Something I want to Try

http://www.onlinecolleges.net/50-great-sites-for-serious-educational-games/

 

I would like to learn how to add some more educational games to my online courses. I hope to be able to work with some colleagues to add this to my courses.

This tool meets an instructional need by reminding me how I can develop games for my online courses

I see this tool  could support my pedagogy by developing a variety of ways for my students to demonstrate their learning. I see this as a way to increase student engagement and I believe it will also motivate my learners to spend time thinking about the application of course content.

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23 things online instructors should know

  1. Be sure you have a variety of experiences built into your course. Online courses need to be more than just online reading.  Provide opportunities to engage, challenge, inform, and test your learners.
  2. Unless you have a team to support your work you need to learn how to wear both the Subject Matter Expert hat and the Instructional designer hat.  If you have to do it all yourself you nee to be sure the information is right as well as the design of the learning environment.
  3. Be  sure to chunk the material so you do not have a data dump. Learners on line read by scanning rather than deep reading. To help the learners Use
  4. Bullet points
  5. Steps and process segments
  6. Order the information by importance
  7. Be concise. Edit extraneous content
  8. Adopt a branding standard for each course you teach. Match your organizational branding as far as styles and logos are concerned, but have each of your own courses display their own “LOOK”
  9. Find a way to include gamification to your courses
  10. Use case studies and simulation scenarios to provide meaningful connections. What will the learners do with the material they are learning in your course? Provide a context for transferring learning beyond the classroom.
  11. Be sure to have a consistent structure for the way material is organized. Use learning modules to clearly show when each week’s work is due and where all assignments should be turned in.
  12. Use consistent standards for the use of fonts and graphic design elements
  13. Bolding: Decide how to use bolding. Is it to emphasize, headings, sections, actions, etc.?
  14. Italics: Are hyperlinks italicized? What about names of documents, screens, and systems
  15. Fonts: Choose 2-3 fonts and decide which one is for headings, body text, and possibly image design
  16. Colors: Find colors that contrast well.
  17.  Grammar and tense: Are you talking directly to the learner? Past tense or present tense (maybe future)?
  18. Use meaningful graphics, not gratuitous images Be sure the learner can look at the image and understand the concepts you are trying to display.
  19. Design real life hands on applications for real-life practice Many people learn by actually trying out the system  provide a “hands-on” approach.
  20. Develop you course on the basis of the Tell them, Show them, Let them Do it approach to support the learners through the training process.
  21. Use materials presented by others to save some time on content development.
  22. Don’t be afraid to develop your own content.
  23. Use social media to keep in touch with your online learners.

great ideas to keep me sharp on applying the things I have learned from my classes at the ion network.

I plan to use this activity as part of a final exam question for my students.

This tool meets an instructional need by serving as a reminder so I can retain the knowledge I have learned from taking these ION courses.

I see this tool  could support my pedagogy by keeping me focused on the best practices I have learned also it will help me change up the content I have already used in my online courses.

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A video for a project Kickoff

This post show the rough draft of a project Kickoff mini lecture using a Power Point developed for my online course, Organizational Communication. The PowerPoint slides were produced as a part of a previous ion course, however, I made the narration with screen-cast-o-matic.

This is the project kickoff for the project. currently I just have all this information up on a static page on my Blackboard course. The we were working on a project this’ll in my other course, one of my group mates suggested we add a project kick off  and so I wanted to do  narrated Powerpoint for the kickoff to add to my Blackboard course.

On my computer at my office I have the full blown Camtasia program. But I have all but given up on using it as the program is so complicated that I just get frustrated whenever i try do do anything with it. After reading the reviews of a lot of the other video screen capture options, I decided to try Screencast-o-matic.

Like I said before I already had the slides and they are a bit wordy for my normal use, however, I thought the students might like to have the details in a simple format to refer to as they work on the project.

