How many of us, in the development of our online courses, have wondered exactly when to include video, what type of video to include so that learning is positively impacted, and then how to create the video needed? In our most recent webinar, ODEE’s Jason Connelly, Instructional Designer for Distance Education, presented on how we can go about addressing such questions when planning to integrate video in our instruction. You can view and listen to the webinar recording by clicking the following link, The When, Why, & How of Creating Video for Instruction, or copying and pasting into the address bar of your web browser: http://carmenconnect.osu.edu/p2fjyrgyhtg/.
Join us on November 27th from 12:00 – 1:00pm when Anna Brady of the Dennis Learning Center will present on strategies for maximizing motivation of students in an online course.
Register for Maximizing Motivation webinar here.
Webinar recording: http://carmenconnect.osu.edu/p4nnxp5t4sz/ (recorded 7/18/2018)
Current research — such as it is* — suggests that students do not cheat more online than in traditional face-to-face courses. However, that may not be the most useful information, no matter how reliable. After all, 20 years ago, people did not commit identity theft all that often online; and then they did. Bad behavior on the internet is a moving target. At ODEE, we are working to stay ahead of it by providing tools and training that instructors can use to maintain the highest standards in courses before problems are able to take root.
In this webinar, we provide a general framework to promote academic integrity in your courses and then provide specific instructions how to configure Carmen, Turnitin, and Proctorio in your courses.
- Avoid: Design your course to de-incentivize cheating and make it as easy to learn as to cheat, and to leverage students’ actual curiosity and interest.
- Prevent: Configure the settings on whatever systems you use to make cheating as difficult as possible — and honest work as easy as possible.
- Detect: Where appropriate, use tools to help identify illegitimate behavior, so that you can assess it and respond accordingly.
*This is not to impugn the skills of the researchers nor the integrity of their work. Rather, it is to note that there has been little research published on this important question, and the research that has been published faces the same daunting challenge as any attempt to gauge social deviance: people doing it in the wild really don’t want to be measured, and the phenomenon is extremely difficult to replicate in the lab. It thus needs to be acknowledged in discussions on this subject, that the empirical basis for opinions is weak.
Lifeguard by Md. Shafiul Alam Chowdhury
Recording available at http://carmenconnect.osu.edu/p4hzrdo7e7v/
It is easy (well…) to tell when a student in your in-person class is struggling: you can see their detachment, their boredom, their sleeping, their scowling, their sadness, their confusion, their disappointment. Online courses don’t provide the same access. In some cases, an instructor may never lay eyes on a particular student. So how does a person even know that a student needs help? And when you know, what can you do about it? Are we compelled simply to write off some percentage of our online students as lost sheep?
Dr. Audrey Begun and Dr. Jennie Babcock offer some concrete strategies to resist that fatalism in this webinar (recorded Thursday, April 5, 2018). Drawing on their years of experience in teaching and advising, as well as insights and methodology from the discipline of Social Work, they describe four domains of specific steps instructors can take to reduce the likelihood students will start to struggle, recognize quickly when it is happening, and intervene usefully.
Recording available at http://carmenconnect.osu.edu/p4hzrdo7e7v/
Last week we were excited to host Cory Tressler from ODEE for a webinar discussion about Digital Flagship. He explained what it is and how it will impact the university and paused for Q/A throughout. If you were unable to attend the webinar live, below is a link to the webinar recording. (Please pardon the abrupt start of the recording as the preliminary introductions were inadvertently cut off.)
If you have any questions about Digital Flagship, please email email@example.com.
