETENCY FRAMEWORK All learners whether adult or child acquire the attitudes, skills and knowledge needed for
More informationEngaging Students for Optimum Learning Online. Informing the Design of Online Learning By the Principles of How People Learn
Engaging Students for Optimum Learning Online Informing the Design of Online Learning By the Principles of How People Learn What Is Engagement? As early as 1995, student engagement was "the latest buzzword
More informationSocratic Method and Online Teaching By Doug Ward, Associate Professor, Journalism December 27, 2012
Can I use the Socratic method in an online class? The Socratic method actually works quite well online. The dynamics are different from what you re used to in a classroom, but the approach is much the
More informationINSTRUCTIONAL METHODS AND EDUCATION MODELS SHAPING THE FUTURE OF HIGHER EDUCATION
INSTRUCTIONAL METHODS AND EDUCATION MODELS SHAPING THE FUTURE OF HIGHER EDUCATION Defining and Differentiating Personalized Learning, Adaptive Learning, and Competency-Based Education INTRODUCTION The
More informationStrengthening the Role of Part-Time Faculty in Community Colleges
Strengthening the Role of Part-Time Faculty in Community Colleges EXAMPLE JOB DESCRIPTION FOR PART-TIME FACULTY: Valencia College - Job Description and Essential Competencies Valencia College Job Description:
More informationFeatures of the Online Course. Table of Contents. Course Interface: Overview... 2. Syllabus... 3. Navigating through the Course Content...
Features of the Online Course Table of Contents Course Interface: Overview... 2 Syllabus... 3 Navigating through the Course Content... 4 Learning Modules... 5 Communicating... 5 Assessments... 6 Assignments...
More informationHow To Be A Successful Writer
S WORKING DRAFT FOR PILOT ACROSS GRADUATE PROGRAMS Approved by GASCC; Revised by the Assessment Council, Spring 2013 April 2 nd, 2013 Notre Dame de Namur University Note: Most rubrics adapted from AAC&U
More informationJustification For Certification Program for Teaching Online. Daniel Aguilar Jose Banda Maria Eugenia Perez
Running head: JUSTIFICATION FOR CERTIFICATION PROGRAM Justification For Certification Program for Teaching Online Daniel Aguilar Jose Banda Maria Eugenia Perez University of Texas at Brownsville February
More informationMessiah College THEO 205 Introduction to Christian Theology Summer 2013 May 29 - July 20, 2012
Messiah College THEO 205 Introduction to Christian Theology Summer 2013 May 29 - July 20, 2012 Instructor: Dr. Sharon L. Baker Phone: 717-697-0818 E-mail: sbaker@messiah.edu Course Description: Introduction
More informationColorado Professional Teaching Standards
Colorado Professional Teaching Standards Standard I: Teachers demonstrate knowledge of the content they teach a. Teachers provide instruction that is aligned with the Colorado Academic Standards and their
More informationThe Owens Community College Honors Program:
Owens Community College Honors Program Student Handbook 2013-2014 Table of Contents Mission 3 Vision 3 Student Learning Outcomes 3 Honors Scholars FAQs 4 The Honors Program Curriculum 7 Requirements for
More informationUpon completion of the First Year Navigation Competency, students will be able to: Understand the physical and virtual WCSU campus;
FIRST YEAR NAVIGATION (FY) COMPETENCY First Year Experience programs take a variety of forms to provide academic and cocurricular support as students begin university life. This competency allows first
More informationEvaluation Rubric for Online Courses DUSON CIT Fellows June, 2004
Evaluation Rubric for Online Courses DUSON CIT Fellows June, 2004 1. Organization and Design Criteria Areas for Standard Improvement 1. Each course includes an introduction and/or cybertour to introduce
More informationSUNY Learning Network Faculty Development Workshop Descriptions 2012-2013
SUNY Learning Network Faculty Development Workshop Descriptions 2012-2013 Overview of SLN workshops SLN is committed to delivering workshops that help faculty develop and deliver high-quality instruction
More informationOnline Course Design Evaluation
Online Course Design Evaluation This evaluation tool focuses on the design of this online course, NOT the performance of your instructor. Please use the scale from 1 (To little or no extent) to 5 (To a
More informationInstruction Design Tips for Online Learning
Instruction Design Tips for Online Learning Instructional Design Tips for Online Learning was developed by Joan Van Duzer of Humboldt State University to be used in conjunction with the Rubric for Online
More informationUNIVERSITY OF ULSTER: COLERAINE PROGRAMME SPECIFICATION. COURSE TITLE: B.Sc. (HONS) SOCIAL PSYCHOLOGY/ B.Sc. (HONS) SOCIAL PSYCHOLOGY with DPP
25 UNIVERSITY OF ULSTER: COLERAINE PROGRAMME SPECIFICATION COURSE TITLE: B.Sc. (HONS) SOCIAL PSYCHOLOGY/ B.Sc. (HONS) SOCIAL PSYCHOLOGY with DPP PLEASE NOTE: This specification provides a concise summary
More informationStandards and progression point examples
Personal Learning In Personal Learning, standards for assessing and reporting on student achievement are introduced at Level 3. The learning focus statements for Levels Foundation, 1 and 2 provide advice
More informationMA Psychology (2013-2014)
MA Psychology (2013-2014) Program Information Point of Contact Marianna Linz (linz@marshall.edu) Support for University and College Missions Marshall University is a multi-campus public university providing
More informationElizabethtown College Social Work Department 470 Student Evaluation Fall Semester
Elizabethtown College Social Work Department 470 Student Evaluation Fall Semester Name of Student: Agency: Field Instructor: Year Semester This form is divided into categories which reflect the competencies,
More informationBlackboard Version 9.1 - Interactive Tools
Blackboard Version 9.1 - Interactive Tools Contents Edit mode... 2 Selecting the Interactive Tools... 2 Posting an Announcement... 3 Discussion Boards, Blogs, Journals, and Wikis What s the Difference?...
