VoiceThread for Online Presence and Engagement

VoiceThread is an interactive learning tool that increases student engagement and online presence. It allows instructors and students to create, share, and comment on images, Microsoft PowerPoint presentations, and other media, using a microphone, webcam, text, phone, or audio-file upload. VoiceThread facilitates asynchronous conversations around multimedia and has many creative applications in higher education. 

Video Introduction:

Learn more and see examples of how VoiceThread is being used to enhance online courses in the video below. 

 

VoiceThread is available for use by instructors who teach ASU Online courses.

Additional Resources: 

References: 

Managing and Facilitating Discussions

By Marisa Ruiz, Maryrose Chabaan, and Dajana Radosavljevic

Building Community with Discussion 

As an instructor, you can leverage discussions to build community in digitally enhanced courses. A satisfying digital learning experience includes opportunities for students to interact with their peers and share opinions. Watch the brief video for strategies on how to build a strong online learning community.  Continue reading

My Favorite Indie Games for Education

education-gaming

In June, I was fortunate to again attend the Games for Change (G4C) festival in New York. As in past years, the highlight for me was hearing indie developers talk about how their game vision was realized by conscious selection of various storytelling techniques and game mechanic decisions. Designing games is like composing music, making movies, writing novels, building houses, or painting pictures because games provide the structure for interesting things to happen. Continue reading

9 Proven Ways for Instructors to Address Online Student Retention

With accessibility to online education increasing, the retention of online students has become a concern of academic leaders in higher education (Allen & Seaman, 2015). As a result, many universities have launched initiatives to improve course completion, program completion, and student support services (Johnson, Adams Becker, Estrada, & Freeman, 2015). Although many causes for students withdrawing from an online course are beyond the realm of instructor control, retention and attrition can be reduced through various means. Continue reading

The CATs in a Hat: Fostering Higher Order Thinking

This is the third article in our series on Classroom Assessment Techniques (CATs) which can be used to gauge lesson effectiveness and student comprehension. To review, CATs were developed by Angelo and Cross (1983) to efficiently check whether students understand a certain concept. For more examples of these formative assessments, please see our previous posts:

In this article, we will present three CATs focusing on developing Higher Order Thinking Skills (see Collins, 2014) and that can also be used face-to-face, hybrid, or online teaching. Continue reading

How Important Is Instructor Presence in an Online Course?

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Creating an Educational Experience

The ability to establish presence is closely connected to the ability of the instructor to create a sense of community among learners in an online course. (Palloff & Pratt, The Excellent Online Instructor, 2011)

Research has long pointed to engagement as a key predictor of student success (Pascarella & Terenzini (2005), Kuh, (2005) CITE). Fortunately, new online learning environments and tools (see ASU Online Digital Learning Platform) provide a variety of opportunities for students to engage not only with course content, but during student-student and student-interaction as well. (Swan, 2004) Continue reading

Gauging Student Understanding: CATs are puuuuur-fect

Do you find yourself wondering whether your online students are really learning? Whether they are really getting it? During face-to-face classes, an instructor often can use visual cues, such as a puzzled look or a nodding head from a student, to gauge whether students are understanding a certain concept. If they don’t, an instructor has the flexibility to easily explain the concept again or even change the lesson’s activities to ensure that students get it. But what if you are teaching online and can’t always see these visual clues?

Continue reading

Setting the Stage for Meaningful Peer-to-Peer Feedback

Although many instructors integrate group-based or team-based learning activities into their teaching (see TeachOnline post on The Value of Group Work), getting students to actually provide meaningful peer-to-peer feedback can be challenging. Too often, cultural norms or fears of potential social backlash make students veer away from critiquing each other in a group setting or an online discussion forum. As a result, peers often do not know how to provide meaningful feedback and tend to fall back on statements, such as “I agree with what s/he said!” or the infamous Facebook-popularized, “I like it!”

Continue reading