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Convocation: Distance Education at Cincinnati State

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Paul DeNu

on 4 August 2016

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Transcript of Convocation: Distance Education at Cincinnati State

Any Questions?
Course Overview and Introduction
Student Engagement
Distance Education
at Cincinnati State
Alice Finkelstein
Annotation 5.1

Annotation 5.2

Paul DeNu
Jean A. Wisuri
Course Technology
6.1 The tools and media support the course learning objectives
Varied Learning Activities

Differentiated learning
• recognizes that students arrive with different abilities and motivations
• empowers learners
Varied Instruction

Every learning objective is taught via a combination of
• Reading
• Video
• PowerPoint
• Links to websites and experts
Varied Activities

• "Homework" questions
• Essays
• Discussions or Blogs
• Group work or wikis
• Simulations
• Games
Student-Instructor Interaction

• Instructor's self-introduction
• Instructor presence in course
• Feedback
Student-Content Interaction

• Provide opportunities for discovery
• Welcome student expertise

Predictable organization of content is key.
Student-Student Interaction
• Netiquette expectations
• Encourage socializing
• Discussions and group work
• Set up student collaborate sessions
General Standard 5:
Engaging students to become active learners contributes to the learning process and student persistence
6.2 Course tools and media support student engagement and guide the student to become an active learner.
6.3 Navigation throughout the online components of the course is logical, consistent, and efficient.
6.4 Students can readily access the technologies required in the course.
6.5 The course technologies are current.
General Standard 1
General Standard 5
General Standard 6
1.1 Instructions make clear how to get started and where to find various course components.
1.2 Students are introduced to the purpose and structure of the course.
1.3 Etiquette expectations (sometimes called “netiquette”) for online discussions, email, and other forms of communication are stated clearly.
1.4 Course and/or institutional policies with which the student is expected to comply are clearly stated, or a link to current policies is provided.
General Standard 1:
The overall design of the course is made clear to the student at the beginning of the course.
2 essential standards
2 good to have
4 nice to have
General Standard 6: Course navigation and technology support student engagement and ensure access to course components
Good to Have
Exists in course template
Good to have
Exists in course template
1.5 Prerequisite knowledge
1.6 Minimum technical skills
1.7 Instructor's introduction
1.8 Ask student to introduce themselves
Nice to Have
1.6 and 1.8 in course template
Instructor must state in the objectives the required media and how it facilitates the learning objectives.

We recommend any PowerPoint presentations be the instructor’s original material and be accompanied by audio. In addition to this, a full text of the audio is required for students who may be hearing-impaired (Standard 8.2).

When using PowerPoint presentations, the size/length of the presentation should be limited to a reasonable size, such as 15 or fewer slides.

When using publisher materials, the instructor must designate in the course syllabus which media are required or optional. A direct link to the materials must also be provided

When choosing a media for an activity, you can refer to the
Essential Faculty Resources Technology List
to find the appropriate media.
In order to utilize tools and media that support student engagement, the instructor must first research and find the appropriate media for their objective.

We offer face-to-face and on demand workshops that are focused on interactive technologies such as Blackboard Collaborate.

Instructors can also utilize Blackboard tools to promote student engagement. Some examples include assessments, discussion forums, games, polls, surveys, and team-sharing.
Cincinnati State recommends that all online courses be structured in a logical, consistent, and efficient manner.

In order to raise the faculty’s awareness of teaching online at Cincinnati State, a workshop has been developed that focuses on the format and how to integrate it into existing and new classes.

On the Start Here or Student Resources page, information is included that lists out required technologies and plug-ins, with a link for downloading.

Instructions need to be detailed but simple so students can easily download the software and use it.

If the technology must be purchased at the Bookstore, a link to the bookstore’s Website should be included.

Examples of current technology that may be used in support of course objectives to enhance student learning:
Mobile applications to identify plants in a botany course
Wiki used for group collaboration
Blogs for student journals
Simulation replicating laboratory activities
Web-based tools that assist in practicing pronunciation and vocabulary.
Your course design should take advantage of the features on Blackboard or other online resources to support your learning objectives.
You can find a copy of this Prezi on the Distance Education Faculty Resources Page.
discussion boards
chat rooms
grade book
social media
virtual classrooms
web conferencing
Jean A. Wisuri
Alice Finkelstein
Paul D. DeNu
Full transcript