Webinar recording: http://carmenconnect.osu.edu/p85i2euixuw/
Webinar recording available at: http://carmenconnect.osu.edu/p3ko8c9bcak/
Plates spinning at the circus by bwstock
The struggle is real. It takes a village to provide quality education to thousands of students, and that effort only becomes more complex as education becomes hybrid and even fully online. How to ensure that students learn what they need regardless of which section they enrol in (without squelching the opportunity for variety and specialization)? How to provide an ever-rotating cast of instructors with the training and support they need? How to gather and manage data and information about how it’s all going and make sure that other departmental stakeholders know about it? While it rarely leads stories about the impact of the Digital Revolution on universities, this layer of the puzzle is crucial for making sure it all works and that the fancy new tools and opportunities the future is making available help students and do not just become a fog of chaos.
In this webinar, Dr. Melissa Beers and Dr. Kristin Supe discuss their experience coordinating the exemplary Introduction to Psychology course at Ohio State. Ranging from the philosophical to the logistical, they shared useful insights about things like how recent LMS features simplify creating the dozens of course shells, the importance of training, and the importance of research. Bonus points for the Harry Potter references. It was a fun time!
Whether you are teaching an online, hybrid, or face-to-face course, at some point during the course you may want to engage with your students synchronously via the Internet. You may have a remote guest speaker, a need for students to meet in groups, student presentations, you name it. All of these experiences and more can be done through two OSU supported tools: Collaborations within CarmenCanvas and CarmenConnect. On September 20th, Jacob Bane and Marcia Ham presented different ways each of these tools could be used to engage with students live outside of the traditional classroom. Click the following link to view and listen to the recording of the 1-hour webinar: http://carmenconnect.osu.edu/p1poexawu4r/.
Please join the Office of Distance Education and eLearning’s DELTA team on October 17th when Dr. Matthew Stoltzfus will present a webinar discussing the topic of metacognition in an online course.
View the recording at http://carmenconnect.osu.edu/p458d5horg7/
You know the old saying, “When all you have’s a hammer, the whole world looks like a nail”? Back when I started with ODEE (before it was ODEE), that was nearly true of the tools available to instructors at Ohio State: there was Carmen and there was CarmenWiki. Since then the toolset has grown like the pit crew for a NASCAR team, and there is no longer just a single way to do most things. To help sort through the options and provide a high-level map of what-all systems are available for free to every instructor at Ohio State, our colleague Valerie Rake stopped by the studios at Mount Hall on August 31, 2017 to present a basic explanation and illustration for each system, as well as details about how to get help getting started.
View the webinar recording at http://carmenconnect.osu.edu/p5p8lcegg1n/
In this webinar, Dr. Brian Lower and his team, Kylienne Shaul and Ella Weaver, talked about some of the steps they have taken to develop a deeply engaging large online course, ENR2100: Introduction to Environmental Sciences. They will especially describe how they have used writing-based assessments and peer-review processes to enable students to think more deeply about the material and extend their understanding through interaction (in both on-ground and online versions of the course).
2013 in-person ENR Poster Session, the inspiration for a virtual poster session assignment that helps drive student engagement in the large course. For more information and examples of student work, visit https://u.osu.edu/environmentalsciencesymposium/
If you are teaching, you are almost by definition an expert researcher, which can make it difficult (ironically) to provide clear guidance to novice researchers, such as your students. Steps in the process that you complete so automatically that you may have stopped noticing that you are doing it — such as framing clear research questions and ignoring useless and misleading sources — can be serious obstacles for your students.
In this webinar Chris Manion (Writing Across the Curriculum coordinator at the OSU Center for the Study of Teaching and Writing) and Amanda Folk (head of Teaching and Learning at the OSU Libraries) discussed straightforward steps you can take and resources you can make use of in your course to help your students conduct purpose-driven research that will extend and feed their learning.
Yesterday, as a part of our celebration of National Distance Learning Week (#NDLW), Chris Manion and his team from Writing Across the Curriculum presented a webinar on incorporating real world writing in online learning. In case you were unable to attend, here is a link to the recorded session: http://carmenconnect.osu.edu/p4e3dxhvgxl/. Please feel free to post any questions you have about the webinar discussion here.
Have an idea for a future webinar topic? Let us know by clicking on the Webinars tab at the top of this blog site!