Week One:
Research:
Martin, F. Wang, C and Sadaf, A. (2018) Student perception of helpfulness of facilitation strategies that enhance instructor presence, connectedness, engagement and learning in online courses, The Internet and Higher Education, 37, 52-65. DOI:10.1016/j.iheduc.2018.01.003
Ma, J. Et al (2015) Examining the necessary condition for engagement in an online learning environment based on learning analytics approach: The role of the instructor, The Internet and Higher Education, 24, 26-34. DOI:10.1016/j.iheduc.2014.09.005
Boling, E. C. et al. (2014) Using online tools for communication and collaboration: Understanding educators' experiences in an online course, The Internet and Higher Education, 23, 2014. DOI:10.1016/j.iheduc.2014.07.002
Useful links:
Online wellbeing services for students
https://www.nhs.uk/apps-library/category/mental-health/
https://www.healthnavigator.org.nz/apps/m/mental-health-and-wellbeing-apps/
Online courses and resources
https://online.stanford.edu/courses/gse-yopen-creating-effective-online-and-blended-courses
https://www.jisc.ac.uk/training/planning-for-coronavirus
https://www.futurelearn.com/courses/teach-online
Week Three:
Resources:
Steven Horwitz, The Library of Economics and Liberty Thoughts on creating video lectures. https://www.econlib.org/online-teaching-thoughts-on-creating-video-lectures/
Katushiko Yoshikawa, Shizenkan University, Japan, Introducing online teaching as a response to COVID 19: Lessons from our experience
Coursera, 5 innovative techniques for creating online video lectures
https://blog.coursera.org/5-innovative-techniques-for-creating-online-video-lectures/
Futurelearn, Producing high quality media whilst working remotely https://ugc.futurelearn.com/uploads/files/2a/e3/2ae3cbce-7a73-458c-9139-8722f9674def/FutureLearn_How_to_Teach_Online__Producing_high_quality_media_whilst_working_remotely.pdf
University of Minnesota, Zoom: Teach Online Class Sessions https://it.umn.edu/services-technologies/how-tos/zoom-teach-online-class-sessions
Shanghai University:
Digital Teaching Toolkit: Pre-Record to Teach Online: https://wp.nyu.edu/shanghai-online_teaching/teaching-asynchronously/
Zoom for Streaming Lectures: https://wp.nyu.edu/shanghai-online_teaching/streaming-lectures/
Record in Class: https://wp.nyu.edu/shanghai-online_teaching/recording-lectures/
Articles:
Thomas Brockfeld, Bringfried Müller & Jan de Laffolie (2018) Video versus live lecture courses: a comparative evaluation of lecture types and results, Medical Education Online, 23:1, DOI: 10.1080/10872981.2018.1555434
Week Five:
Useful links:
https://learn.flglobal.org/courses/rtol7-rapid-transition-to-online-learning-1
https://ctl.byu.edu/tip/10-activities-make-lectures-interactive
https://www.chronicle.com/interactives/advice-online-teaching
Useful links:
https://www.timeshighereducation.com/student/blogs/coronavirus-when-learning-never-quite-stops
https://www.sheffield.ac.uk/ssid/301/study-skills/communication/collaboration
University of New South Wales
Tools for setting up groups: https://teaching.unsw.edu.au/group-work-when-groups-first-meet
Exercises to build group dynamics: https://teaching.unsw.edu.au/group-work-building-group-dynamics
Student hand outs: https://teaching.unsw.edu.au/develop-students-group-work-skills
Resolving problems: https://teaching.unsw.edu.au/helping-students-reflect-group-work
Getting the Best Out of Virtual Work and Virtual Teams available from https://www.koganpage.com/product/virtual-leadership-9780749475963 (code VLF20 for a 20% discount)
Designing group work: https://onlinelearninginsights.wordpress.com/2014/08/14/how-to-make-group-work-collaborative-in-online-courses-four-strategies/
Available via Merlot (https://www.merlot.org/merlot/materials.htm?keywords=group+work&sort.property=relevance):
http://archive.learnhigher.ac.uk/groupwork/
https://jolt.merlot.org/vol5no4/zach_1209.htm
Resources:
Henderson M., Molloy E., Ajjawi R., Boud D. (2019) Designing Feedback for Impact. In: Henderson M., Ajjawi R., Boud D., Molloy E. (eds) The Impact of Feedback in Higher Education. Palgrave Macmillan, Cham
Useful links:
Ngoc Thuy Thi Thai, Bram De Wever, Martin Valcke, The impact of a flipped classroom design on learning performance in higher education: Looking for the best “blend” of lectures and guiding questions with feedback, Computers & Education, Volume 107, 2017, Pages 113-126, ISSN 0360-1315, https://doi.org/10.1016/j.compedu.2017.01.003.
Ashley Waggoner Denton (2018) Improving the Quality of Constructive Peer Feedback, College Teaching, 66:1, 22-23, DOI: 10.1080/87567555.2017.1349075
https://blogs.kcl.ac.uk/digitaleducation/the-dos-and-donts-of-peermark/#more-751
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