More informationNorth Carolina Professional Teaching Standards
North Carolina Professional Teaching Standards For every student in North Carolina, a knowledgeable, skilled compassionate teacher...a star in every classroom. As Approved by the State Board of Education
More informationWhat Makes a Quality Online Course? The Student Perspective. Penny Ralston-Berg, M.S. Senior Instructional Designer University of Wisconsin-Extension
What Makes a Quality Online Course? The Student Perspective Penny Ralston-Berg, M.S. Senior Instructional Designer University of Wisconsin-Extension Leda Nath, Ph.D. Assistant Professor of Sociology University
More informationIVLE FOR ONLINE TUTORIALS
IVLE FOR ONLINE TUTORIALS Kiruthika Ragupathi Assistant Director (Educational Technology) Synopsis In this workshop we will work with IVLE s collaboration tools such as the chat room, discussion forum,
More informationSuccessful Online Teaching Using An Asynchronous Learner Discussion Forum
Successful Online Teaching Using An Asynchronous Learner Discussion Forum Mark H. Rossman, Ed.D Capella University 330 2 nd Avenue South, Suite 550 Minneapolis, Minnesota Phone: 800-987-2282 ext 217 E-mail:
More informationBlackboard Version 9.1 - Interactive Tools Contents
Blackboard Version 9.1 - Interactive Tools Contents Edit mode... 2 Selecting the Interactive Tools... 2 Posting an Announcement... 3 Creating a Blog... 4 Creating Blog Posts... 4 How to Comment on a Blog
More informationAlessi, Stephen & Trollip, Standley (2001). Multimedia for Learning: Methods and Development (3rd Edition). Boston: Allyn & Bacon.
Course Title: Instructional Systems Design Course Number: Y75.1010.001 Instructor: Holly Henry Email: hrh2@nyu.edu Online Office Hours: Wednesday 9:15pm-10:15pm and by appointment Course Overview: This
More informationRETHINKING THE MBA: Business Education at a Crossroads Srikant M. Datar, David A. Garvin, Patrick G. Cullen
RETHINKING THE MBA: Business Education at a Crossroads Srikant M. Datar, David A. Garvin, Patrick G. Cullen Copyright Srikant M. Datar, David A. Garvin, and Patrick G. Cullen Percentage Change in U.S.
More informationCTL Online Workshop Program Referral Resource Sheet
ACADEMIC POLICIES THAT CAN AFFECT YOU AS A UMUC FACULTY MEMBER Familiarizes faculty with UMUC Academic Policies and their effect on faculty responsibilities and expectations for students Intended for all
More informationMOE Online Class Quality Guidelines
MOE Online Class Quality Guidelines The following guidelines were developed by the MiraCosta Online Educators committee to inform online faculty of required elements for Distance Education classes, offer
More informationp e d a g o g y s t r a t e g y MCEETYA A u s t r a l i a N e w Z e a l a n d
p e d a g o g y s t r a t e g y MCEETYA A u s t r a l i a N e w Z e a l a n d Pedagogies that integrate information and communication technologies can engage students in ways not previously possible, enhance
More informationSchool of Social Work Assessment Plan. BSW and MSW Programs
School of Social Work Assessment Plan BSW and MSW Programs The Illinois State University School of Social Work began re-developing the assessment plan for the BSW and MSW programs in 2009 as a team approach.
