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Welcome | Office of Digital Learning Tools

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The Office of Digital Learning Tools is your hub for online tools and resources integral to your online teaching success.

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Workshops & Classes | Office of Instruction & Assessment

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All of our professional development offerings incorporate Universal Design principles. Registration for these offerings includes space for participants to request any disability-related accommodations that will facilitate their full participation, such as ASL interpreting, captioned videos, Braille or electronic text. Please use the Contact Us link to ask any other questions about the accessibility of our offerings.

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Instructions for PSY 230 Paper

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Reflection & Application Paper Instructions & Rubric

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Reflection & Application Paper Instructions

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Course Self-Assessment

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Reflective Discussion

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From OIA

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Paper Rubric

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Group Project Rubric

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Voicethread, Video Note, Examity, Panopto, Playposit, Civitas, Purdue Passport, Adobe

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Voicethread, Video Note, Examity, Panopto, Playposit, Civitas, Purdue Passport, Adobe

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APA Guidelines for Undergrad Psychology Major

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APA Guidelines for Undergrad Psychology Major

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Online or face-to-face? Students' experiences and preferences in e-learning

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Which aspects of e-learning courses do students experience as being favorable for learning? When do students prefer online or face-to-face learning co...

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Learning and Effectiveness of Online and F2F Instruction

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Learning and Effectiveness of Online and F2F Instruction

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Powerpoint Slides

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Help Stay On Track

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Teaching Online

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(Or merge courses)

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Note: All directions provided on this page operate under the assumption that you have already requested your D2L course site(s) and are looking to make some modifications to the configuration. If you are seeking directions for how to request your D2L course site(s) visit our how to request a D2L course site help page.

Edit Previously Submitted Course Site Requests

To make modifications to a previously submitted course site request you will need to be logged into the Course Site Request (CSR) site and be viewing the View/Edit Requested Sites page. You can get to this page as follows:

Click here to enlarge image

1. Login to the D2L Course Site Request website at: https://csr.d2l.arizona.edu.

2. Click the View/Edit Requested Sites link in the navigation bar.

Within the View/Edit Requested Sites page you have the following options:

Click the link above that corresponds with what you would like to do in order to learn how to perform the action.

Add Sections To An Existing D2L Course Site

The ability to add one or more sections to a previously requested D2L course site is helpful in situations such as:

A section was mistakenly left off of the original request

One or more sections are added/assigned to an instructor after the site has already been requested

If you have previously submitted a course site request, and now want to add one or more sections to the course site, you can do so using the following steps:

Click here to enlarge image

3. Click the Green + sign located to the right of the course you would like to add the section(s) to.

4. Place a check mark next to each section that you would like to add to the D2L course site.

5. Click the Add button to complete the change.

6. Within the Status of Requested Sites area, confirm that the desired section(s) now appear below the D2L course site to which they belong.

If you were able to complete the 6 steps above, you have successfully added the sections to your existing D2L course site. The course site will be renamed, and the section(s) added to the site immediately after making the change. However, please allow up to 12 hours for the students in the newly added section(s) to get auto-enrolled in the D2L course site.

If you weren'table to add one or more sections to your D2L course site, because they weren't displayed in step 4 above, this typically means one of three things:

1. Your sections are already attached to another D2L course site. In this case you will need to remove the section(s) from the other course site first to in order to be able add it to the desired D2L course site. See the Remove one or more sections from an existing course site section below for details on how to remove a section.

2. You aren't listed as Primary Instructor for the section(s) in UAccess. Please visit the My courses/sections are not listed in CSR for more information about having yourself assigned to your section(s) in UAccess. Once the section(s) is/are assigned you in UAccess you will need to wait 12 hours for this change to be updated in the Course Site Request page. After that time you should be able to add your section(s) to your D2L course site request page.

3. The sections haven't been added to the schedule of classes yet. The sections must exist in UAccess Schedule of Classes before they can appear in the Course Site Request application. Your department should be able to work with Room and Course Scheduling to get your section(s) scheduled.

Remove One or More Sections From an Existing D2L Course Site

The ability to remove one or or more section(s) from a previously submitted course is helpful in situations such as:

A section was mistakenly added to a site and should be removed

Multiple sections were placed in a single site and the instructor would like them split amongst multiple sites

A section is cancelled in the schedule of classes and the instructor would like the section removed from the site

If you have previously submitted a course site request, and now want to remove one or more sections from this course site, you can do so using the following steps:

Click here to enlarge image

3. Click the Blue trash can icon located to the right of the section you would like to remove from the D2L course site.

4. Ensure that the section you want to remove is the the one you selected, as highlighted in the screenshot at right.

5. Click the Confirm button to confirm the removal of the section from the D2L course site.

6. Within the Status of Requested Sites area, confirm that the deleted section(s) no longer appear below the D2L course site from which they were removed.