I downloaded the program from http://screencast-o-matic.com/home and watched some of the helpful tutorials http://help.screencast-o-matic.com

When It came time to record the video I thought I had everything set up and my dog out of the way and happy. bt he did start barking during the recording. Three times he started barking during the recording… the forth time I gave up there is a dog barking in the background I guess they will just have to deal with it. on the free version of this program there are no edit tools available.

Other than that, the recording went pretty well, I did stumble a few times, but am not that concerned about it; if I am too perfect then my students will think I am expecting them to produce a video “package” like some of my electronic media students produce for their editing classes and I do not want them to put that kind of pressure on themselves for this video. I just wan t them to quickly summarize their findings so the other peer groups can compare what their group found with another’s.

All in all, this was easy and had very little learning curve at all. if it was not for the barking dog I could have done this in one take.

Here is the link to the video.

https://www.youtube.com/watch?v=TxzTKk0x7xA&feature=em-share_video_user

This tool meets an instructional need by providing content for my onine course that helps address some questions student have about this major project for the course.

I see this tool  could support my pedagogy by giving students a clear overview on the expectations for what students are expected to produce for this major group learning project.

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good place to find Learning Objects

https://www.wisc-online.com/learn/general-education/oral-interpersonal/ccs12515/overcoming-barriers-to-critical-thinking-people

After I set up an account with the Wisconsin online site it took me about ten minutes to find this learning object.

I would use this in my organizational communication course to illustrate the group decision-making process. It would fit well into the module I use the week before I introduce the final project in the course the Organizational detectives group project.

Activities about prejudice

This tool meets an instructional need by giving me content that someone else has produced this is a great time saver.

I see this tool  could support my pedagogy by putting it up on my online course to support the students as they begin to prepare for the major group project for the course.

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Using Web Content in your Online Course

What particular considerations must you use when using content taken from the web in your online courses?

The Copyright Act sets out the rights and obligations that apply to teaching activities.

As an online course developer, you should pay particular attention to the following:

Keep it SIMPLE — link whenever possible

In most cases, you can eliminate the need for permission or fees by simply providing a link to a work instead of making copies of it.

“The Best Practices statements follow recent trends in court decisions in collapsing the Fair Use Statute’s four factors into two questions: Is the use you want to make of another’s work transformative — that is, does it add value to and repurpose the work for a new audience — and is the amount of material you want to use appropriate to achieve your transformative purpose? Transformative uses that repurpose no more of a work than is needed to make the point, or achieve the purpose, are generally fair use.”

The Georgia State decision involved only factual texts used almost always by the audiences and for the purposes for which they were originally created. The Court noted that Georgia State’s uses were nonprofit and educational, and so were socially beneficial and supported the purposes of copyright to disseminate information. But they were, nevertheless, not transformative.

Creative Commons guidelines for attribution

The short version of this is use a link or be sure to attribute attribute attribute!

This tool meets an instructional need by reminding me of the importance of attribution for all content I show on my online courses.

I see this tool  could support my pedagogy by keeping it legal this is very important.

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Display Data Dynamically

the link below shows some interesting ways to show your data visually.

This can help you explain your research, or help students show results for class presentations.

via Great data visualization tools for communicators and marketers | Articles | Home.

This tool meets an instructional need by helping with students make beter presentations.

I see this tool  could support my pedagogy by making sure I do the same thing I need to make sure that when I present findings I keep the material visually engaging.

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BYOD Ideas

http://www.edutopia.org/blog/the-epic-byod-toolchest-vicki-davis

Increased productivity and innovation

Students are more comfortable with a personal device and become expert using it—making them more productive. Personal devices tend to be more cutting-edge, so the enterprise benefits from the latest features. Also users upgrade to the latest hardware more frequently.

Student satisfaction

My students use the devices they have chosen and invested in. 83 percent of users considered their mobile device more important than their morning cup of coffee. Allowing students to use personal devices also helps them avoid carrying multiple devices.

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