transitioning to web enhanced teaching valerie park & gabriel ramirez july 18, 2013
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We invite everyone viewing this presentation to complete a feedback form. Here is the link t this presentation feedback form: Audience Feedback Form. Transitioning to Web Enhanced Teaching Valerie Park & Gabriel Ramirez July 18, 2013. Why is this topic?. Video 1 www.goanimate.com. - PowerPoint PPT PresentationTRANSCRIPT
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We invite everyone viewing this presentation to complete a feedback form. Here is the link t this presentation feedback form: Audience Feedback Form
Transitioning to Web Enhanced TeachingValerie Park & Gabriel RamirezJuly 18, 2013
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Why is this topic?
Video 1
www.goanimate.com
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What is web-enhanced?
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What is web-enhanced?
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What is web-enhanced?
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What is web-enhanced?
Video 2
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What is web-enhanced?
Video 3
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What is web-enhanced?
Enhancement to traditional class
Access at any time
Some materials provided online
Still includes face-to-face time
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Reasons to Use Web-Enhanced Learning
Improvement of student learning
Improved access to academic courses
Provide motivation to students Allow for student flexibility and convenience
Promote student learning Additional opportunities for interaction with
professors and classmates
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What makes web-enhanced effective?
Administration Assessment Content Community
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What training is required?
Things to consider (Overstreet, 2013) Set and maintain boundaries Do you work well with strict guidelines? Self-management Reliably available Student success and failure is not personal
Video 4
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What training is required? College required training (UCLA) Administrator support is crucial Technical issue support (file formats, student
access) What goes online
Good mix of: Professional development, technical support, and
curriculum support
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Benefits of Web-Enhanced Courses• Courses use a more constructivist approach
– Include problem-based learning activities
• Allows participating students flexibility– Course can be more accessible and learning can occur
• Faculty keeps the students in mind by making presentations simple
• Technology can increase student success a
• Encourage students and enlighten their learning
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Impact of Web-Enhanced Learning
Wingard study Assessed the impact of web-based enhancements on
teaching and learning First objective: identify faculty perceived changes in
the classroom Second objective: explore the insights of
technologically experienced faculty Qualitative study
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Impact of Web-Enhanced Learning
• Wingard Study Results– Survey results--Less change occurring in the classroom than
interviews indicated– More than half of the faculty indicated student-student
interaction remained the same after web-enhancements added– Half of the respondents indicated faculty-student interaction
remained the same– Several faculty indicated there was an increased comfort level of
the students• Positively influenced student engagement and learning in the
class
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Impact of Web-Enhanced Learning
Wingard Study Conclusion Training faculty in the use of new technologies and
ongoing collaboration will contribute to the effectiveness of the course
Relationship between disciplines and web use should be further explored
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Conclusion
More research needed More training needed
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Sources Beaudry, M., Moloney, J., & Tello, S. (2012). Report on web-enhanced and blended
learning activities. Faculty Teaching Center and Continuing Studies.
Goldberg, Andra K. (2005). Exploring instructional design issues with web-enhanced courses: what do faculty need in order to present materials on-line and what should they consider when doing so? Journal of Interactive Online Learning, 4 (1), p. 40-52.
McCarthy, M. C., Grabowski, B. L., & Koszalka, T. (2003). Web-enhanced instruction and learning: Findings of a short-and long-term impact study and teacher use of NASA web-resources.
Overstreet, G. (2013). Becoming an online teacher: 5 perils to ponder. Retrieved from http://www.geteducated.com/online-education-jobs/teaching-online-courses/509-becoming-an-online-teacher-5-perils-to-ponder. Retrieved on July 1, 2013.
Pape, L. (2006). From bricks to clicks: Blurring classroom/cyber lines. School Administrator, 63(7), 18.
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Sources Pasadena City College. (2013). About web-enhanced courses. Retrieved from
http://online.pasadena.edu/faculty/face-to-face-course-support/aboutwebenhanced/. Retrieved on June 17, 2013.
Professional Development. (2013). Retrieved from http://www.sunyrockland.edu/community/calendar-of-events/professional-development-tips-on-teaching-a-web-enhanced-course. Retrieved on July 1, 2013.
Schmidt, Dr. Klaus. (2002). The web-enhanced classroom. Journal of Industrial Technology, 18 (2), p. 1-6.
University of California, Los Angeles. (2013). Blackboard Functions for Web-Enhanced Classes. Retrieved from https://www.uclaextension.edu/IDP/Pages/Training-for-Online-Teachers/webEnhncTrg.aspx. Retrieved on Jun 17, 2013.
Wingard, Robin G. (2004). Classroom teaching changes in web-enhanced courses: a multi-institutional study. Educause Quarterly, 1, p. 26-35.