with higher levels of social presence in discussion postshad statistically significantly higher ratings on written assessmentmeasures. Both of the studies demonstrate that increased socialpresence gives students a stronger sense of community and is ef-fective for improving student learning
or maybe they are just more engaged with the course, they are putting more into the course.
Instructors in online classes must take extra measures toestablish a social presence for themselves and for their students.These efforts not only increase student satisfaction with onlinecourses, but result in increased learning outcomes. Picciano (2002)found that students with higher levels of social presence performedbetter on written assignments compared to students with lowersocial presence
It's interesting that social presence impacted abilities in written assignments.
Designing Assignments Effectively
All assignments must be turned in on the due date. Assignments turned in latewill have one point deducted from each calendar day (not class day) after the due date and time.Flexibility is possible but only when advance arrangements are made, and only when there is a goodreason (e.g., documented illness or emergency).
Late assignments
Games are like that. Everyone thinks because games are easy to play, they must be easy to make. The challenge of a making a game is significantly harder. When we design a utilitarian tool, we have to make a complex set of requirements simple and easy to use for the user. But when making a game, we have to take equal amounts of complexity and make it simple, easy to useand fun. If a game is not satisfying to play, people will put it down. If excel is not satisfying, people will soldier on because math is more unpleasant than excel.
This is an important think to understand - that making games to seem simple is quite hard. It takes a lot of work and thinking to make something simple for others to use. That is the key work of the developer historian – to take loads of historical research and turn it into easy to understand games.
Digital Literacy Narrative
I think this project will build on my knowledge of literacy narratives and will improve my ability to reflect on my development.
So it was with somewhat mixed feelings that I learned some American high school teachers assign “The Sympathizer” as required reading in their classes. For the most part, I’m delighted. But then I worry: I don’t want to be anyone’s homework. I don’t want my book to be broccoli.
Especially love:
I don’t want to be anyone’s homework. I don't want my book to be broccoli. —Viet Thanh Nguyen
This is an unfortunate side effect of novels assigned for reading in school.
uizzes and assignments at theend of each section to track their performance
quizzes and assignments at the end of each section to track their performance
assignments like in Finlandteachers not showing for online meetings, differently from Finland
assignments like in Finland teachers not showing for online meetings, differently from Finland
too much assignments lack of communication teacher student lack of motivation
What roles do you think digital technologies and the internet have played in making open education possible? Are there types of open educational activities that are dependent on digital technologies and the internet?
I think they play a very important role, because they make open materials available to a much wider audience, and not just audience, but potential adapters of shared materials. It is also much easier to let others know about resources and teaching methods that have been valuable. One example of an activity that I've assigned students that is dependent on digital technologies and the internet is content creation for Wikipedia.
Zines as Open Pedagogy
My annotations here are a (partial) record of how I'm going through this open education assignment while playing "open education experience bingo".
My bingo card for this learning experience record will be published on my blog. Caveat: I didn't end up making an annotation for everything I checked off on the bingo card.
A student might modify an assignment, create their own, or refuse one that might be ethically questionable (and explain why).
Again I reach for the language of "disposable" (going in the trash can once it's graded) and "renewable" (of value above and beyond the class) assignments.
Disposable assignments are the ones students hate to do, faculty hate to grade and are quickly forgotten. Think ten-page term papers.
There's no reason that the 10 page term paper couldn't be repurposed for the greater good. Why not post it up on your own website and allow it to be part of the bigger part of academic research?
Congratulations! You’ve found the class blog for History 202 (online) with professor Jonathan Rees.
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