Move a Section From One D2L Course Site to Another

If you have previously submitted two or more course site requests and would now like to move a section from one course site to another, you can do so using the following steps:

Please Note: You can only move sections between courses occurring in the same semester.

3. Locate the section you want to move and remove it from its current parent D2L course site using the directions found in the Remove one or more sections from an existing course site section above.

4. Add the section to the desired D2L course site using the directions found in the Add sections to an existing course site section above.

Cancel a D2L Course Site by Removing All Attached Sections

Once a D2L course site is built, there isn't a way for an instructor to delete or cancel the site. What the instructor can do is to remove all sections from the D2L course site. By removing all sections, everybody, including the instructor, will be unenrolled from the D2L course site.

If you have previously submitted a course site request, and now want to cancel this D2L course site, you can do so using the following steps:

3. Locate the course site request you want to cancel and remove all sections from it using the directions found in the Remove one or more sections from an existing course site section above.

4. Confirm that the course site has automatically been renamed to have - EMPTY appended to the end of the course site name, as illustrated in the image at right.

Split a Single D2L Course Site Into Two Separate Sites

If you have requested a D2L course site containing two or more sections and would like to split the sections out across two or more D2L course sites, do the following:

1. Decide which section(s) you would like to keep in the existing D2L course site.

2. Remove all other sections from the the existing D2L course site using the directions found in the Remove one or more sections from an existing course site section above.

3. Submit a new D2L course site request containing the number of additional D2L course sites you want to have, with each course site containing the desired sections. Directions for how to request a D2L course site can be found on the How to request a D2L course site help page.

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To make modifications to a previously submitted course site request you will need to be logged into the Course Site Request (CSR) site and be viewing the View/Edit Requested Sites page. You can get to this page as follows: 1. Login to the D2L Course Site Request website at: https://csr.d2l.arizona.edu.

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10 Ways to Overcome Barriers to Student Engagement Online

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10 Ways to Overcome Barriers to Student Engagement Online

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Student engagement is a concept often discussed in education and an abundance of research exists on the topic. Student engagement is something instructors want to see and feel in their classrooms. Generally, student engagement tends to be viewed as the level of interest students show towards the topic being taught; their interaction with the content, instructor, and peers; and their motivation to learn and progress through the course.

Online learning presents new challenges when compared to a traditional classroom because students are separated from their instructor by a computer screen. How can we engage our students in the content, learning activities, and assessments? How can we prevent feelings of frustration or isolation and keep them motivated? These questions are frequently asked by online instructors looking to maintain the same levels of engagement they see and feel in their face-to-face classrooms.

I have a deep interest in this area and decided to explore it further by completing an online workshop from the Online Learning Consortium (OLC) called Fundamentals: Increasing Interaction & Engagement.The learning objectives of the workshop were twofold: Identify strategies that help overcome obstacles to student engagement and develop a plan to improve student engagement in your online course. Obstacles to student engagement were broken down into three areas: social, administrative, and motivational. Looking at student engagement barriers in this way made them seem easier to overcome. I found the experience helpful and have summarized ten ways to overcome barriers to student engagement online based on what was discussed during the workshop.
OLC is a professional organization devoted to advancing quality online learning. They offer a variety of workshops on topics related to online learning. William & Mary faculty and staff can contact April Lawrence for OLC workshop registration information.
Overcome Social Barriers

It's important to build community in an online course. Students may become disengaged if they feel isolated or if they don't get to interact with their instructor and peers. Foster community in your online course and overcome social barriers to student engagement with the following strategies:

1. Make first contact before the course begins. Send an email message to introduce yourself and provide instructions on how to get started. Add a personal touch by including a short video message relaying the same information so students can get a sense of your personality.

2. Create an introductory activity. Connect your students with each other and make them feel like they're part of a community of scholars. Create a simple Blackboard discussion forum for introductions. You can also ask students to upload a picture to their Blackboard profile.

3. Provide opportunities for learner interaction. Blackboard discussion forums, Padlet walls, or VoiceThread activities are great ways to promote student interaction. You can also create online study groups where students meet through Google Hangouts or another video conferencing service. The first study group could be guided by instructor-created questions and then you could challenge students to come up with future questions. WM Apps are an easy way for students to develop content together and WM Wikis also provides opportunities for collaboration.

