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 Blackboard. When students use Respondus LockDown Browser to take a Blackboard test, 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 faculty or students from the following link (note: this link is unique for our institution):
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
Blackboard provides instructors with the option to incorporate blogs, journals and forums in their courses. As always the course objectives should dictate the use of tools to accomplish learning outcomes.
Initially it may be helpful to provide a brief description of each a journal, blog and discussion forum.
Asaravala, A. (2004). Warning Blogs can be Infectious (http://www.wired.com/culture/lifestyle/news/2004/03/625371). Wired Magazine (online)
Ferdig, R., Trammell, K. (2004). Content Delivery in the Blogosphere. T.H.E. Journal. Download from http://thejournal.com/Articles/2004/02/01/Content-Delivery-in-the-Blogosphere.aspx?Page=1
Lamshed, R., Berry, M. & Armstrong, L. (2002). Blogs: Personal e-learning spaces. [Viewed 1August 2010] http://www.binaryblue.com.au/docs/blogs.pdf
Blackboard Blog and Journal Tutorials
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Dear Faculty, Welcome back! Many of you had the opportunity to hear President Gaudino’s StateSingle Sign-on For Blackboard And Canvas
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The Office of Multimodal Learning is pleased to announce the hiring of Michael Lane in the position