Course outcomes
We hashed through these and revised. Here is the final list.
For faculty and instructors |
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For IDFS staff
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Tools and tool types
Video conferencing and whiteboard capabilities
Pros: Easy to use; uncluttered interface. Whiteboarding and annotation are easy. Integrates with Sakai
Cons: Accessibility is a barrier (as of now)
Voice/audio capture and commenting tool
Pros: Can post document, image and ask students to comment on it; their audio comments are records; free to individual users
Cons:
Twiddle
Edoboard
Waypoint Outcomes
lino it
Doceri
Accessibility call with Christine Bagwell
Christine is Director at UC's system-wide accessibility office
Asked her to prioritize things an instructor can do to make their course more accessible. She gave us her top 4.
- Use an LMS: Is it accessible? Most LMSes provide sufficient structure and hierarchy to make navigation with the help of a screen reader manageable.
- Syllabus. Make sure it's consistently structured and formatted with headers, styles, fonts
- Links. Format them differently; don't paste in whole url to display; simply link the relevant or specific (or organization name or website) word to show that it's an active link. Avoid inserting links beneath words like "this page" or "here" because screen readers can't translate that easily for uers
- Syllabus. Write an accessibility statement for your syllabus. Contact your campus DSP to clarify campus policies and identify resources that you can include within the statement.
Video - Pedagogical uses
Variety of ways to use video, but always ask yourself: What can/I am trying to achieve through the use of video? Would a static image work (as well)? Would audio work as well?
Presentation of content, ideas. Forms:
Lecture capture works well but for online use, mini-lectures (of 2-3 minutes) work best.
Screencast of PPTs or of prezi presentations.
Activity idea:
- Watch a lecture or mini-lecture and create an outline of the lecture (ask students what are the main points?), then post.
Watch other videos or video clips.
Activity ideas:
- Answer questions about the content.
- Turn off the sound: What can you glean from the body language, setting?
- Ask your students to listen for and characterize use of specific vocabulary/terms, verb tenses or other grammatical constructs.
Create a video.
Hosting discussion
We discussed how we might deliver this course--as a blended course, online?
If online partially or completely, on what platform.
General agreement that Sakai OAE is the best, most promising platform given that OIPP is going with it and that it will (at some point) support system-wide access.
Decided to develop a short- and long-term delivery strategy:
In the short term: We'll develop a common course structure with a shared set of resources accessible on the IDFS/ETLG Confluence site. Schedule and amount of online/f2f delivery will depend on individual ID or campus. Develop schedule for check-ins of those trying it out, collect input, change or add to materials and course scope.
Long-term: We'll leverage OAE to give UC-wide access to course, with understanding the local modifications would be built in and provided online or f2f.