Ecampus Course Development and Training « Providing inspiration for your online class

There is an exciting new feature in Blackboard which will help instructors provide more detailed feedback in less time. This is the rubrics feature.

What are they?

Rubrics are tables of assessment. Blackboard uses the most common layout, which has columns of proficiency with the greatest levels of achievement on the right moving down to the lowest levels on the left. The rows indicate what is being measured. For example, a piece of writing may be assessed on measures of grammar, structure, clarity, formatting, and citations. Points are attached to each aspect being assessed, with the highest possible points in the right column. Different aspects can have different values. For example, perhaps the focus of this assignment was proper citations, so these would have higher values than grammar or structure, but in another assignment in a future week another rubric could be used in which clarity is the focal point.

Why should I use them?

Measure multiple aspects on one assignment
Save instructor time during grading
Ensures fairness while grading
Guidance for students while completing assignment
Ability to be re-used for multiple assignments

How do I make it happen?

Rubrics can be built right into Blackboard and utilized time and time again. Once you create a rubric, that same rubric can be modified to work for other assignments so there’s not a need to start from scratch. Learn how! (linked) http://oregonstate.edu/instruct/dce/walkthroughs/Rubrics/story.html

Need inspiration?

Here are some examples from the Center for Teaching and Learning to help.

Thinking Rubric (Linked) http://oregonstate.edu/ctl/thinking

Communication Rubric (Linked) http://oregonstate.edu/ctl/communication

Collaboration Rubric (Linked) http://oregonstate.edu/ctl/collaboration

Share your experience with rubrics! Click on “Leave a Reply” below.

Looking for a way to bring pizzazz to your online course content? To gain your students’ attention? To use visual rhetoric to communicate complicated ideas succinctly, clearly, and persuasively? To inject some humor into an otherwise dry subject? To bring clarity to a muddy point? Whiteboard animations may be the solution!

Here’s an example Ecampus multimedia developers Warren Blyth and Drew Olson created with content by Linda Brewer from the department of Horticulture. (You can find more information here: http://agsci.oregonstate.edu/research/writingimpacts.)

How do you know if your content is right for this kind of presentation? Well, it should be relatively short. When read aloud, the script should take no more than three to five minutes in length. A script is necessary before beginning this kind of project so that the illustrations can be planned. It also helps if the content is vivid in some way — humorous, ironic, vivid in figurative language or imagery, or somehow able to be conveyed or partially conveyed in simple drawings.

How do you proceed if you’re interested in having this sort of resource in your online or hybrid class? Contact Ecampus!

Digital timelines are a great way to display a series of events in your online course. They can be used to capture historical events or a series of steps that occur in specific order, for example, a lab activity.

TimelineJS is an easy to use online tool that allows you to create a timeline by pulling in various types of online media such as video, images, and maps from easy to integrate sites such as Twitter, Flickr, Google Maps, YouTube, Vimeo, Vine, Dailymotion, Wikipedia, and SoundCloud. The magic happens in a Google spreadsheet and it is as simple as inserting dates, links, and text into the appropriate columns.

If you are interested in having Ecampus create a timeline for you using this tool, all you need to do is contact your instructional designer. Click the image above to view a timeline that was created for French 329, a course on francophone cultures and film.

Providing feedback to students is a critical component in any course and perhaps even more important in an online course where the instructor and students are not in the same physical space. Although written feedback is the primary method used when providing feedback to students, some instructors are turning to the use of audio feedback and finding that it is both easy to do and effective. Research has shown that audio feedback can allow for more nuanced messages to the student. It has also been shown to involve the student more deeply in a class and make them feel that the instructor really cares. One study even found an association between the use of audio feedback and better retention of course content.

There are several online tools that allow you to create and share audio clips easily. One that I’ve used recently is Chirbit. You only need a microphone and you can record clips up to five minutes in length. There is no limit to the number of audio posts that you can share on Chirbit. Once you create an audio clip you can mark it as private and then share the link that is provided with your student. Chirbit has a number of other capabilities for sharing clips that you can explore even further, including the ability to attach transcripts or QR codes directly to audio clips.

Consider choosing one assignment next term that you could experiment with by providing audio feedback to students. Some instructors have reported that giving audio feedback is actually more efficient for them than giving written feedback. It is definitely another way to extend your presence in the online classroom.

For every concept you want to convey, there is a scale of understanding (from those who’ve never heard of it, to those who have PhDs in it). In many cases, those who really understand something well have trouble putting themselves into the shoes of others who are just setting out to learn it. This is why it is often hard to give a stranger directions when they don’t know the local streets or landmarks. The key to good explanation is: empathizing with your audience.

In May, I had the pleasure of seeing Lee LeFever speak at WebVisions 2013 in Portland, Oregon. His session, “The Art of Explanation,” was about crafting explanations in video form and it delivered my favorite takeaways from the show. I’d like share a few of these juicy insights with you, because they inform my multimedia work for CDT.
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Have you ever wished you could record whatever you are doing on your screen while narrating? Well, doing so is becoming easier every day. Screencasting means recording your screen, or an area of your screen, along with a recording of your voice.

Screencasting has become insanely easy because of new online tools. You don’t need to download any software or deal with any files. Your recordings are saved on the internet, so links are the way you share your screencasts.

When would you use a screencast? The most common use is to demonstrate how to use a website or piece of software. You can also open up a free online drawing tool and sketch something to demonstrate a concept as you are explaining it. Some instructors demonstrate how to submit assignments for their online classes. Others like to use screencasts to speak to their online classes about news stories or articles that are relevant to the topic at hand that week. Screencasts using these free tools can be used for “mini lectures” or informal content. Ecampus can help instructors build more formal lecture content using professional tools such as Adobe Presenter or Camtasia.