4. Encourage sharing. Social media can be used to engage students in your content. Students can share resources related to the course informally through a Facebook group or Twitter hashtag. You can even embed a Twitter feed into your Blackboard course!

Overcome Administrative Barriers

Students may get frustrated if they don't know how and when to contact you. They may also get discouraged if they don't know their progress in the course or if expectations aren't clearly communicated. Set your students up for success using these strategies to overcome administrative barriers to student engagement:

1. Establish contact methods and hours. Communicate your email address and phone number as well as the best days and times to reach you. Let students know in advance when you'll be away longer than 24 hours to avoid feelings of frustration. Besides email and phone, you can hold online office hours using Adobe Connect or Google Hangouts. These services allow you to share your screen with students and have drawing capabilities.

2. Provide directions often and in various ways. Be clear and concise with your directions and expectations. Also provide your directions in multiple ways, such as through email and within the online course. If you create a video with instructions on how to complete a task be sure to provide the same directions in text.

3. Provide effective and timely feedback. This is important in any course, especially online. Make your presence known in a discussion forum by getting involved early and asking questions that keep the discussion going. Students should also be aware of their progress throughout the duration of the course. Blackboard's Assignment tools and Grade Center can help you communicate student progress. Self-check activities also help guide student learning and prepare students for course assessments.

Overcome Motivation Barriers

Procrastination can happen to the best of us! Students may face additional distractions when completing online course work from the comfort of their own home or in a busy coffee shop. Overcome motivation barriers to student engagement and keep your students on track using these strategies:

1. Chunk your content. Simply put, chunking means breaking down information into smaller pieces that are easier for the brain to digest. Content should be organized in a logical way that guides the learning process. Conceptually-related information should be grouped together making it more meaningful and easier to understand. Video lectures should also be broken into shorter segments, usually 5-7 minutes. Read more about chunking from eLearning Coach Connie Malamed.

2. Send reminders to keep students on track. Populate the course calendar with deadlines and send reminders to your students so they stay on track. If a student falls behind, make time to speak with that student on what he or she can do to get back on track. It's also helpful to provide some sort of checklist for students so they know what they have to complete and when.

3. Use a variety of multimedia and modalities. You will have different types of learners in your course and using a variety of content-delivery methods and learning activities will help keep them engaged. If your course is text-based, consider including images or graphs to clarify concepts. You can also replace some of the text with videos or audio depending on the topic. Small changes can drastically improve the learning experience for your students.

As you can tell, there are many different ways to engage your students in an online environment! What strategies have you used to increase student engagement in your online or blended course? Share your ideas by commenting below.

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Ten Ways to Overcome Barriers to Student Engagement Online - Academic Technology

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Student engagement is a concept often discussed in education and an abundance of research exists on the topic. Student engagement is something instructors want to see and feel in their classrooms. Generally, student engagement tends to be viewed as the level of interest students show towards the topic being taught; their interaction with the content, instructor, ...

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Top 5 Things That Make Online Courses Impersonal (things to avoid)!!

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Top 5 Things That Make Online Courses Impersonal (things to avoid)!!

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from University of Colorado

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Top 5 Things That Make Your Online Course Impersonal Best Practices in Online Learning

When designing an online course, there is a temptation to substitute technological solutions for genuine interaction.

The best online instructors find a way to balance instructor presence WITH technological efficiency. Here are the top 5 mistakes that can make your online course impersonal and robotic.
Don't be a robot!
​5.) No personalized introduction

​​

One of the best ways to start off your online course is by writing a personal introduction for your students that will give them insight into who you are, why you are teaching the course, and what they can expect to learn.

This can be through text and pictures or via a short video.

Many learning management systems like Canvas or Blackboard have webcam recorders within their content editors, which makes this especially simple. A personalized introduction lets your students know, right away, that there is a human teaching the course.

4.) Recording and posting long lectures

Many online courses consist of recorded lectures identical to the kinds of lectures delivered in a face to face course.

The traditional lecturing model is slowly losing favor among advocates of the flipped classroom model of teaching face-to-face courses, so it is especially important to avoid them in online courses.

It is difficult for online students to maintain attention when viewing a video that lasts over 40 minutes. Instead, break up any recorded lectures into smaller chunks and intersperse them with activities such as discussions, mini-assignments, or quizzes.

3.) Isolating students from their classmates

Unless an online course is designed to be self-paced, there should be opportunities for your students to interact with one another.

