Continue reading "Press Release: Summer 2023"
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]]>Orlando, Florida, US – August 2023 – The editors of the Teaching Online Pedagogical Repository (TOPR) are pleased to announce 20 peer-reviewed entries accepted for publication from the Spring 2023 Call for Submissions. TOPR is an open platform for online/blended faculty and instructional designers to connect, find inspiration, and collaboratively contribute innovative online teaching strategies.
Entries were received from faculty and designers in multiple disciplines from various institutions. The 20 selected entries represent a diversity of approaches to designing online content, engagement activities, and assessments of learning.
The selected entries published as a result of the Spring 2023 Call for Submissions appear below.
Ait Maalem Lahcen, R., & Mohapatra, R. Incorporating a Success Module in Precalculus Algebra to Face Post-Pandemic Challenges.
Alavi, M., & Schmohl, T. A New Paradigm: Addressing Complex Challenges with Transdisciplinary Skills.
Butulis, M. Capture Student Attention with a Digital Writing Makeover.
Butulis, M. Five Quick Content Revisions to Enhance Online Student Experience Before the Course Start.
Butulis, M. Leveraging Lecture Passwords to Humanize your Online Course.
Cachia, C. Implement “Biographical Disruption” as an Anchor for Critical Reflection in Online Learning.
Chandler, T. Create Weekly Introduction Videos to Facilitate Successful Course Navigation.
Comer, M. Who We Are: Building Community in an Online Class, One Meme at a Time.
D’Anna, B., Boyd, B., Levitt, C. (2023). Trebian’s Model – Replacing Traditional Textbooks with Technology Resources.
Davidson, S. Bringing Roleplays into the Online Course Environment by Writing Scripts.
Eadens, D.W., & Eadens, D.M. Demystifying Statistics for Doctoral Students in Education Using Collaborative Whiteboards.
Edwards, K., Fallucca, A., & Frass, L. Apply the DEAL Model of Critical Reflection in Blogs to Maximize Student Learning.
Khazra, N. Facilitating Scaffolding and Team Projects in Non-Computer Science Courses with GitHub Classroom.
Longo, C., & Tsvelikhovskiy, B. Lightboard Lecture Pedagogy and Best Practices.
Matwick, K., & Matwick, K. Build Community Through Food Poetry.
McKenzie, M. Use Green Screens to Increase Engagement.
McNulty, R., Greenwood, E., & Fazzalari, R. Use Large Language Models to Simulate Professional Roleplaying as Opportunity for Authentic Assessment.
Mullen-Davis, M. Encouraging Transparency and Accountability for Group Oral Presentations.
Thomson, H. Enhance Collaborative Online Learning and Skill Building with Learning Activities Using Shared Templates.
Younes, M. Metaverses a Platform for Teaching Communication Courses.
Dr. Aimee deNoyelles, Managing Editor
Sue Bauer
Shelly Wyatt
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]]>The post Editorial: Promoting Online Presence and Interaction in Digital Learning Environments appeared first on Teaching Online Pedagogical Repository.
]]>As we continue to reflect upon how our expanded use of technologies during the COVID-19 pandemic will have implications for online teaching and learning now and into the future, it is valuable for educators and educational technologists alike to contemplate whether the models commonly used to inform designs for learning in digital environments have been (re)considered or (re)applied in recent practice.
One of the most well-known and oft-used models in the field of educational technology is Garrison, Anderson, and Archer’s (2000) Community of Inquiry (CoI) framework. The original CoI framework highlights cognitive presence, social presence, and teaching presence as three vital, interconnected elements of online learning communities. Related to these three types of presence, interactions are a critical part of the educational process, and should be facilitated between learners, educators, and content (e.g., learner-learner, educator-learner, and learner-content interactions, etc.) (Anderson, 2008; Moore, 1989). Fiock’s (2020) article provides a helpful description, along with relevant practice-based examples, illustrating in detail how the CoI framework can be used in online course design. In my own design and educational development work supporting the rapid online transitions needed for emergency remote teaching during the pandemic, I also found value in mapping key elements of online interaction to illustrative aspects of pedagogical practice (Smith, 2020). These examples and others like them show the continued importance of the CoI and related interaction models as useful heuristics that can inform designs for learning in digital environments.