How does screencasting work? First, you log into an online screencasting tool such as Screencast-O-Matic or Screenr, click the “Record” button, and start recording! When you are finished, you will be given a link which you can paste into your course or an email. The steps are demonstrated in greater detail in the walkthrough below, as well as links to some of the tools.

Walkthrough: http://oregonstate.edu/instruct/dce/walkthroughs/screencasting/story.html

What does the latest research say about the most effective approaches to online and blended learning? Consider adding one or more of these peer-reviewed journals to your summer reading list:

International Review of Research in Open and Distance Learning – The current issue of this twice-a-year journal is a special edition on the hot topic of open educational resources.

Journal of Asynchronous Learning Networks – Articles in the latest issue delve into mobile learning, e-portfolios, and student engagement. JALN is published by the Sloan Consortium, whose website has a wealth of resources about online and blended learning.

Journal of Interactive Online Learning – Recent articles cover learning analytics as predictive tools, the challenge of establishing a sense of community in an online course, and a comparative study of student performance in online and face-face chemistry courses.

Journal of Online Learning and Teaching – The current issue of JOLT (the best journal acronym here!) includes such diverse topics as instructor-made videos as a tool to scaffold learning, comparative usefulness of web-based tech tools in online teaching, and student perceptions of online discussions. JOLT is published by MERLOT, the Multimedia Educational Resource for Learning and Online Teaching, a great collection of peer-reviewed open educational materials that could be useful in your online or classroom teaching.

1. Audio Audio Audio!

Audio is just as important, if not more important, than the video. Most people are willing to tolerate bad video if there is good audio, but not the other way around. Ecampus has wireless lavaliere mics (the little black mic that clips on to your shirt) that can be checked out with the camera to capture good audio.

2. Consider your Background

What is the background of your video is just as important as the subject of the video. Avoid windows in the background or shooting with the sun at your back. Flip cameras have no control over exposure so they adjust according to the brightest light in the frame. If you are shooting in your office with your back to the window, the camera will adjust to the light outside which will make you, the subject, really dark and underexposed. Also make sure there are no plants, pillars, signs or anything right behind your head or that “split the frame in half”. These are common distractions that pull focus away from the subject

3. Keep the Camera Steady

Handheld, shaky, video is very distracting. If you have a tripod, use it. Ecampus has small, desktop tripods, which work well for placing the camera on a table or shelf.

4. Here is a link to the OSU guidelines on shooting video http://oregonstate.edu/brand/video-best-practices

There are many ways to get engaging discussions started in a discussion board, but my favorite is to have students make something to share with their classmates as discussion starters. The tools students can use to create many types of presentations have become incredibly powerful and easy to use. These tools range from the more traditional presentation tools such as Prezi and Google Presentations (part of Google Drive) to the more creative such as slideshows in Vuvox or Animoto, interactive digital posters such as Pinterest or Padlet, animated cartoons with Go!Animate, or digital multimedia timelines with myHistro. Having students create things to share with classmates leverages the “write” part of the read/write web (also called web 2.0) to turn students into producers of content rather than consumers of content. This also creates a greater sense of student ownership of their own learning, especially when they are free to select the tool with which to create their discussion starter. Best of all, it reduces the likelihood that after half of the class has posted their thoughts in the forum everyone else struggles to come up with something new to say—usually ending up saying exactly the same thing with different paraphrasing. The accessibility of Web 2.0 tools varies. Giving students a choice of tools to use is a recommended approach; instructors seeking to create content for online courses should consult with Ecampus for recommendations about accessible tools.

Here is an example of what a typical set of assignment instructions might say:
Part 1: Create a presentation addressing your assigned topic using Prezi, Google Presentation, or Vuvox.
Part 2: Post a link to your presentation in the discussion board by clicking “Create Thread”. (Due Wednesday of week 1)
Part 3: Read at least 5 classmates’ presentations and give in-depth responses. Respond to classmates’ presentations which have the fewest responses. (Due Friday of week 1)
Part 4: Read the responses you received from your classmates and reply to each one. (Due Saturday of Week 1)

Do you find yourself typing the same thing over and over?

Do those fingers and wrists hurt after typing the same comment on every student paper?

I’ve got a solution for you! It doesn’t matter if you are a Mac or a PC, you can find a program to create shorter statements for you to type and have your computer input the entire comment for you.

aText logo

For Mac users, aText ($5 after free trial) allows you to create a typed code of your choice in order to input a longer statement. For example, you choose to type “zzchoice” and the program would put in “I like your choice of voice here. I can hear that you have thought about the content and used the knowledge in order to form your response.” This allows you to give expanded feedback to students in their papers without typing that same statement 30 times. This program runs in all applications as well, making email responses quick as lightning too!

Just think of the possibilities for the time you can save with a text expander program!

Text expansion demo: http://screencast.com/t/vaEiu5q7kEi

aText: http://www.trankynam.com/atext/

For PC users, please see this previous post:

http://blogs.oregonstate.edu/inspire/2011/07/21/shortkeys/

Ecampus Course Development and Training

Providing inspiration for your online class

Rubrics

Whiteboard Animations

Digital Timelines

Can You Hear Me Now?

Building explanations for your online courses

Screencasting Made Easy

What Are We Learning about Online and Hybrid Education?

Tip for shooting video with a Flipcam

Student-Produced Artifacts as Discussion Starters

Text Expansion

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