You may accomplish this with an icebreaker activity at the beginning of the term, where you will ask your students to share information about themselves via a discussion.

Popular icebreakers include the " two truths and a lie" or asking your students to share some of their favorite pictures or write about their favorite book or film. Group projects and peer review assignments will also foster a sense of community among your online students.

2.) Over-reliance on publisher material

Textbook publishers provide a wealth of pre-made content, quizzes, and assignments that can be imported into your learning management system.

While this is certainly convenient, relying too much on this material can crowd out your voice and make your students feel like their course is being taught by McGraw-Hill, Cengage, Wiley, etc.

Try to be judicious in your use of these materials.

1.) Lack of individualized feedback

This is the big one.

If you assess your students exclusively via automatically graded tests and quizzes, which is easy to do in a learning management system, you are denying them a valuable part of their education.

Instead of robo-grading, give your students assignments that require revision and feedback so that they leave the course feeling a sense of accomplishment.

Feedback can occur in many different ways, such as:

Detailed response to a discussion post that you find merits attention

Using peer-reviewed paper assignments coupled with your own suggestions

Online "office hours" via web conference or messaging

By avoiding these pitfalls, your online courses will have a greater impact​ and your students will be more engaged. By humanizing your online course, you are delivering value to your students and making meaningful connections.​

​​​

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Top 5 Things That Make Your Online Course Impersonal | CU Online | Online Degrees and Online Courses | University of Colorado Denver | University of Colorado Denver

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Top 5 Things That Make Your Online Course Impersonal Best Practices in Online Learning When designing an online course, there is a temptation to substitute technological solutions for genuine interaction. The best online instructors find a way to balance instructor presence WITH technological efficiency.

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Required & Optional Statements

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The distribution of a course information sheet or syllabus is required for all University undergraduate courses. ¹ The syllabus is a statement of intent and schedule of topics/activities that serves as an implicit agreement between the instructor and students. It must be distributed (either as a hard copy or online) during the first week of classes, and an electronic copy, available to students, must be retained by the department office. By policy, the following information must be provided:

1. Instructor(s) and contact information

List names (including GTAs), office/room numbers, telephone numbers, and e-mail addresses

2. Instructor's availability

In-person courses: give office hours or explain the "open-door" policy
Online courses: clarify the instructor's response time to questions (e.g., 24 hours)

3. Course objectives and expected learning outcomes

List what the student will learn or accomplish in the course; state learning outcomes in measurable terms; relate learning outcomes to Major or Minor Program goals.

4. Absence and class participation policies

In-person courses: State the class absence policies, as well as UA policies on the following kinds of excused absences:
Online courses: State the class participation policies-what constitutes participation and how that will be evaluated.

5. Required texts or readings

List both required and recommended texts and readings, and where to locate those readings.

6. Required or special materials

List special tools or supplies that are needed (e.g., zip disks, drafting tools).

7. Required examinations and papers

Specify the number of quizzes, examinations, and papers.

8. Required extracurricular activities

Explain field trips, service-learning activities, etc., with the expected time commitment.

9. Final examination or project

Identify the date and time of the final exam (or project due date), with links to the Final Exam Regulations,http://registrar.arizona.edu/courses/final-examination-regulations-and-information?audience=students&cat1=10&cat2=31, and Final Exam Schedule, registrar.arizona.edu/schedules/finals.htm.

10. Grading scale and grade policies

Specify in detail the methods of evaluation, how those methods factor into the final grade, and the scale used to determine final grades. State how late assignments and extra credit opportunities, if any, will be handled.

11. Classroom behavior policy

Present policies to foster a positive learning environment, including use of cell phones, mobile devices, etc.

12. Threatening behavior policy

State the UA Threatening Behavior by Students policy, which prohibits threats of physical harm to any member of the University community: policy.arizona.edu/education-and-student-affairs/threatening-behavior-students..

13. Academic Integrity policy

State the Student Code of Academic Integrity that prohibits plagiarism: deanofstudents.arizona.edu/policies-and-codes/code-academic-integrity

14. Nondiscrimination and Anti-harassment policy

State the University Policy 200E on prohibited behaviors: http://policy.arizona.edu/human-resources/nondiscrimination-and-anti-harassment-policy

15. Accommodations for students with disabilities

Include the statement for reasonable accommodations provided by the Disability Resources Center: drc.arizona.edu/instructors/syllabus-statement

16. Schedule of topics and activities

Present the weekly/daily schedule, including assignment due dates and exam dates.

17. Subject to change Statement

Include a statement indicating that the information contained in the course syllabus, other than the grade and absence policies, may be subject to change with reasonable advance notice, as deemed appropriate by the instructor.

Sample Syllabus Templates See Related Resources for Undergraduate Course syllabus templates for in-person and other helpful links.

Effective Term: Summer and Fall 2016 for all undergraduate courses

1 ​For co-convened 400/500-level classes, the instructor may use a single syllabus for the jointly convened class or separate syllabi for the graduate and undergraduate offerings. If a single syllabus is used, it must meet the requirements of both the Undergraduate and Graduate Syllabus Policies and must clearly distinguish between graduate and undergraduate requirements and workload expectations.

Undergraduate Course Syllabus Template for In-Person Classes (non-General Education): In addition to the January 2016 Undergraduate Syllabus Policy, the Undergraduate Council (with approval from the Senate Executive Committee) offers faculty this template with language to be used if a faculty member so chooses. The template includes the required topics listed above, using the recommended language, along with recommended (but optional) topics that may be added if appropriate for an in-person course.

Undergraduate Course Syllabus Template for In-Person General Education Classes: The University-wide General Education Committee offers an amended template, based on the one approved by the Undergraduate Council and Faculty Senate, that includes the required components for Tier One and Tier Two courses.

Syllabus Inventory for UA Online Courses. This inventory ensures all policy requirements are met while allowing flexibility for instructors to use departmental or unit templates.
DRC Statement on Accommodations for Students with Disabilities Final Exam Regulations Final Exam Schedule
Student Code of Academic Integrity

UA Religious Accommodation Policy
UA Threatening Behavior by Students Policy

ABOR Policy 5-308 Student Code of Conduct
Replaces previous policy approved 6/2005 by the Faculty Senate.

Hyperlink updated 6/23/2016

Template with updated hyperlinks uploaded 8/11/2016

Online course syllabus inventory uploaded 8/2017, reference to online syllabus template removed.

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Course Syllabus Policy: Undergraduate (with Template)

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The distribution of a course information sheet or syllabus is required for all University undergraduate courses. ¹ The syllabus is a statement of intent and schedule of topics/activities that serves as an implicit agreement between the instructor and students.

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What it is, Why to do it, and How

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PROJECT-BASED LEARNING
in
HIGHER EDUCATION Teaching and Learning Summary Grounded in experience - "learn by doing"
Driven by student interest
Model for learning through questioning, inquiry and critical thinking
Engages vertical learning (subject matter knowledge) and horizontal learning (generic skills) Jean Piaget 1896 - 1980
Developmental Psychologist Maria Montessori 1870 - 1952
Physician & Child Development Expert John Dewey 1859 - 1952
Philosopher, Psychologist & Educational Reformer Socrates c. 469 BC - 399 BC
Greek Philosopher Early Proponents Characteristics of PBL Learning is student-centered
Learning occurs in small groups
Instructors are facilitators or guides
Problems are the organizing focus and the stimulus for learning
New information is acquired through self-directed learning Practical Applications PBL is typically a group activity that endures over a period of time and results in a product, performance or presentation
Student-centered with instructors serving as facilitators or guides
Includes timelines, milestones and other characteristics for formal evaluation Engaged Learning Students are engaged in rigorous projects that are carefully planned, managed, and assessed to help students:

Learn key academic content
Practice 21st century skills (collaboration, communication, critical thinking)
Create high-quality, authentic products and presentations Intentional Design Significant content - Critical thinking, problem solving, collaboration, communication
Inquiry as part of the process of learning
Organizing around open-ended driving questions
Creating the need to know essential skills and content
Student voice and choice
Processes for revision and reflection
Involving an outside audience Required Criteria When is a project considered an instance of PBL? Projects are central to the curriculum - positive effects on student content knowledge
Projects are focused on questions or problems that "drive" students to encounter (and struggle with) the central concepts and principles of a discipline - high levels of student engagement
Projects involve students in a constructive investigation - improved critical thinking and problem solving skills
Projects are student-driven to some significant degree - development of collaborative skills
Projects embody characteristics that give them a sense of authenticity to students - real-life challenges where focus is on authentic (not simulated) problems or questions, and solutions have the potential to be implemented PBL enables students to articulate the right questions and to understand how and where they can search for knowledge, not remember the answer
PBL integrates teaching strategies that cultivate and develop in student the processes of thinking, learning how to learn, thinking about how they learn, problem solving and the ability to work in team environment
Well-designed collaborative project-based learning strategies have the potential to stanchion the growth of academic intelligence, proficiency and skills in a way that enhances the student learning experience The Value Proposition of
Project Management for Educators A life skill educators can teach their students
Allows for integration with the science of education
Critical knowledge of PM = better time and project management
Through experience educators internalize and understand the importance of paying closer attention to timelines, learning goals and assessment
By applying theory to practice for action learning, educators emphasize the four phases of successful project-based learning that make projects easier to manage: define, plan, do and review PBL is a teaching and learning tool
Positive outcomes as they relate to:
student learning in the areas of content knowledge
collaborative skills
engagement and motivation
Critical thinking and problem-solving skills
Organizes learning around projects PBL is demanding of students and instructors
Collaboration can sometimes lead to disagreements and malcontent
If students become thwarted by the challenge, frustration could ensue and even result in the team abandoning the project completely
Students who have no prior knowledge experience with PBL may find themselves disenfranchised when PBL material is presented Projects are cooperative by nature
Requires collaboration which fosters interpersonal and communication skills
Students focus on building skill and knowledge sets
PBL situations encourage well-defined solutions to explicit problems
Students engage more successfully and in greater depth than in the traditional, lecture-style classroom environment
Students work harder and invest more time and energy in learning Student Experiences Project-Based Learning (PBL)? What is...

