Participants in this interactive presentation will see examples of research-based tools and methods for successfully incorporating asynchronous video elements in fully online undergraduate and graduate courses. Participants will be encouraged to share their perspectives, tools, and tips.
The online classroom can seem very impersonal and uninviting to an online student, especially one new to virtual learning. However, with a few simple tools, the teacher can create an environment of trust and camaraderie among their students that closely replicates the same relationship in the face-to-face classroom.
This presentation introduces the Virtual Museum of Public Service (VMPS) as a teaching resource, demonstrating its use in the delivery of public administration core courses. The presentation includes students’ assessments of the advantages and disadvantages of multimedia technologies in the on line classroom, and lessons learned about using these methodologies.
This interactive presentation will focus on two tools that produce universally designed learning objects in online courses (Thinglink & EdPuzzle). Thinglink provides content tagging for still images whle EdPuzzle allows the user to manipulate videos with voice overs, notes, and assessments.
This presentation will indicate the results of a study on student use of captions which were added to lecture recordings in a large lecture hall course. Students frequently indicated using captions as part of their studying and learning process and perceived them as valuable to their level of achievement in the course.
The Introduction to Information Technology and Informatics course is the gateway course for the undergraduate Information Technology and Informatics (ITI) major in the School of Communication and Information at Rutgers University. It has traditionally followed a teacher-centered, lecture-based format.
A common concern among faculty in professional programs is how clinical skills can be effectively taught in an online environment. This presentation will focus on how technology has been used in a clinical social work program to help students develop skills through the use of simulated role plays, group work and case presentation.
Incorporating formative assessment strategies into your teaching practice regularly can help serve two purposes: providing you, the instructor, with a snapshot of what your students are learning; and, giving students the type of feedback necessary to help them move towards mastery of the content.
COHLIT supports Rutgers academic units University-wide in creating and delivering hybrid and fully online courses, and is heavily involved in both for-credit as well as non-credit online and hybrid education. Find out more.
Stay Connected on:
For general information about the conference, including registration, please contact us at: