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creating online courses
student centered learning
multi-media learning theory
spatial contiguity theory
temporal contiguity theory
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AbstractDue to the shift from Instructor centered learning to student centered learning, careful consideration has to be given to the needs of adult learners in all facets of education. Time restrictions and the learner’s current skill level are two areas that need to be addressed in adult learning. To address these issues in a non-credit course on social media applications that I am teaching this summer face to face, I have developed an online learning environment to supplement in classroom instruction. The online learning environment is able to be accessed by students when it’s convenient for them, which helps expand upon the instruction that they receive in the classroom. In addition, learning theories and information design principles are applied to the online learning environment to increase the student’s ability to learn, as well focus on web accessibility. The online learning environment has been developed using WordPress; a free and open source web content management system.
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Design of an Online Technical Communication Course Using the Open SUNY Online Course Quality RubricBrierley, Sean; Stam, Kathryn; Thesis Advisor; Lizardi, Ryan; Second Reader (SUNY Polytechnic Institute, 2019-05)This project is a one-semester, online technical communication class for undergraduates at a four-year university. The audience includes students who are taking the class to learn about writing but who generally have majors unrelated to technical communication. The online class will use best practices in course delivery and will support a constructivist theory of learning, based on peer-to-peer, as well as peer-to-instructor, interaction. Writing and communication best practices will make extensive use of revision based on peer and instructor review. Importantly, this design of the class will make use of the Open SUNY Online Course Quality Review (OSCQR) Rubric and Process (“About OSCQR,” n.d.). The intent of this project is to deliver a live product that can be accessed through the Internet and used out of box with little revision almost immediately. A representative, functional Moodle class will be available at https://brierleynet.com, and this will be ready for roll-out before the fall 2019 semester.
Using MinecraftEdu to Establish Common Ground and Increase Collaboration in an American Literature College CourseBulkot, Mary (2015-08)This paper and project examines how incorporating a MinecraftEdu three dimensional space environment into a college level American Literature course may help establish Common Ground among students thereby promoting a more constructivist and collaborative style of learning. Common Ground Theory, developed by Herbert H. Clark, proposes that language is a collaborative activity in which existing common ground is used to help develop further common ground. Increasing common ground allows individuals to communicate more efficiently. Different communication media offer different “constraints” or affordances that facilitate the process of establishing and increasing common ground. By allowing students to communicate through various modalities, including voice, text, and visually, and by allowing for both synchronous and asynchronous communication, three dimensional space environments such as MinecraftEdu provide all of the “constraints” presented in Common Ground Theory. This may lead to more efficient student communication and facilitates collaboration.
The Perception of Preservice Teachers Regarding the Impact of a Math Methods Course on Their Ability to Instruct Mathematics in Their Future ClassroomSchmidt, Courtney (State University of New York at Fredonia, 2019-05)With the pressure of teachers to challenge and increase achievement in the area of mathematics, it has become imperative to effectively train teachers to have this mathematical knowledge. Research has shown that more teacher preparation programs are focusing on introducing the foundation of mathematics for preservice teachers knowing that they are generalist elementary educators. This study looks at the perceptions of mathematics based on the completion of a mathematics methods course in a small liberal arts college in Chautauqua County. A questionnaire was distributed and consisted of both qualitative and quantitative questions. The results show that undergraduate mathematics courses are crucial to the implementation of mathematics in the preservice teachers future classroom. Future research could pair the questionnaire with an observation to examine their delivery of mathematics instruction.