Chapter 9 - Instructional Media: Chalkboards to Video - CGISS

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See Chapter 10 -- Using Course Websites as Instructional Tools. Section: Lesson Delivery 115 Chapter 9: Instructional Media
Chapter 10 Using Course Websites as Instructional Tools Using its long history of developing and offering face-to-face instruction and its large investment in technology, Florida State University has developed online instructional tools for use in the traditional classroom, the web-enhanced class, and in fully online courses. • The Development of Online Learning • Interactive Multimedia -- Advantages and Overcoming Limitations • Using the Web to Teach • Planning for Web-based Learning • Completing the Alternative Modes of Instruction Form • Instructional Tools of a Course Website • Learning How to Use Course Websites • Introducing Students to Online Learning • Website Resources on Online Teaching The Development of Online Learning History of Distance Learning The simplest definition of distance learning is learning that takes place when the instructor and student are not in the same room, separated by physical distance. Whether the instructor and student are across campus from one another or thousands of miles apart, they remain connected via some form of technology. Since the first correspondence courses were offered in the late 19th century, the technologies used in distance learning have evolved considerably, from mail to radio, from local educational television stations to the latest media -- computers, telecommunications, the Internet, and the World Wide Web. The Web, a computer network capable of delivering many different types of media, has contributed to the growth of interest in distance learning. Because of the Web’s delivery and communication capabilities, the types of learning events that can take place are expanding. With the development of the Web, “distance” has become “online” learning. (See Web-supported Courses.) Synchronous versus Asynchronous The communication terms “synchronous” and “asynchronous” refer to the element of time in course interactions. Synchronous communication occurs when there is a simultaneous learning experience. Instructor and students communicate at the same time, i.e., in “real time.” Synchronous online communication can take place via text (instant messaging, chat tools, and “virtual classrooms”), as well as via interactive audio and video conferencing. Section: Lesson Delivery 116 Chapter 10: Using Course Websites
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INSTRUCTION @ FSU: A Guide to Teach
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I. Course Planning -- Content Chapt
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about what skills you expect a stud
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• For a list of more active learn
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Chapter 2 — Determining Learning
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Related table queries Adding tables
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denoting. • Synthesis - Involves
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(higher-level objective -- evaluati
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Example of a Course Planning Worksh
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Chapter 3 — Creating a Syllabus F
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• Influences student attitudes an
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o o o o Helps organize and structur
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ADA Policy: [Suggested language fro
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attendance is necessary. Therefore,
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source without citation; using fact
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the syllabus. For example, use “y
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watching movies with a better under
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November 06-10 Essay Due Monday, No
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Policy for missed tests: All studen
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Writing Objectives Books/Articles
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Diversity and the Academic Culture
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upon the last digit of their FSU ID
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In summary, learning is a complex p
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e relieved if you have recorded tha
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learning atmosphere that you want t
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you stated on the syllabus. This gi
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Chapter 6 — Especially for TAs Th
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Consultants in the Program for Inst
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is required of all TAs. More inform
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Program for Instructional Excellenc
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III. Lesson Delivery Chapter 7 —
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• In PowerPoint, less can be more
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Page 100 and 101: • Finch, B. J. (1993, May). A mod
Page 102 and 103: Using Discussion • Barnes-McConne
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• Avoid providing grammatical clu
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Disadvantages -- While we may see a
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the final course grade (thus minimi
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helpful Look for problems that aris
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Table 2 illustrates item analysis f
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• Treat students as individuals.
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Essays expose student-reasoning pro
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several projects. In most cases, it
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• When responding, save yourself
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• Peer Evaluations: The idea behi
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would do something. Simulations can
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• Nitko, A. J. (1983). Item analy
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Philosophy 1 -- Grades are indicato
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employees, and even the student’s
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B (85 pts) C (75 pts) D (65 pts) F
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Evaluating Performance Performance
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you expect a lot, then ask for a lo
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Psychology 101 for five years in a
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on a complicated journey without lo
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Checklist for Designing Writing Ass
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Sample Explanations of Grades Given
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Analytic and Holistic Scoring on Wr
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Holistic Scoring Writing experts ha
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Suggestions -- When Grading Writing
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Research (40 points) A • Makes us
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Resources on Student Assessment Ref
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V. Course Evaluation and Revision C
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o o clearly presented and changes d
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• President and Provost have onli
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summative evaluations for personnel
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Self- Reflection Peer Review Videot
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VI. Campus and Community Resources
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testing, and permission to audiotap
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various units offer an array of pro
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Chapter 9 - Instructional Media: Chalkboards to Video - CGISS

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