More informationEffectively Using Discussion Boards to Engage Students in Introductory Leadership Courses
Journal of Leadership Education DOI: 1012806/V14/I2/AB3 Spring 2015 Effectively Using Discussion Boards to Engage Students in Introductory Leadership Courses Deborah N. Smith Assistant Department Chair,
More informationQuality teaching in NSW public schools Discussion paper
Quality teaching in NSW public schools Discussion paper Professional Support and Curriculum Directorate May 2003 Quality teaching in NSW public schools Discussion paper 2003 State of NSW Department of
More information9-12 Critical Thinking/Problem Solving Goal A: [Student] will develop inquiry skills (identification and
9-12 Critical Thinking/Problem Solving Goal A: [Student] will develop inquiry skills (identification and evaluation of evidence, use of analysis and synthesis to guide decision making and communicate clearly
More informationOnline Teaching and Learning
Teaching online requires faculty members to shift their roles from instructor to facilitator or coach. Content shifts to customized materials and learning includes many active components. Simonson, Smaldino,
More informationWays to Assess Student Learning During Class
It s important to have evidence of student learning during class as well as through assignments, and exams. These short student engagement activities will provide this evidence. Many take 5 minutes or
More informationBritish School of Commerce
British School of Commerce Programme Specification for the Cardiff Metropolitan University Master of Business Administration (MBA) Major Project Stage 1 Contents Page 1 Programme Aims and Objectives 3
More informationA Peer Review Guide for Online Courses at Penn State
Background In 1987, Arthur Chickering and Zelda Gamson published Seven Principles for Good Practice in Undergraduate Education, a summary of 50 years of higher education research that addressed good teaching
More informationInstructor and Learner Discourse in MBA and MA Online Programs: Whom Posts more Frequently?
Instructor and Learner Discourse in MBA and MA Online Programs: Whom Posts more Frequently? Peter Kiriakidis Founder and CEO 1387909 ONTARIO INC Ontario, Canada panto@primus.ca Introduction Abstract: This
More informationA Peer Review Guide for Online Courses at Penn State
Background In 1987, Arthur Chickering and Zelda Gamson published Seven Principles for Good Practice in Undergraduate Education, a summary of 50 years of higher education research that addressed good teaching
More informationS.M.A.R.T. Structured Measurable Accessible Relevant Time limited TIPS FOR NEW ONLINE INSTRUCTORS: DESIGNING A S.M.A.R.T. ONLINE COURSE 3/29/2012
TIPS FOR NEW ONLINE INSTRUCTORS: DESIGNING A S.M.A.R.T. ONLINE COURSE Hallmarks of an exemplary online course: Vision for what will be learned Structure which supports the vision Strong, dependable communication
More informationMotivating Adult Learners in Accelerated Online Courses: An Instructional Design Perspective
Motivating Adult Learners in Accelerated Online Courses: An Instructional Design Perspective Jahna Kahrhoff The use of accelerated courses in higher education is a growing trend. Due to their condensed
More informationData Analysis, Presentation, and Reporting
Data Analysis, Presentation, and Reporting 2014 Assessment Leadership Institute Review Learning Outcomes Use Results Learning Opportunities Curriculum Map or an activity matrix Identify learning evidence
More informationMotivating Adult Learners in Accelerated Online Courses: An Instructional Design Perspective. Jahna Kahrhoff
Motivating Adult Learners in Accelerated Online Courses: An Instructional Design Perspective by Jahna Kahrhoff Abstract The use of accelerated courses in higher education is a growing trend. Due to their
More informationLONDON SCHOOL OF COMMERCE. Programme Specifications for the. Cardiff Metropolitan University. MSc in International Hospitality Management
LONDON SCHOOL OF COMMERCE Programme Specifications for the Cardiff Metropolitan University MSc in International Hospitality Management 1 Contents Programme Aims and Objectives 3 Programme Learning Outcomes
More informationSYLLABUS FOR COU-660 Abnormal Psychology (Online Version) Summer 2015
SYLLABUS FOR COU-660 Abnormal Psychology (Online Version) Summer 2015 CONTACT INFORMATION Dr. Catherine Mueller-Bell MA, LPC, PhD Associate Professor of Counseling Phone: (616) 222-1455 Email address:
More informationSYLLABUS FOR COU-642 Sociology of Trauma (Online Course) Summer 2015
SYLLABUS FOR COU-642 Sociology of Trauma (Online Course) Summer 2015 CONTACT INFORMATION Dr. Catherine Mueller-Bell MA, LPC, PhD Associate Professor of Counseling Phone: (616) 222-1455 Email address: Catherine.Mueller-Bell@Cornerstone.edu
More informationASSESSMENT PLAN UNDERGRADUATE MAJOR IN POLITICAL SCIENCE. Mission Statement
ASSESSMENT PLAN UNDERGRADUATE MAJOR IN POLITICAL SCIENCE Mission Statement The Department of Political Science aims to provide instruction that enables students completing the major to acquire a college-level
More informationCriteria for Approval of Online Providers and Courses to Satisfy UC Subject ( a-g ) Requirements
Criteria for Approval of Online Providers and Courses to Satisfy UC Subject ( a-g ) Requirements Approved by BOARS Articulation & Evaluation Subcommittee on July 27, 2006 Approved by BOARS on October 6,
More informationGRADUATE FACULTY PERCEPTIONS OF ONLINE TEACHING
GRADUATE FACULTY PERCEPTIONS OF ONLINE TEACHING Sharon Santilli and Vesna Beck Nova Southeastern University The participants for this study were 47 doctoral faculty from Nova Southeastern University Fischler
More informationHow To Teach A Work Ethics Program Online
Georgia Department of Technical & Adult Education WORK ETHICS PROGRAM ONLINE 1 Table of Contents Introduction... 3 Project Design... 5 Essential Criteria... 6 Instructor Orientation... 11 Evaluation...
