Social Media in Higher Education

Ebooks. How [not] to Design an Online Course. Moving a face-to-face credit course to an online environment is far more challenging than one might expect – as numerous experienced and esteemed professors have discovered.

In this post learn vicariously through one professor’s experience of ‘what not to do’. I’d like to introduce you to Professor Harding a history professor who is transitioning his face-to-face undergraduate history course to a twelve-week, 3-credit online course. Professor Harding, though fictitious embodies the typical errors made by most course instructors with little or no experience in online learning when moving their face-to-face course to the online environment. The purpose of this post is to highlight common errors that I’ve observed and experienced as an instructional designer when assisting professors with their course transition to the online format.

I also aim to provide guidance for educators involved in a similar course transition process along with resources for further support. 2. 3. 4. Authentic Assessment and Rubrics. Here you will find a hand selected index of authentic assessment resources.

Includes information about performance assessment, rubrics, negotiable contracting, electronic portfolios, and web-based tools for creating your own assessments. Examples of RubricsIncludes rubrics for cooperative learning, research reports, eportfolios, PowerPoint/oral presentations, multimedia, video, and web projects The Case for Authentic AssessmentGrant Wiggins describes the need for authentic assessment. This article from the peer-reviewed journal, Practical, Research, & Evaluation, provides a foundation of understanding for authentic assessment. Why Use Rubrics? Recommendations for Developing Instructional Rubrics (pdf)Suggestions to assist when developing and implementing alternative assessment activities. Formative Assessment That Truly Informs Instruction (pdf)How do I grade? Developing Performance Assessment TasksCharacteristics of effective performance assessment tasks. Tips for Giving Online Class Feedback and Construcive Criticism. Written by: Sylvia Cochran•edited by: Sarah Malburg•updated: 4/25/2013 Learning how to give online class feedback is more challenging than many a virtual education instructor imagines.

Read on for five must-know tips on how to offer constructive feedback in any online university setting. The Importance of Feedback Feedback in online classes not only enhances the learning experience, but it actually makes learning possible in the first place.Students attending online universities do so from the privacy – and relative loneliness or isolation – of their homes. Student needs for constructive feedback, which are met inside the brick and mortar classroom in the form of direct question and answer sessions or even body language of peers and instructors, remain largely unmet.

Ten Takeaway Tips for Using Authentic Assessment in Your School. The School of the Future's (SOF) mission is to empower each and every student.

Teachers accomplish this not only by making their classroom content and instruction engaging but also by making their assessments authentic. Teachers ask SOF students to demonstrate their comprehension and mastery of the curriculum in ways that are meaningful to them. This goes beyond getting the "right" answers on tests. At SOF, students develop the learning skills and habits of mind that are essential in the classroom -- and the rest of their lives. Here are ten tips to help you use authentic assessment in your school. 1.

Authentic assessment can seem overwhelming at first. 2. Authentic assessment can be deeply rewarding for everyone involved, but it does take time and effort and can be demanding on teachers. Authentic Assessment and Rubrics. JOLT - Journal of Online Learning and Teaching. Julia E.

Rodriguez Assistant Professor Information Literacy and Educational Technology Librarian Oakland University Rochester, MI 48309 USA juliar@oakland.edu Introduction With faculty using a variety of software tools and free web applications to enhance learning, communication, and engagement, the use of social media is on the rise in higher education classrooms.

Emerging Web 2.0 social software exists beyond traditional course management systems and potentially opens up the academic environment to a public space. By using these tools, academic content, discussions, and other interactions no longer live in the safe, controlled world of academia but now become public - living on public servers, retrievable by public search engines, where most, if not all, are owned by for-profit and public companies. User-Generated Content (UGC), Social Media, and the Web 2.0 Revolution Teaching with Social Media in Higher Education.