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Online Learning

Online Teaching Tools

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.


Adobe Presenter Tutorials
Respondus Campus Wide License
Respondus LockDown Browser
Blackboard Collaborate
Podcasting: Helpful Links
Discussion Board
Blogs
Wikis
CWU Mobile
Blackboard Mobile Learn
Live Text


Adobe Presenter Tutorials

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Respondus LockDown Browser

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.

Respondus lockdown browser download

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):

To obtain a copy download it here.

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Blackboard Collaborate

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Podcasting: Helpful Links

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Discussion Board

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:

RESOURCES:

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 Discussion Board Tutorials and Rubrics

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Blogs

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.

  • A journal is like a private diary that the student shares with the instructor, and perhaps with other students if he or she chooses.
  • A blog is like an online magazine ‑ the student chooses the content to publish and may interact with readers via comments.
  • A discussion forum is like an open meeting where anyone can participate equally.

Initially it may be helpful to provide a brief description of each a journal, blog and discussion forum.

RESOURCES

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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Wikis

Uses of Wikis in Higher Education

  • Reflection journals
  • Research project and proposals
  • Research and Presentation of special topics
  • Theatre History Topic
  • Script Analysis
  • Never-Events
  • Peer Review
  • Summary of readings, article summaries
  • Knowledge Base (wikipedias for specific courses)
  • Study Guides
  • Glossaries
  • Project Tracking
  • Course Project/paper
  • Choosing Topics and/or Assignments
  • Presentation Tool
  • e-Portfolios
  • To select topics
  • Bring in content not covered in class

Wiki Sources and Information

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CWU Mobile

CWU Mobile

Stay connected with CWU Mobile, Central's FREE mobile app that goes anywhere with you. Wildcat news and events, staff and faculty contact info, campus videos, photos, maps, and much more are right at your fingertips. Check it out.

iPhone/iPad/iPod

Android

Blackberry

 

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Blackboard Mobile™ Learn

BB image
View HERE

Access your courses here, there, anywhere.

With Blackboard Mobile Learn, you and your students receive:

  1. Instant Course Access. View and post back to key areas of Blackboard® courses and organizations, including Announcements, Discussion Boards, Blogs and Journals.
  2. Network and Wireless Options. Access your courses on the Sprint® 3G/4G network on select Android and BlackBerry® devices, as well as over Wi-Fi only on the Apple® iPad™, iPod touch® and iPhone®.
  3. Free Mobile Apps. Download the "Blackboard Mobile Learn" app from the store for your device at no cost thanks to Blackboard's partnership with Sprint and their commitment to foster mobile learning in higher education

 

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