Entries in the Teaching Online Pedagogical Repository provide many strategies for promoting online presence through the very kinds of interactions and interconnections shown to be beneficial for community building in digital learning environments. To highlight some recently published TOPR entries that make valuable contributions in these ways, Danley (2022) describes prompting student reflection and discussion in synchronous sessions via “hooks” that encourage interaction, where we can see the interlinking of all three types of presence – especially social and cognitive presence – through exchanges in online discourse. When considering Eadens, Cadwell Bazatta, and Eadens’ (2022) entry on building relational humanity between faculty and students in asynchronous settings, we can also make connections between different kinds of presence, in particular the interface between teaching and social presence, ultimately aiming to foster interactions and ideally partnerships between educators and learners.
Likewise, Frass and Edwards’ (2022) entry on using backward design for online courses details strategies for incorporating pedagogical approaches that connect learners with each other, with faculty educators, and with the content (the latter being especially important for developing cognitive presence). Using an integrative lens that touches on different facets of online presence and interaction, Goulet, Murphy, Norman-Eck, and Levitt’s (2022) entry on using a holistic educational model to promote student success and retention outlines opportunities for reexamining and reimagining pedagogical strategies that expand caring approaches to incorporate greater flexibility, accessibility, sensitivity, and listening. Hinze’s (2022) contribution on online group assessment through virtual posters also describes ways to facilitate online presence and interaction, particularly between students, through peer collaboration and feedback.
Noteworthy, as well, are the renewed TOPR entries (see work by Chen, Raible, Bauer, and Thompson on welcome messages, Fegely and Cherner on digital gallery walks, and Chen, deNoyelles, Thompson, Sugar, and Vargas on discussion rubrics) that have recently been added to the repository as peer-reviewed contributions.
Together, all of these contributions help to connect the wider body of educational theory and scholarship to tried and tested strategies that can be used in designs for learning in online spaces. As we look toward the future of online learning, such efforts to integrate scholarship and practice will no doubt continue to be a necessary endeavor.
References
Anderson, T. (2008). Towards a theory of online learning. In T. Anderson (Ed.), The theory and practice of online learning (2nd ed., pp. 45-74). https://www.aupress.ca/app/uploads/120146_99Z_Anderson_2008-Theory_and_Practice_of_Online_Learning.pdf
Fiock, H. (2020). Designing a community of inquiry in online courses. The International Review of Research in Open and Distributed Learning, 21(1), 135-153. https://doi.org/10.19173/irrodl.v20i5.3985
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 87-105. https://doi.org/10.1016/S1096-7516(00)00016-6
Moore, M. G. (1989). Three types of interaction. The American Journal of Distance Education, 3(2), 1−6. http://dx.doi.org/10.1080/08923648909526659
Smith, E. E. (2020). 3 things to consider when designing remote teaching [Infographic]. figshare. https://doi.org/10.6084/m9.figshare.12125688.v2
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]]>Continue reading "Press Release: Summer 2022"
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]]>Orlando, Florida, US – July 11, 2022 – The editors of the Teaching Online Pedagogical Repository (TOPR) are pleased to announce 8 peer-reviewed entries accepted for publication from the Spring 2022 Call for Submissions. TOPR is an open platform for online/blended faculty and instructional designers to connect, find inspiration, and collaboratively contribute innovative online teaching strategies.
Entries were received from faculty and designers in multiple disciplines from various institutions. The 8 selected entries represent a diversity of approaches to designing online content, engagement activities, and assessments of learning. Dr. Erika Smith, an editorial board member for TOPR, offers a thoughtful editorial on how these entries contribute to the field of online teaching and learning.
The selected entries published as a result of the Spring 2022 Call for Submissions appear below. The final three entries are entries previously published in TOPR which have recently undergone the peer-reviewed process.
Dr. Aimee deNoyelles, Managing Editor
Ms. Sue Bauer and Dr. Shelly Wyatt, Editors
University of Central Florida
Click here to view previous press releases.
