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Objectives for this Activity: (as
presented to students before activity or in syllabus)
A specific learning objective for
this Module is to develop a functional understanding of the nature
and importance of online learning in the context of contemporary educational
offerings.
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Prerequisites for this Activity: (not necessarily presented
to students)
Student should have a desire to teach online and meet student needs.
Materials and Resources:
What needs to be prepared in advance by the teacher? - A listing of articles
to help those that can't find one appropriate. Prepared summary statements
as appropriate
What does the student need to bring to the lesson? - Complete prior readings.
Guiding Questions for this Activity: (not presented directly
to students but a question that should be addressed in the readings)
What are the skills and responsibilities students need to succeed
in the virtual classroom?
Activity as Presented to Students: (usually in conjunction with the asynchronous
discussion forum)
 Assignment: Article
Critique
Purpose:
Students will be asked to submit critiques of an online article or
Web resource relevant to the course content. This activity has three
functions:
- It allows students to choose what to focus on and take control
of their own learning experience.
- It brings outside resources into the course.
- It provides participants with an extensive list of summaries of
related resources which they can choose to read or archive for later
use.
Postings:
Post your assignment in this forum no later than the date it appears
in the course calendar. The Article/Resources Rubric will be used to
evaluate the assignment.
Instructions:
Summarize and critique an online article or resource about the
role of the student in online education or the nature and importance
of online learning in the context of contemporary educational offerings .
This should be an article other than one assigned for this
course. Think of this assignment as a way to build a collective
online professional library.
- Submit your critique here.
- Put the article title and your name in the subject area of your
posting
- Include the complete URL (Web address) at the top of your posting
(cutting and pasting it from your browser's address bar will avoid
mistakes in doing this) so your classmates can link to the site.
Make sure you include the http:// , so Moodle will automatically
make a hyperlink.
This same activity modified to use a wiki instead of a discussion
forum
Assignment: Wiki
Purpose: Participants are asked to submit an annotated reference
of an online article or resource relevant to the course content.
This activity has three functions:
- It allows students to choose what to focus on and
take control of their own learning experience.
- It brings outside resources into the course.
- It provides participants with an extensive list of
summaries of related resources which they can choose to read or
archive for later use.
Postings: Post your assignment in the Wiki
of Resources (toward the top of the home page) no later than
the date it appears in the course calendar. The Wiki Rubric will
be used to evaluate the assignment.Instructions:Annotate
an online article or resource about the online
student. This should be an article other than one assigned
for this course or a web-based resource (e.g. link to an artchived
webcast). Think of this assignment as a way to build a collective
online professional library.
- Submit your annotate reference in the Wiki
of Resources [Note that as used, this would be a link to the
resource].
- Include the title of the reference and the complete
URL (Web address) at the beginning of your posting (cutting and
pasting it from your browser's address bar will avoid mistakes
in doing this) so your classmates can link to the site. Make
sure you include the http:// , so Moodle will automatically make
a hyperlink.
- Add 2-4 sentences that describe what the article or
resource is about.
- Add your name at the end of the posting.
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Teaching Strategies:
What are some tips to help the lesson run smoothly? Patience is a key. Provide
the students time to guide the discussion on the article assigned to them.
Allow
the students time to answer questions concerning their given article. Rather
than provide direct answers, guide students to the answers of their questions.
Try not to let misunderstandings linger, but at the same time allow for students
to self correct or correct others.
Accommodations:
What accommodations may be needed for students
with disabilities or other special needs? This lesson requires few if any
accommodations. Most text to speech and speech to text programs can function
within most asynchronous discussion tools. The bandwidth requirements are
also low.
Ideas for Activity Evaluation and Teacher Reflection:
How did the students like the lesson? End of semester evaluations should
ask about the usefulness and learning accomplished through such activities.
How was student learning verified? An assessment should be performed on
the quality of both the initial response by students, and any counter responses.
Furthermore, retention of the knowledge should be tested by students ability
to build on this knowledge with later units.
Sample Rubric:
Evaluation
Criteria |
Proficient |
Adequate |
Not
There at All |
Ideas |
Found an item related to the module's content area and introduced
new ideas.
(2 pts) |
Found an item marginally related to the module's content
area. Quality does not add to the discussion or collective
knowledge of the group.
(1 pt) |
Did not complete the assignment
(0 pts) |
Annotation |
Sufficient annotation and brief summary
(2 pts) |
Insufficient information to determine topic/scope of resource
and/or URL
(1 pt) |
Did not complete the assignment
(0 pts) |
Timeliness |
Posted on or before deadline
(1 pt) |
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Posted late or not at all
(0 pts) |
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