More informationStudent Engagement And Interactions Online: Tips, Strategies And Tools
Student Engagement And Interactions Online: Tips, Strategies And Tools Dalia Hanna, LTO, Restiani Andriati, Digital Media Projects Office (DMP), Ya-Yin Ko, Digital Educational Strategies (DES), and Guest
More informationCULTURE OF ONLINE EDUCATION 1
CULTURE OF ONLINE EDUCATION 1 Culture of Online Education Joy Godin Georgia College & State University CULTURE OF ONLINE EDUCATION 2 Abstract As online learning rapidly becomes increasingly more popular,
More informationManagement Fundamentals in Healthcare Organizations
Management Fundamentals in Healthcare Organizations University of Minnesota School of Public Health LEARNING MODEL The learning model underlying the Management Fundamentals Certificate is an application
More informationBA Psychology (2014 2015)
BA Psychology (2014 2015) Program Information Point of Contact Marianna Linz (linz@marshall.edu) Support for University and College Missions Marshall University is a multi campus public university providing
More information2012-2013 Assessment Report School of Nursing Nursing, MSN. Expected Outcome 1 Title Professional Role Development
2012-2013 Assessment Report School of Nursing Nursing, MSN Expected Outcome 1 Title Professional Role Development Full description of Expected Outcome: AU/AUMSON MSN students will be able to articulate
More informationOnline Course Standards Rubric
Online Course Standards Rubric The Online Course Standards Rubric provides a framework for online course design based on the University of New Mexico s online course standards and expectancies for quality
More informationExtending Classroom Interaction to the Cyberspace with Facebook, Moodle and Blogger
Extending Classroom Interaction to the Cyberspace with Facebook, Moodle and Blogger Evrim Baran (Iowa State University) N106 Lagomarcino Hall Center for Technology in Learning and Teaching Iowa State University
More informationStudent Involvement in Computer-Mediated Communication: Comparing Discussion Posts in Online and Blended Learning Contexts
The 1 st International Conference on Virtual Learning, ICVL 2006 113 Student Involvement in Computer-Mediated Communication: Comparing Discussion Posts in Online and Blended Learning Contexts Amy M. Bippus
More informationProgramme Specification (Postgraduate) Date amended: March 2014
Programme Specification (Postgraduate) Date amended: March 2014 1. Programme Title(s): M.Sc./Postgraduate Diploma/Postgraduate Certificate in Finance 2. Awarding body or institution: University of Leicester
More informationExpeditionary Learning at King Middle School. June 18, 2009
June 18, 2009 King Middle School Expeditionary Learning Planning Group 2009 Planning Steps, June 18, 2009 1. Develop a compelling topic: that targets the content and skills that students need to know at
More informationBlogs. Finding a Blog or Journal Site
A blog, is a website that is designed to be updated frequently with new entries. The entries in a blog are usually displayed in reverse-chronological order (mostrecent first). This blog application has
More informationBest Practices in Online Course Design and Delivery
Southern Oregon University Best Practices in Online Course Design and Delivery Provided by the SOU Distance Education Center 9/10/2009 Online Course Design and Delivery Southern Oregon University is committed
More informationUsing Evidence in the Classroom for Professional Learning
Using Evidence in the Classroom for Professional Learning Helen Timperley University of Auckland New Zealand Paper presented to the Ontario Education Research Symposium For teachers to use evidence to
More information