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Value Proposition of Project Management for Educators

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Psychologist & Educational Reformer Socrates

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BC Greek Philosopher Early Proponents Characteristics of PBL Learning

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PROJECT-BASED LEARNING IN HIGHER EDUCATION

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PROJECT-BASED LEARNINGinHIGHER EDUCATION Teaching and Learning Summary Grounded in experience - "learn by doing"Driven by student interestModel for learning through questioning, inquiry and critical thinkingEngages vertical learning (subject matter knowledge) and horizontal learning (generic skills) Jean Piaget 1896 - 1980Developmental Psychologist Maria Montessori 1870 - 1952Physician & Child Development Expert John Dewey 1859 - 1952Philosopher, Psychologist & Educational Reformer Socrates c.

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Interactive site to help you build course objectives

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Use the ASU Online Objectives Builder tool below to write measurable course outcomes and learning objectives.

About Learning Objectives

Learning Objectives are statements that describe the specific knowledge, skills, or abilities students will be able to demonstrate in the real world as a result of completing a lesson. Learning objectives should not be assignment-specific, however, an assignment should allow students to demonstrate they have achieved the lesson objective(s). All of the learning objectives should support the course outcomes.

Examples of Learning Objectives

Describe individual, behavioral, and social factors positively influencing health in the Blue Zones.

Calculate the median of a set of values using Excel.

Create a needs analysis using Gilbert's Performance Matrix.

Revise a company operations manual to reduce energy consumption.

Diagram the main constructs of social cognitive theory.

Summarize the scope and source of food waste in the United States.

Objectives Builder Tool

Use the below objectives builder tool to begin designing objectives. If it's your first time click "Start Project". If this is a return visit, click "Resume" to pick up where you left off or "Restart" to start the tutorial over. Follow the on-screen instructions to build your learning objective(s)!

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Learning Objectives Builder - Teach Online

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Use the ASU Online Objectives Builder tool below to write measurable course outcomes and learning objectives. About Learning Objectives Learning Objectives are statements that describe the specific knowledge, skills, or abilities students will be able to demonstrate in the real world as a result of completing a lesson.

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Can Online Courses Deliver In-Class Results?

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Can Online Courses Deliver In-Class Results?

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Can Online Courses Deliver In-class Results?

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Goblins left in this room:

START

Joey is good at taking tests, but does not write papers very well. He does a lot of research, decides to rely heavily on quotations and does an exemplary job of citing his sources. Is this plagiarism?

AWhile not dishonest, an important part of writing papers is demonstrating the ability to synthesize and create new information.

BNo, he cited all information properly

Incorrect! Overusing quotations is not good writing even when cited properly.

Incorrect! A parenthetical and works cited reference are needed.

Greg uses information from his geology lab workbook in his lab report. Does he need to cite it?

Incorrect! Even lab manuals and workbooks need to be cited.

Paraphrasing involves re-writing a statement in your own words. Try again.

Mary wrote a paper in freshman composition which she could now use in her sophomore-level sociology course. She should...

Use it but change a few words

Not use it because it was already turned in for credit

Discuss its use with the professor

Use it because she's the original author

You should always talk to your professor before reusing a paper, or simply don't reuse it. Try again.

How can Sheila use information from an uncopyrighted Internet source such as Wikipedia

not copyrighted, can use any way she wants

She can quote or paraphrase online sources, but must always cite the source. Try again.