Contact: topr@ucf.edu
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]]>Continue reading "Editorial: Making the Most of Online Discussion Boards"
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]]>In an online course, the discussion board can be a powerful interaction tool or it can be a repository of disingenuous comments made by less than enthusiastic students. Creating and sustaining an effective online discussion seems like a daunting task as it must have the “right” prompt, the “right” amount of structure, the “right” amount of instructor presence (Moore, 1991), the “right” student/instructor stance (Wegmann & McCauley, 2014) and the “right” requirements for participation. Each of these may vary by course section and purpose. How can we make discussion boards a place for learning and interaction rather than busy work, and what is our role as instructors?
Several entries in TOPR address this question. In Using Video Discussion Boards to Increase Student Engagement (2018), Jones-Roberts describes using video discussions with Flipgrid to respond to higher-order thinking questions. The strategy provides a learning opportunity while paying attention to social presence by reducing feelings of isolation and maintaining course connections and rigor. Online discussion boards may also be combined with other software/URLs to create a case study (Berman, 2020). Design elements (at the course, module, and environmental level) are described in Covello’s (2019) Create Structured Discussion Prompt to Reduce Ambiguity, Reinforce Purpose, and Promote Discourse.
On a personal note, in one large course (n=90), I used the 3R [Respond, React, Reply] pattern (Wegmann & McCauley, 2007). I divided the class into teams of 5-6 and assigned a Discussion Leader for each week of the term (on a rotating basis). The Discussion Leader was responsible for posing a thoughtful question about the readings for the week (due before class that week, and after providing examples of “juicy” prompts that might provoke responses). Each group member was expected to Respond to the prompt and React to all of their peers’ responses (again, after reading through examples of appropriate responses). They were also expected to Reply to all of the reactions on their original post. I set due dates during the week for each part of the 3R process. Then the discussion leader was expected to post a final response, citing all of their peers as a discussion wrap-up. I only replied to the wrap-up posts, which totaled 4 to 5 posts each week. (Notice, my voice as the instructor was absent until the last post, which seemed to empower student voices and enabled me to keep engaged in the discussion in a manageable way.) I designed a rubric to assess each student individually and provide feedback about their learning.
In our post-ERT (Emergency Remote Teaching) atmosphere, we need to focus on the connections and rapport that discussion boards can afford. One goal for students is to have them adopt what has been called a Connected Stance (Wegmann & McCauley, 2014), or the nexus of high participation and high engagement. How we do this may vary widely, but successful, interested students will learn more and score better on end-of-term grades. So, our challenges are intense to create online discussion boards that meet the needs of students, while having them analyze content and address higher-order issues.
Berman, S. (2020). Use discussion boards, google docs, and pages tool for online, case-based, collaborative learning. In A. deNoyelles, A. Albrecht, S. Bauer, & S. Wyatt (Eds.), Teaching Online Pedagogical Repository. Orlando, FL: University of Central Florida Center for Distributed Learning. https://topr.online.ucf.edu/use-discussion-boards-google-docs-and-pages-tool-for-online-case-based-collaborative-learning/.
Covello, S. (2019). Create structured discussion prompt to reduce ambiguity, reinforce purpose, and promote discourse. In A. deNoyelles, A. Albrecht, S. Bauer, & S. Wyatt (Eds.), Teaching Online Pedagogical Repository. Orlando, FL: University of Central Florida Center for Distributed Learning. https://topr.online.ucf.edu/create-structured-discussion-prompt-to-reduce-ambiguity-reinforce-purpose-and-promote-discourse/.
Jones-Roberts, C. (2018). Using video discussion boards to increase student engagement. In B. Chen, A. deNoyelles, & A. Albrecht (Eds.), Teaching Online Pedagogical Repository. Orlando, FL: University of Central Florida Center for Distributed Learning. https://topr.online.ucf.edu/using-video-discussion-boards-to-increase-student-engagement/.
Moore, M. G. (1991). Distance education theory. The American Journal of Distance Education, 5(3). 1-6.
