Master innovative ways to teach online with special tips from our faculty.
Christina Carrasquilla, a lecturer for ASU’s Graphic Information Technology Program, presents the hows and whys of using Google+ Hangouts in her courses. She discusses how video chats enhance student engagement, promote social interaction, encourage course community, and lead to higher student performance and satisfaction. Using the Google+ social network for course interactions is easy. All students are given an ASU gmail account due to ASU’s partnership with Google. Why Google + Hangouts? Listen and learn!
Professor Marilyn Dantico talks about her experiences incorporating games in her required upper division research methods course. Hesitant at first, she included word search, jeopardy, scatter, and arcade games that highlighted important course concepts. Comparing class mid-term performance against a previous semester, student scores improved while standard deviation and mean difficulty remained stable. The high score went up six points, and the mean, median, and mode went up four points. For the final, the high score increased two percent and the mean and median increased.
Will she use games again? Watch and find out!
TeachOnline (TO) recently had the opportunity to talk with ASU’s Gina Woodall (GW), a political science faculty member with the School of Politics and Global Studies. Dr. Woodall has taught face-to-face, online, and hybrid courses for many years.
ASU’s College of Public Programs’ Steven Crawford discusses the use of student wikis in his “Social Media for Social Good” course.
The wiki assignment focused on the UN Millennial Development Goals with student groups creating a wiki page for their chosen goal. The wiki format allowed the student groups to collaboratively create and edit their page asynchronously, discuss the creation and content of the page in a discussion board associated with the wiki, track changes to the page, and to embed multimedia files. Student reception to the assignment was positive and the quality of the work very good!
Dr. Liza Hita, Lecturer in the School of Social and Family Dynamics, is one of the biggest producers and proponents of using videos to overcome challenges in her online courses. The above video showcases how she creates and uses videos to accomplish goals such as reducing email and increasing student engagement.
Arizona State University Nursing instructor Patricia Harris discusses her use of rubrics and the GradeMark* functionality within Turnitin. Nursing faculty are finding that their use of these two tools:
- encourage transparent scoring guidelines;
- promote consistent scoring among faculty;
- emphasize writing;
- provide evidence of student critical thinking growth; and
- support a foundation for continuous improvement in grading.
GradeMark saves instructors time and provides richer feedback to students by enabling editorial highlights, custom comments, and QuickMark editing marks directly on student papers.
Dr. Nancy Jurik discusses how she uses video responses in her online classes to keep students motivated. Every Friday morning, Dr. Jurik creates a webcam video to supplement her readings, narrated PowerPoint lectures, videos, websites, etc. Her goals are to bring herself to life for her students and grab their attention to keep them engaged in the course content. She looks at the Discussion Boards to determine what concepts resonate with the students and what topics need additional commentary and then crafts her weekly video responses. She then uploads the videos, grabs the embed code and pastes it into her course for the students to view.
Dr. Sher Ratnabalasuriar shares her experiences using blogs in her online classes as a learning tool. She wanted an alternative to the traditional discussion boards that would encourage students to engage more, become more mindful about their writing, and to increase student engagement with course materials and with each other. Dr. Ratnabalasuriar has successfully used free blog services such as WordPress, Tumbler, and Blogger with her large and small classes.
Dr. Nancy Jurik wanted to encourage thoughtful reflection on course readings and discussions in her Justice Theory course. To do this, she sliced her 40+ student course into four groups of 10 asking them to post twice a week. The first post was to respond to an instructor question based upon the readings and narrated PowerPoint lectures; the second post was to summarize the key areas of agreement or disagreement among the students who responded to post one. Obviously, trying to summarize 40 student responses would be a monumental task, however, in groups of 10, it was very manageable.
Dr. Deborah Henderson uses her course Announcements to increase student engagement with the course content and herself and to reinforce and expand upon course concepts. She writes, “Taking in all the weekly posts at once, I can copy individual posts that I think are really insightful and incorporate them into my general comments – giving the students not only a model for good post content, but also a sense that the instructor is reading what they write and guiding their experience inside the course. This method also lets me focus my thinking and say things better and more articulately than I would have in a face-to-face class.”
Take a moment to enjoy Dr. Henderson’s unique use of Announcements.