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Using E-presentations in an Asynchronous Online Course

Using E-presentations in an Asynchronous Online Course. Jerine Pegg, Dept. of Elementary Education. Context. Graduate course on curriculum theory Usually 10-15 students Taught entirely on-line in an asynchronous format. Course Structure.

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Using E-presentations in an Asynchronous Online Course

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  1. Using E-presentations in an Asynchronous Online Course Jerine Pegg, Dept. of Elementary Education

  2. Context • Graduate course on curriculum theory • Usually 10-15 students • Taught entirely on-line in an asynchronous format

  3. Course Structure • Weekly readings, supplemental videos, internet resources, and information summaries • Weekly activities alternate between group discussions & individual reflections • Weekly video memos to summarize the previous weeks activities • Group e-presentations the last 4 weeks of the course.

  4. E-Presentation Assignment • Goal: Create an online presentation on a topic related to contemporary curriculum issues (e.g. globalization, assessment & standardized testing)

  5. E-Presentation Assignment • Group assignment (2-4 students per group) • Students choose from a pre-determined list of topics • A variety of online tools are provided as options for the presentation (e.g. Wiki, Google Presentation, Prezi, Screencast) • Presentations should take other students ~45 minutes to work through plus additional time over the week for discussions

  6. E-Presentation Rubric • Thoroughness and Organization • Connection to Course Concepts • Connection to Teaching/Educational Experience • Class Engagement in Presentation • Sources • Reference Format

  7. https://sites.google.com/site/gendercurriculum/home

  8. What works well • Allows students to take more control of their learning • Guidelines and rubric provide guidance, while the presentation format provides flexibility • Interactive component requires presenters to actively engage other students

  9. Recommendations for Others • Be flexible regarding the online tools used and remind students that it is the content, not the tool that they are being assessed on • Consider providing guidelines for group work and support for students to navigate the preparation of a group project at a distance

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