PRESS RELEASE FALL 2018

FOR IMMEDIATE RELEASE:

New Online Teaching Practices Added to Open Repository

Orlando, Florida, US – December 18, 2018 – The editors of the Teaching Online Pedagogical Repository (TOPR) are pleased to announce the new entries accepted for publication from the Fall 2018 TOPR Call for Submissions. Entries were received from faculty and designers in multiple disciplines from various institutions. The eighteen selected entries represent a diversity of approaches to designing online content, engagement activities, and assessments of learning.

TOPR is an open platform for online/blended faculty and instructional designers to connect, find inspiration, and collaboratively contribute innovative online teaching strategies. Each TOPR entry is licensed for remixing under a Creative Commons license to maximize adoption and adaptations. TOPR is open to the world at: http://topr.online.ucf.edu.

The selected entries published as a result of the fall 2018 call for submissions appear below (alphabetical by last name of first author):

• IMPLEMENT THE UNIVERSAL DESIGN FOR LEARNING (UDL) FRAMEWORK BY PROVIDING LEARNERS WITH OPTIONS FOR HOW TO EXPRESS WHAT THEY KNOW by Allison Archer (University of North Florida), Suzanne Ehrlich (University of North Florida)
• EMBED INTERACTIVE QUESTIONING WITHIN COURSE CONTENT by Sue Bauer (University of Central Florida)
• USING BUTTONS TO CHUNK ASSIGNMENT INSTRUCTIONAL STEPS by Sarah Carter (Russell Sage College, Logan University, SUNY Empire State College)
• FOSTER MEANINGFUL LEARNING WITH RENEWABLE ASSIGNMENTS by Baiyun Chen (University of Central Florida)
• INCORPORATE ONLINE DEBATES TO STIMULATE CRITICAL THINKING AND ENGAGEMENT by Aimee deNoyelles (University of Central Florida), Brigitte Kovacevich (University of Central Florida)
• REACHING 4 OF THE 5 ACTFL C’S WITH THE MIXXER LANGUAGE EXCHANGE SITE by Erin M. Diaz (Dickinson College)
• USING PRE AND POST-TESTS TO CLOSE GAPS IN KNOWLEDGE by Camille Dickson-Deane (University of Melbourne), Wasana Karunarathne (University of Melbourne)
• PROMOTE ACTIVE LEARNING IN GROUP PROJECTS THROUGH THE USE OF THE TRANSPARENT ASSIGNMENT FRAMEWORK by David Fukuda (University of Central Florida)
• SCAFFOLD STUDENT SUCCESS IN ONLINE LEARNING THROUGH METACOGNITIVE PROMPTING AND REFLECTIVE JOURNALING by Diane Hamilton (University at Albany, State University of New York)
• USING VIDEO DISCUSSION BOARDS TO INCREASE STUDENT ENGAGEMENT by Charlotte Jones-Roberts (University of Central Florida)
• DESIGNING A SYNCHRONOUS LEARNING ENVIRONMENT THAT PROMOTES COMMUNITY, INTERACTIVITY, AND EQUITY OF EXPERIENCE FOR ON-CAMPUS AND REMOTE STUDENTS  by Carolina Kim De Salamanca (SUNY Empire State College in New York City)
• PREPARING STUDENTS TO FACILITATE A WEBINAR by Heather Leslie (National University), Shannon McCarty (National University)
• USING WEB CONFERENCING AND VIDEOS TO IMPROVE EMPLOYMENT INTERVIEW SKILLS by Cheryle Levitt (SUNY Delhi)
• SUPPORTING STUDENTS TO USE MULTIMEDIA IN DISCUSSION FORUM by Anchalee Ngampornchai (University of Central Florida)
• AN ALTERNATIVE STRATEGY FOR USING ONLINE DISCUSSIONS FOR LEARNING COURSE CONTENT IN STEM COURSES by David Perdian (Broward College)
• ENCOURAGING METACOGNITIVE LEARNING BY VISUALIZING OBJECTIVES by Jane Sutterlin (The Pennsylvania State University), Maria Scalzi Wherley (John A. Dutton e-Education Institute)
• USING LOW-STAKES QUIZZES TO ENCOURAGE MASTERY by Trudian Trail-Constant (University of Central Florida)
• INTEGRATING REAL-WORLD EXAMPLES IN AN ONLINE COURSE by Trudian Trail-Constant (University of Central Florida)

Dr. Baiyun Chen, Dr. Aimee deNoyelles, Ms. Sue Bauer, and Dr. Shelly Wyatt of the University of Central Florida are Co-Managing Editors of the Teaching Online Pedagogical Repository (TOPR). Alyssa Albrecht of the University of Central Florida is the Associate Editor of the TOPR.

Click here to view previous press releases.

Contact:

Baiyun Chen, Aimee deNoyelles, Sue Bauer, & Shelly Wyatt

TOPR Managing Editors

topr@ucf.edu