Hmmm, it's dark in here!

You must always cite someone else's ideas, words, images, and other intellectual creations. Try again.

What are the penalties when/if you get caught plagiarizing your work?

could get expelled from school

must pay fine to the college

unpleasant chat w/ prof or dean

library privileges revoked

You can fail the assignment or class and will likely have an uncomfortable conversation with your professor. On your second offense, you could get kicked out of school. Lycoming does not fine students for plagiarism or revoke library privileges. Try again.

He must give an in-text citation and include the work in his bibliography. Try again.

The following text is part of an example research paper. Click on the text that tells you where the writer got his or her information from.

The recent literature on plagiarism is plentiful, but incomplete. The issue is very complex, and it is difficult to find a standard definition of plagiarism among faculty and administrators, let alone one that is understood by students. Most cases of plagiarism appear to be "accidental," stemming not from a deceive, but from an honest ignorance or confusion (Maurer, 2006). Students have a good reason to be confused...

The citation looks like this: (Maurer 2006). Try again.

Asking for help is always the best way to be sure. Try again.

"John is a particularly heartbreaking character, full of bluster as he tries to make sense of his abandonment by his abusive father and his well-meaning but immature mother."
Which of the following are acceptable ways to use this text in your paper?

AJohn is a very heartbreaking character, full of emotion as he tries to understand his abandonment by his father (Hynes, 2006).

BJohn's weakness is demonstrated by his obsession with the poor treatment from his father and mother (Hynes, 2006).

The first example is too close to the original and would be considered plagiarism.

Patrick took a paper he wrote for his his Education class and handed in the same paper for his Psychology class. This is considered plagiarism.

Not knowing the rules about plagiarism excuses Penny from the consequences if and when she is caught plagiarizing.

Julie states in her essay that carrots contain Vitamin A. She does not need to cite this information because it is common knowledge.

What is "patch writing"?

APiecing together copied words from several papers into a paper of your own

BPutting parenthetical citations into your paper, i.e. (Williams,34).

CWriting a paper with parenthetical citations, but no works cited page.

If Watson takes a direct quote from his research, he should...

CPut quotation marks around the words taken

Credits

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Plagiarism Game - Snowden Library | Lycoming College

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Plagiarism goblins who want to destroy academic integrity have taken over! You are the only person who can destroy the goblins & restore order.

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from UT-Austin

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Learning to Teach Online

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UNSW Australia (The University of New South Wales)

UNSW Sydney, based in Sydney Australia, was established in 1949 and is one of Australia's leading research and teaching universities with more than 50,000 students from over 120 countries. UNSW Sydney aspires to provide students with an outstanding educational experience, which both reflects our strong traditions of excellence, innovation and social justice, and builds on our strengths in scientific, technological and professional disciplines.

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Learning to Teach Online from UNSW Australia (The University of New South Wales). Are you an educator? Have you ever wanted to understand more about how to design your class to make better use of educational technology - whether fully online or ...

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Advanced Instructional Strategies in the Virtual Classroom

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Welcome to Advanced Instructional Strategies in the Virtual Classroom! This course will help you apply strategies to the critical areas of K-12 virtual instruction to significantly impact virtual education. We will examine the pitfalls beginning teachers run into and learn how to overcome them by focusing on the fundamentals that have the greatest impact on student learning in a blended or online environment. By the end of the course, you will be able to empower your students to be voracious learners who are ready to go out and make the world a better place to live.

Upon completing this course, you will be able to: * Identify the role of direct instruction within a virtual course. * Establish direct communication and meaningful relationships with your students. * Use instructional strategies that motivate and challenge your students to think more critically. * Define at-risk students and examine effective strategies for teaching this demographic. * Build an inclusive and thriving online community with students, parents, and other teaching professionals.

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Advanced Instructional Strategies in the Virtual Classroom

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Offered by University of California, Irvine. Welcome to Advanced Instructional Strategies in the Virtual Classroom! This course will help you apply strategies to the critical areas of K-12 virtual instruction to significantly impact virtual education.

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Use Inspire/Civitas OR just track student participation and reach out at opportune times (e.g., after missing a big due date)

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Summarize class news and remind students of upcoming due dates. (Standard e-mail that goes to whole class)

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Voicethread, Video Note, or Panopto. SMILE! : )

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How Can Gamification Improve eLearning? What is the Future of Gamification in eLearning Industry? Judging by the following 30 Facts about Gamification in eLearning, the future of Gamification in eLearning is brighter than ever.

eLearning Industry in numbers

The eLearning market is now more than 16 years old (the word "e-learning" was coined in 1998).

