|Audio Response Systems|
- Interactivity between presenter and audience
- The audience responds on their own devices
- Responses appears in real time on the screen
- Customizable graphs are available to update live responses
- SUNLearn Clicker
Facilitating Group Work Using Online Collaboration Tools
Group work can be a powerful tool to enhance students' mastery of course content, motivation, and persistence in problem solving (Johnson, Johnson, & Smith 1998; Deslauriers, Schelew, & Wieman, 2011; Smith et al., 2009; Crouch & Mazur, 2001). Instructional technologies can enhance the ability of student teams to collaborate effectively, increasing access and efficiency by reducing spatial and temporal barriers to teamwork. Similarly, IT can provide novel, efficient, and effective means for instructors to monitor and provide feedback on group projects. Online collaboration tools provide a variety of means to enhance group work.
- Managing, sharing and collaborating on large files associated with group projects
- Improving group process and decision making
- Enhancing small group discussions during lectures
- Team-building through peer evaluation
- Facilitating synchronous online group interactions outside of class
Lecture Capture involves the recording of classroom activities or special events using specific software and making that recording available electronically. The recording is someimes referred to as a podcast or a screencast, and may be audio-only or include video of the lecture. Some software synchronizes lecture slides for viewing alongside the relecant sections of audio and/or video recordings of the instructor. Depending on the software used for recording, sudents may be able to speed up or slow down lectures, pause the playback, and move forward or backward in the presentation.
- Allowing students to reiew content that they found difficult to understand during lecture.
- Creating recordings to be used for future students to prepare for class.
- Archiving lectures and classroom activities for course planning.
- Alternative for students who miss class.
- Interdisciplinary courses can include lectures from other departments.
- Camtasia Relay
- LSA BlueRevie
- College of Engineering Lecture Capture System
- Podcast Recordings
- Classroom Recording Services
The online discussion is a familiar form of online writing for most students and instructors. Often, the instructor posts a question or prompt, and students respond either to the initial prompt, or to the posts of their classmates. The technologies available today offer many options for encouraging, organizing, and moderating online discussions.
- Whole class or small group discussion of class materials
- Reading responses
- Online debates
- Brainstorming and prioritzing ideas
- Online Q&A about class material and/or course logistics
- Engaging in discussion with the wider comm
- Enabling students to collect, share and discuss relevant resources with each other
- Canvas Discussions
- Canvas Chat
- CTools Forums
- CTools Chat
Online Writing Tools
Online writing includes any form of writing where the process of writing occurs online or the writing is shared online. Online compositions may be short or long, and they may be written individually or collaboratively. They may be published on the web for anyone to see, shared with the class, or shared only between one student and the instructor. Online writing often leverages the linking power of the web to include images and other media, but this is not always the case. Online writing tools may also offer a glimpse into the writing process by making it possible to see the history of changes to a document, and they often include commenting features to facilitate discussion of the writing and the writing process. Your goals for the type and length of writing, the level of formality, the content and the audience will inform your choice of online writing tools.
- Individual or group writing assignments of any length
- Peer review of writing assignments
- Metacognitive reflection on writing
- Collaborative note taking
- Writing for the wider community
- Individual reflective journals or portfolios
- Collaborative writing tools, such as Google Drive
- Blogs, such as Blogger and Wordpress
- Wikis, such as PBWiki
- Websites, such as Google Sites or Wix
Personal Response Systems
Personal response system (PRS), Classroom Performance System (CPS), and Audience Response System (ARS) refer to technology tools that provide a way for students to interact with the instructor during instruction. Through small remote devices ("clickers") or through laptops, tablet devices and/or smart phones accesssing online tools, instructors can poll their students, ensure key points are understood, give low-stakes quizzes to assess student learning, and receive immediate classroom feedback on teaching.
- Assessing students' prior knowledge and identifying misconceptions before introducing a new subject
- Checking students' understanding of new material
- Starting class discussion on difficult topics
- Using Peer Instruction and other active learning techniques
- Administering tests and quizzes during lecture
- Gathering feedback on teaching
- Recording class attendance and participation
Presentation technology refers to a wide range of applications that enable instructors to display information during a lecture. Students also use these applications when they make presentations as part of class assignments. Used to help organize presentations, show examples, and provide visual interest, these applications usually allow for some combination of text and graphics as well as embedded video. While Microsoft PowerPoint is the most commonly used, there are a range of applications that fall under this category.
- Displaying lecture outlines, visual examples (photos, graphs, diagrams, videos) and/or instructions for classroom activities
- Displaying sample test questions or concept questions to check student understanding (possibly used with personal response systems)
- Creating opportunities for students to organize content and present to peers as part of a lecture
- Providing "skeletal" outlines that facilitate student notetaking
- Providing a resource that guides students' review of lecture material (alone or in connection with audio/video recordings of lecture)
Resource and File Sharing
Even if instructors have a required text or coursepack for a course, they often have other resources (e.g., articles, videos, blogs, websites) that they want their students to read, watch, listen to, or interact with. Additionally, many times instructors ask students to create products or resources that they need to share with the instructor or with each other. These tools provide mechanisms for instructors and students to share artifacts among each other.
- Sharing course material (e.g. readings, assignments, rubrics) with students
- Sharing screencasts/lecture captures or videos with students
- Providing online space for students to collaborate on work and share files with each other or with the instructor
- Canvas Files
- Canvas MiVideo or My Media Gallery
- CTools Resources
- Google Drive
- Google Sites
- iTunes U
Testing and Grading
Almost any college course will involve some form of testing and grading. Technologies like online testing and gradebooks can make testing and grading more effective and more efficient for instructors and for students. Some tools designed to be used for surveys are included in this category because they can be effectively used for online testing as well.
- Communicate grades quickly and confidentially using an online gradebook
- Check prior knowledge and interest with pre-test
- Help students keep up with material with weekly online quizzes.
- Canvas Gradebook
- Canvas Quizzes
- CTools Gradebook
- CTools Test Center
- Google Forms
- Survey Monkey