Teaching With Technology

 

Faculty/Student Interaction; Facilitating Discussion

The discussion board, allows an instructor to create a forum for discussion on topics they select. A participant/instructor begins a thread by introducing the theme of the topic and students reply. Your role is to help students move toward a more scholarly level of dialogue by providing instructions, reminders, and coaching their reponses. See Example.

Best practices:

  • keep discussion focused, moving forward, and constructive
  • provide assistance by summarizing
  • responses should be at least a full paragraph or two long and reference the lecture or other resource material
  • post "netiquette" instructions which include avoiding email slang such as LOL (laugh out loud)
  • provide timelines for postings
  • allow for more open-ended dialogue in a separate area
  • expect good answers and grade accordingly
  • controlling discussion participation too much can quickly bring the conversation to a halt; so can being silent
  • use a chat room sparingly

Educational Uses of Blogs, Wikis, RSS Feeds, etc.
http://www.tltgroup.org/resources/blogs.htm
A blog is a web page made up of usually short, frequently updated posts that are arranged chronologically—like a what's new page or a journal. A Wiki is a collaborative website comprised of the collective work of many authors. A Wiki allows users to easily upload, edit, and interlink pages.

Tech Tools, CCCConfer, video, podcasting, etc.

Design activities in relation to a range of Internet speeds. Most students are on DSL/Cable connections, but there still are a few out there with dial up modems. An hour long Quicktime lecture can take tortuous hours to download. Adding new techie tools can get complicated for both you and the student. A few well-selected media choices however can add new dimensions to your course.

Also, effective graphic design can create a visual logic and order to your course. It can improve readability, prioritization, and visual organization. Poor design can lead to accessibility problems. All electronic course materials must meet accessibility standards defined by federal and state law. Creating Accessible Web Pages

Additional information about accessibility standards for electronic resources may also be found on pages 2-3 of the DE Curriculum Addendum and on the Tutorials page.

CCC Confer has been designed to allow communication and collaboration, using the latest e-conferencing technology. Whether you need to get together with one colleague or many, one student or a whole group, anytime, anywhere all you need is your computer (and a phone) – the service is provided to you at no cost.

Course Management Systems (CMS)

A course management system is a tool that allows instructors, colleges, and corporations to develop and support online education. They include tools such as lecture notes/modules, assessments, assignments, discussion forums, chat, instant messaging, whiteboard, gradebook, email, announcements, group manager, media library, plagiarism detection software, and more.

Examples include WebCT, Blackboard, Moodle, ETUDES/SAKAI, Angel Learning, Desire2Learn, and e-College. Cabrillo is a single-CMS campus. Pedagogically it makes more sense for students to learn in a graphically consistent user environment. Cabrillo is currently a Blackboard campus. To find out more and see a demonstration, contact the Teaching and Learning Center.

Student Learning Outcomes, Rubrics, and more...

The new Accreditation Standards require incorporating Student Learning
Outcomes into all aspects of the college. Cabrillo faculty must define and assess SLOs
(student learning outcomes) for courses, programs and degrees and certificates.

Student Learning Outcomes Workbook: Learn how to write student learning outcomes and create a rubric to assess student competencies.