1. At Fortune 500 firms, 73.6 percent of technology-delivered training comes through networked, online methods. (1)

2. Corporations can save up to 70% by replacing traditional training with eLearning (IOMA 2002).

3. Over 18,000,000 college students are taking at least one of their classes online. By 2019 half of all classes will be done online. (2)

4. eLearning is $56.2 billion industry. By 2015 this will grow into a $107 billion market . (3) It makes it the fastest growing market in education industry.

How Can Gamification Improve eLearning?

Over 75% people are gamers (50% casually and 27% moderately to fairly often). (4)

Learners recall just 10% of what they read and 20% of what they hear. If there are visuals accompanying an oral presentation, the number rises to 30%, and if they observe someone carrying out an action while explaining it, 50%. But learners remember 90% "if they do the job themselves, even if only as a simulation. (5)

1. Almost 80% of the learners say that they would be more productive if their university/institution or work was more game-like. (4)

2. Over 60% of learners would be motivated by leader boards and increased competition between students. (4)

3. 89% would be more engaged win an e-learning application if it had point system. (4)

Favorite Gamification Techniques (4)

1. Progressing to different levels

2. Scores

3. Avatars

4. Virtual Currencies

Less Favorite Gamification Techniques (4)

1. Competition with friends

2. Virtual Gifts

3. Being Part of a narrative (so called "interactive fiction")

4. Real time performance feedback and activity feeds

The Most Effective Uses of Gamification in Learning (6)

1. Illustrating progress

2. Increase engagement

3. Creating challenges

4. Instilling a sense of accomplishment

The Future of Gamification in eLearning Industry

1. By 2015 50% of organizations managing innovation processes will gamify aspects of their business. (7)

2. Accordingly, by 2015, 40 percent of Global 1000 organizations will use gamification as the primary mechanism to transform business operations. (7)

3. 53% of responders say that by 2020 gamification will be widely adopted by most of industries, communications scene and most of all education. (8)

6 Successful Examples of Training Gamification in Corporation

1. The Deloitte Leadership Academy
A virtual platform for executives training that generates content from Harvard, Stanford and other Ivy League universities. The platform was implemented by a company specializing in gamification

2. IBM's Innov8
Business process management learned by playing a game? Why not! Main task for players is dealing with a fictional company to understand a connection between IT and Business processes.

3. Wall Street Survivors
Another gamification platform, this time for the financial market. Even basics of stock market and portfolio investments can be successfully taught through a game.

4. Bluewolf
Engaging employees into building the brand in this case was done by creating #GoingSocial program that offers points and rewards for collaboration, publishing on the company blog and some social activities. Employees are involved and company is actively present in media. Win-win situation.

5. Keas
Wellness platform for employees that helps keep the group health insurance costs lower for enterprises, reducing sick days and implement healthy habits. Personal dashboards with stats, tasks and achievements keep both employees and companies healthy.

6. "Stepping Up to Management" by Xerox's
An engaging management-training program based on gamified application. Trainees go on quests, alone or in groups, and use their new skills in real work environment. Leaderboards show their progress making the training fun.

TalentLMS is easy and most effective solution for growing organizations. It is a cloud based learning management system that offers easy way of engaging your trainees in learning. It provides great, fast and most efficient way of training employees and customers in all kinds of organizations that want to grow and have fun while doing it!

References:

1. A Second Act for E-Learning

2. The eLearning Revolution

3. Global Industry Analysts

4. Talent LMS Survey

5. National Summit on Educational Games

6. How Gamification reshapes learning

7. Gartner report

8. Pew Research

Find more education infographics on e-Learning Infographics

TalentLMS

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30 Facts About Gamification in eLearning - eLearning Industry

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How Can Gamification Improve eLearning? What is the Future of Gamification in eLearning Industry? Judging by the following 30 Facts about Gamification in eLearning, the future of Gamification in eLearning is brighter than ever. eLearning Industry in numbers The eLearning market is now more than 16 years old (the word "e-learning" was coined in 1998).

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Fun. Kind of Game-like

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Sample Professional Website with Teaching Philosophy

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Sample Professional Website with Teaching Philosophy

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Science Daily Discovery Channel PBS Religions and Evolution Why Evolution and LDS Thought are Fully Compatible Reconciling Evolution and Religion, Part 1 Reconciling Evolution and Religion, Part 2

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10 Principles of Effective Online Teaching

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10 Principles of Effective Online Teaching