Part 1 and 2 are both only 1 slide long, however they exemplify the change in the design. These were created after I found the Oregon State style guides, so they were created with official colors and a more streamlined layout. These allow students to practice identifying kids that might need alternative learning options. These don’t feature any groundbreaking changes, however they do show how I’ve become more layer oriented with a cleaner display.
This storyline project was created for CS 325 on General Recurrence. Katie Hughes the developer has this to say bout her experience:
While this is a seemingly simple project, I really consider it the turning point in my Storyline experience. On one slide, the instructor wanted the student to input a text response, and if that response contained a certain word it would be considered correct. Storyline has nothing supported that does any sort of text comparisons, so this is the project I learned how to integrate JavaScript. Learning JavaScript and how it works in Storyline really opened up a lot of options for other projects after this one. Also, this series of CS 325 lectures is really the first one where I began using a consistent layout for each Storyline project.
Click here, If you would like to experience the storyline yourself.
Interested in scientific visualizations? Read on to learn how we tackle them.
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This animation shows where (and when) a certain kind of plant grows its buds for flowers and new stalks, over the course of several years.
This animation was mocked up, tweaked, discussed, and completed within roughly three weeks.
Digital portfolios can be interactive, meaningful, and engaging assignments in online courses. According to Ecampus Instructional Designer Jonan Donaldson, “Well-designed learning environments organized around published digital portfolios can increase not only academic achievement but also intrinsic motivation, student autonomy, collaborative learning, and digital literacies.”
Read more about digital portfolios in Jonan’s article for Educause, Digital Portfolios in the Age of the Read/Write Web.
You or your students might encounter a bug when playing Adobe Presenter lectures where the audio track will not produce any sound or “No Audio” will be displayed. Try re-installing flash and playing the lecture again, if that does not prove success then try this workaround:
Chrome is not a supported blackboard browser, you might encounter flash interactives not being displayed correctly for the student using Chrome.
Courses that use audio in assessments should not be using Chrome, as the audio player will not display correctly.
Please recommend Firefox if your course contains any flash.
In building online courses, we try to create three forms of interaction on a regular basis throughout each class:
Sometimes these interactions are formal and graded, such as graded class discussions, group projects, or multimedia presentations. Other times, though, we want a more informal means of generating these three forms of interaction.
Wallwisher is a free online tool that can be used for this purpose. Wallwisher is a simple website that allows participants to visit and post quick, virtual sticky-notes that include text or links to audio or video content. Wallwisher is easy for instructors to set up and easy for students to use.
Here’s a Sample Wallwisher page we set up for you to try. This page asks students to quickly note which concepts they’ve found most difficult so far during the course of a term. An instructor might use this tool to gather opinions, gauge assumptions, check comprehension, or to help students prepare for an exam.
Looking for ways to make your online class more interactive? Wondering what your students are thinking about a certain topic in your class? Wondering if your students are struggling?
Surveys are helpful tools to help us meet these needs in online classes. Google Docs offers a free survey tool, Google Forms, which you can use in your online class by following a few simple steps:
1. Go to your Google Docs account.
2. Create a Form.
3. Choose a Theme.
4. Write your questions.
5. Share a link to the live form.
6. Collect your responses in one convenient location, your Google Form spreadsheet.
Click the image above to watch a brief video that explains how Google Forms can work in your class.
Did you know that the OSU Library offers Course Guides? Course Guides are webpages that the librarians can help to create for your class. Then Ecampus can place these webpages in your Blackboard class.
Course Guides are a great way to …
Visit the library course guide webpage to browse through course guides from courses in almost every discipline. To start setting up a Course Guide for your class, please contact Stefanie Buck (stefanie.buck@oregonstate.edu) or your subject’s librarian.