Center for Online Learning
Georgia Southern University

News

“Ticket to Class” Flipping the Classroom to Drive Learning results

Flipping the classroom makes instruction far more vibrant and memorable. Discover how the University of Portland improved learning results by using video as the “ticket to class”.

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Simple Techniques for Applying Active Learning Strategies to Online Course Videos

From Web-enhanced face-to-face courses to MOOCs, flipped, blended, and fully online courses, videos are an integral component of today’s educational landscape—from kindergarten all the way through higher education.

But there’s a big difference between watching a video and learning something from it. Videos are great for presenting visual information and emotional appeals, but not particularly effective at diving below the surface of non-visual theoretical or abstract topics or for driving critical thinking. What’s more, any video presented in class must compete for attention and memory with the five-plus hours the typical student spends outside of class watching television programs, movies, and other onscreen entertainment. (Nielsen, 2013)

To help increase the educational effectiveness of an online course video, consider applying one or more of the following active learning strategies.

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Course Design as Teaching Presence in Online Courses

Faculty often struggle with the concept of online teaching presence. Does “being present” in an online course mean posting a new video every week (or every day)? Does it mean hosting live, synchronous sessions? Does it mean responding to every discussion post or email immediately?

Actually, a large part of your online “teaching presence” can be built into the design of the course and can be as unique and personal as when you teach in a classroom. A deliberate and effective online course design also establishes your instructor presence when it focuses on delivering an effective and enjoyable learning experience to students.

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Miami University Settles Disability Discrimination Lawsuit

The Justice Department filed a proposed consent decree today to resolve allegations that Miami University in Oxford, Ohio, violated the Americans with Disabilities Act (ADA) by using inaccessible classroom and other technologies.

Under the consent decree, which is pending court approval, Miami University will make significant improvements to ensure that technologies across all its campuses are accessible to individuals with disabilities and will pay $25,000 to compensate individuals with disabilities.  The agreement also requires reforms to Miami University’s technology procurement practices.  These improvements will benefit all current and future Miami University students with disabilities.

As part of the consent decree, Miami University will, among other things:

  • ensure that its web content and learning management systems conform with Web Content Accessibility Guidelines 2.0 AA standards;
  • meet with every student who has a disability for which he or she requires assistive technologies or curricular materials in alternate formats, and their instructors, every semester to develop an accessibility plan; and
  • procure web technology or software that best meets various accessibility standards.

Read the article.

Review the settlement.


Teaching Blind Students with 3-D Prints

Blind students learn visual concepts differently from their sighted peers. Tactile graphics such as raised-line drawings have been around for a long time to help students with visual impairments, but simply adding a third dimension to a graph designed for sighted students carries with it a lot of assumptions—about perspective, for example—that don’t sync with the way blind students understand the world.

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