When teaching online your choice of tools will depend upon the characteristics of your learners, as well as your goals and objectives for the course. The important thing to remember is that when you choose technology for instruction it should be content driven not merely dictated by the type of media that happens to strike your fancy.Select each technology for its unique ability to convey meaning and to facilitate learning outcomes.
Respondus LockDown Browser is a customized browser that increases the security of online testing in Canvas. When students use Respondus LockDown Browser to take a quiz in Canvas, they are unable to print, copy, go to another URL, access other applications, or close a test until it is submitted for grading. Tests created for use with Respondus LockDown Browser cannot be accessed with standard browsers either. Respondus LockDown Browser functions much like a standard browser, but some options have been removed or work differently.
CWU has a site license for Respondus Lockdown Browser. Respondus LockDown Browser uses a standard Windows or Macintosh installer that can be downloaded by CWU faculty and students. A link
Faculty can create tests using a specific format in Microsoft Word, then publish to Canvas using Respondus Campus-Wide. This is a tremendous time-saver.
To obtain a licensed copy of Respondus, contact Delayna Breckon at firstname.lastname@example.org
Blackboard (Bb) Collaborate is a web-conferencing platform that allows for synchronous and asynchronous online meetings. Bb Collaborate sessions can be created within Canvas and recorded. Recorded sessions are available to students in the course.
Guides for launching Bb Collaborate sessions:
A discussion board is an asynchronous communication tool that allows students to communicate at any time in different time zones and in any place they have a computer and an Internet connection. In online courses the discussion board has been described as a tool with potential to enhance interaction and engagement, empowering learners to express themselves in ways they may not normally feel comfortable in face-to-face learning environments.
As is always the case when creating instruction with technology it is the design and preparation of the learning activity that will predict its effectiveness in promoting desirable learning outcomes.
Here are some resources that address the pedagogy of asynchronous discussion in hybrid and online courses:
Garrison D.R., Cleveland M., 2005, Facilitating Cognitive Presence in Online Learning Interaction Is Not Enough, American Journal of Distance Ed., 19(3), 133–148, Lawrence Erlbaum Associates, Inc.
Martyn, M. (2005). Using Interaction in Online Discussion Boards. Educause Quarterly, 4, 61-62. Download from http://net.educause.edu/ir/library/pdf/eqm05410.pdf
Vesely, P., Bloom, L., Sherlock, J., (2007) Key Elements of Building Online Community: Comparing Faculty and Student Perspectives. Journal of Online Learning and Teaching, 3. Download fromhttp://jolt.merlot.org/vol3no3/vesely.htm
Working with Small Groups in an Online Classroom
(http://www.onlinelearning.net/InstructorCommunity/workingwithgroups.html... .q050q695b.095g321y41). OnlineLearning.net
Canvas calls wikis Page to learn more about how to use pages in Canvas see this guide: What are pages?
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