Mobilizing Faculty into the Future: Using Online Technology as Teaching Tools

More documents

Recommendations

Info

group 1 •••••••••••••••••••••••••••••••••••• The College of Liberal Arts •••••••••••••••••••••••••••••••••••• •••••••••••••••••••••••••••••••••••• 3
Desire2Learn in Media Law Mary Caton-Rosser Research Environment & Social Media Used: Mass Communication Media Law 430 Hybrid Online Desire2Learn 25 Students The online version of MCOM 430 Media Law at Black Hills State University is the primary course setting and example used for this discussion. The mass communication course is taught in both hybrid and 100 percent online formats. Both learning environments require online discussion, which is worth points. The 100 percent online format, which is taught as a one-month intensive/immersion course during the month of June, requires discussion for 20 percent of the final grade. Online discussion for the hybrid course, in contrast, is worth just 5 percent of the final grade. Desire2Learn is the online learning program used at Black Hills State University. Abstract: The objective has been to engage students in active and avid discussion online for an online class and a hybrid class. MCOM 430 Media Law is a one-month summer immersion course that covers all materials in four weeks that are normally covered in a 3.5-month semester in a hybrid version of the course. A relevant advantage of the online discussion forum is that it is open 24/7 so students are able to access it as their schedule allows and as their critical and creative intellects inspire them. For the hybrid course, those students who do not get a chance to contribute their opinions and ideas in class may do so later as time and inspiration/intellect allows. For this chapter submission, I will focus on examples of the pedagogical processes and outcomes of Media Law online and in the hybrid-classroom using D2L. These processes include various methods and approaches used during Summer Session/June 2008 (online) and Spring Semester/2009 (hybrid) to most recent Spring Semester/2014 (hybrid) and Summer Session/June 2014 (online). Originally, I developed a “netiquette” policy and detailed qualitative and quantitative criteria to measure student discussion/participation in order to give fair grades. As an example of outcomes, guided by this criteria, final percentages of participation among 21 Summer 2008 students at the forum ranged from 50 percent at the low end to 100 percent. Two students failed the course, but not due only to lack of activity at the forum. Final percentages of participation among 22 Spring 2009 students at the forum ranged from 60 percent at the low end to 100 percent. No one failed the course. Over several years of observation and experience with this schedule, I have found that normally the discussion forum for the one-month online course is more lively and accessed more regularly by more students than that of the hybrid course. The rationale is based upon several factors, including the difference of the grade percentage incentive; the length and intensity of the courses; the fact that online users don’t actually see each other, so the online discussion is somewhat of a vicarious learning adventure; and also because strictly online learners in a demanding immersion course find more need to journal and voice about their learning in order to make the concepts “stick.” There certainly may be other factors to consider when addressing discussion between hybrid and online course presentation (http://edwp.educ.msu.edu/new-educator/2013/learning-3-0-face-to-face-online-hybrid/). Assignment as Given to Students: Participate at the Discussion forum for 20 percent of the final grade (summer-immersion course online) and for 5 percent of the final grade (spring-semester hybrid course held on-campus.) Follow the criteria to contribute to your final grade. See Rubric below – (the rubric was attached to the News note at the course home page) 4
Page 2 and 3: This page intentionally left blank
Page 4 and 5: Mobilizing Faculty to Engage in Soc
Page 7 and 8: Acknowledgments ••••••
Page 9: The editors of this e-book welcome
Page 13 and 14: can set up the forums however they
Page 15 and 16: social media, in particular, now al
Page 17 and 18: Mary Caton-Rosser Ph.D. Pedagogical
Page 19 and 20: and creativity. Students later tran
Page 21 and 22: 1 2 3 4 5 Poor Excellent Explain yo
Page 23 and 24: udget. My hope is that someone will
Page 25 and 26: Facebook in State & Local Governmen
Page 27 and 28: Joshua Houy J.D. Pedagogical Statem
Page 29 and 30: Methodology 2 - Process: 1. I set u
Page 31 and 32: Blogger in Civil War & Reconstructi
Page 33 and 34: Kelly Kirk M.Ed. Pedagogical Statem
Page 35 and 36: Methodology 4 - Effectiveness: I th
Page 37 and 38: YouTube in Composition II Bernie Kr
Page 39 and 40: Bernie Krambeck Pedagogical Stateme
Page 41 and 42: Methodology 2 - Process: The Humani
Page 43 and 44: YouTube & Google Drive in Basic Wri
Page 45 and 46: indicated that students were ahead
Page 47 and 48: ArtStack in Introduction to Art His
Page 49 and 50: Erica Merchant M.F.A Pedagogical St
Page 51 and 52: 6. The photo that received the most
Page 53 and 54: group 2 •••••••••
Page 55 and 56: Methodology 2 - Process: 1. Set up
Page 57 and 58: Blogging in Social Psychology Aris
Page 59 and 60: let for expressing their views, 23%
Page 61 and 62:
Prezi in Early Childhood Ed: Guidan
Page 63 and 64:
explore Prezi as a collaborative le
Page 65 and 66:
Vicki Linn Ed.D. Pedagogical Statem
Page 67 and 68:
Assignment as Given to Students: Th
Page 69 and 70:
Chris McCart Ph.D. Pedagogical Stat
Page 71 and 72:
Blogspot & Blogger in Hydrogeology
Page 73 and 74:
(It would be good to hyperlink to t
Page 75 and 76:
Abigail Domagall Ph.D. Pedagogical
Page 77 and 78:
force in the marketing world.”
Page 79 and 80:
• Describe your Pin [type the art
Page 81 and 82:
An advantage of the Pinterest repor
Page 83 and 84:
glossary r e so u rc e s •••
Page 85 and 86:
glossary r e so u rc e s •••
show all

Mobilizing Faculty into the Future: Using Online Technology as Teaching Tools

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?