Wegmann, S., & McCauley, J. (2007) Can you hear us now? Stances toward interaction and rapport. In Y. Inoue (Ed.), Online Education for Lifelong Learning. Hershey, PA: Information Science Publishing.
Wegmann, S. J., & McCauley, J. K. (2014). Investigating asynchronous online communication: A connected stance revealed. Online Learning: Official Journal of the Online Learning Consortium, 18(1). Retrieved from http://onlinelearningconsortium.org/read/onlinelearning-journal/
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]]>Continue reading "Press Release: Summer 2021"
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]]>Orlando, Florida, US – July 13, 2021 – The editors of the Teaching Online Pedagogical Repository (TOPR) are pleased to announce the new peer-reviewed entries accepted for publication from the Spring 2021 Call for Submissions. Entries were received from faculty and designers in multiple disciplines from various institutions. The 19 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 Spring 2021 Call for Submissions appear below.
Dr. Aimee deNoyelles, Managing Editor
Ms. Alyssa Albrecht, Ms. Sue Bauer, and Dr. Shelly Wyatt, Editors
University of Central Florida
Click here to view previous press releases.
Contact: topr@ucf.edu
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]]>Continue reading "Press Release: Spring 2020"
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]]>Orlando, Florida, US – March 22, 2020 – The editors of the Teaching Online Pedagogical Repository (TOPR) are pleased to announce the new entries accepted for publication from the Fall 2019 Call for Submissions. Entries were received from faculty and designers in multiple disciplines from various institutions. The 11 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 2019 Call for Submissions appear below.
Dr. Aimee deNoyelles, Managing Editor
Ms. Alyssa Albrecht, Ms. Sue Bauer, and Dr. Shelly Wyatt, Editors
University of Central Florida
Click here to view previous press releases.
Contact: topr@ucf.edu
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]]>Continue reading "Press Release: Entries from April 2019’s “Mini-Call”"
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]]>Orlando, Florida, US – November 18, 2019 – The editors of the Teaching Online Pedagogical Repository (TOPR) are pleased to announce the new entries accepted for publication from the April 2019 TOPR “Mini-Call” for Submissions. Entries were received from faculty and designers in multiple disciplines from various institutions. The ten 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 Spring 2019 mini-call for submissions appear below:
Dr. Aimee deNoyelles, Managing Editor
Ms. Alyssa Albrecht, Ms. Sue Bauer, and Dr. Shelly Wyatt, Editors
University of Central Florida
Click here to view previous press releases.
Contact: topr@ucf.edu
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]]>Continue reading "Fall 2019 Call for Submissions"
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]]>The editorial board of the Teaching Online Pedagogical Repository (TOPR) is pleased to announce a call for submissions for new TOPR entries from now until September 15, 2019. Authors will receive feedback on their submissions by October 31, 2019. Selected entries will be announced in December 2019.
Please consider submitting an entry using the submission form at: https://stars.library.ucf.edu/topr/
As you may know, this scholarship of teaching and learning (SoTL) resource is a go-to destination for faculty/designers in search of ideas for online and blended courses. Each entry is highly focused on one teaching practice with a solid description, concrete example(s), relevant professional practice or research literature, and key words connecting to other practices.
If you have any questions or access difficulties, please feel free to contact topr@ucf.edu.
Sincerely,
TOPR Managing Editors
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]]>Continue reading "PRESS RELEASE FALL 2018"
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]]>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):
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
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]]>Continue reading "Fall 2018 Call for Submissions"
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]]>Please consider submitting an entry using the submission form at: http://ucf.qualtrics.com/jfe/form/SV_1z7Syo449Vszpv7
As you may know, this scholarship of teaching and learning (SoTL) resource is a go-to destination for faculty/designers in search of ideas for online and blended courses. Each entry is highly focused on one teaching practice with a solid description, concrete example(s), relevant professional practice or research literature, and key words connecting to other practices.
If you have any questions or access difficulties, please feel free to contact topr@ucf.edu.
Sincerely,
TOPR Managing Editors
Baiyun Chen
Aimee deNoyelles
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]]>