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| Description: | The purpose of this showcase is to help demonstrate the many methods that can be used to help promote group projects and their interaction within a WebCT curriculum offering. Items to be discussed are: online vs. traditional learning styles, creation of private topic areas and their population, chat room usage and documentation logs, online team assessment of group membership, milestone objective submission, and Peer Review Evaluation form and requirements. |
| Presentation Format: | Oral |
| Topic: | Enabling learning: Effective instructional practices and flexible design models |
| Target Audience: | Course Designers, Faculty and Other Instructors, E-learning Managers |
| Appropriate Audience Level: | Beginning or new users of WebCT, Experienced WebCT users |
| WebCT Version: | |
| Abstract Text: | The purpose of this showcase is to help demonstrate the many methods that can be used to help promote group projects and their interaction within a WebCT curriculum offering. Items to be discussed are: online vs. traditional learning styles, creation of private topic areas and their population, chat room usage and documentation logs, online team assessment of group membership, milestone objective submission, and Peer Review Evaluation form and requirements. This showcase will demonstrate how to better implement online content in the form of group projects and presentations to help facilitate the sense of community and increase online course retention. With the use of group projects, online interaction becomes more engaging due to accountability from the group compared to that of the traditional student individualism activities such as email and the viewing of web posted content. By utilizing group work, groups may offer students additional avenues for learning. Since group projects have long been looked upon as unsuccessful within the online classroom, many online educators do not attempt group activities due to the complication of this type of implementation and/or education of rubric criterion needed to create group accountability measurements. Therefore, Instructors would rather forego the use of this valuable online tool. It is my intention not only to bridge the gap between ground and online environments but to successfully break new ground from the view point of an Instructor in regard to online group interaction. This showcase will examine the differences and similarities in online learning styles vs. standard learning styles and attempt to show that education can still be education with the same but differently structured methodologies. |
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