http://www.merlot.org:80/merlot/ A search of MERLOT materials Copyright 1997-2013 MERLOT. All rights reserved. Thu, 23 May 2013 10:24:42 PDT Thu, 23 May 2013 10:24:42 PDT http://www.merlot.org:80/merlot/images/merlot.gif http://www.merlot.org:80/merlot/ 44 34 http://www.merlot.org/merlot/viewMaterial.htm?id=551787 What do you think of this resource? Please click http://svy.mk/e6BP1G to complete a quick survey.Download the supporting PDF file for this episode http://bit.ly/koVNA2 from the Learning to Teach Online project website.This case study examines how ePortfolios, used in conjunction with blogs, can encourage students to become more critically reflective learners. The benefits and challenges of using ePortfolios are discussed, along with strategies for providing sufficient technical and pedagogical support, to enable teachers and students to confidently use the technology as a collaborative learning tool. http://www.merlot.org/merlot/viewMaterial.htm?id=551002 What do you think of this resource? Please click http://svy.mk/e6BP1G to complete a quick survey.Download the supporting PDF file for this episode y/lMjbGt" target=״_blank״>http://bit.ly/lMjbGt from the Learning to Teach Online project website.When teaching larger classes, an online environment can provide many opportunities for increased student engagement, group work and self testing. In this case study Professor Alan Crosky, from the University of New South Wales, explains how he uses a blended learning approach in his Engineering Materials and Chemistry course with 700 first year students. He highlights the importance of providing student orientation and support when first introducing an online component, and discusses the benefits of integrating online tutorials and resources, group work, peer assessment and self-testing into the course. http://www.merlot.org/merlot/viewMaterial.htm?id=547107 What do you think of this resource? Please click http://svy.mk/e6BP1G to complete a quick survey.Download the supporting PDF file for this episode http://bit.ly/mpbROh from the Learning to Teach Online project website.This case study examines how technology can be used to support an active learning strategy within face-to-face Chemistry classes. Both in-class polling software and online lectures are used as part of a comprehensive teaching strategy, designed to enable students to develop critical thinking and analytical skills. While in-class polling is not an online process, it is included within this case study to highlight how different types of technology can be used together to effectively support classroom teaching, when integrated with a carefully considered pedagogical approach. http://www.merlot.org/merlot/viewMaterial.htm?id=531089 What do you think of this resource? Please click this link to complete a quick survey http://svy.mk/e6BP1G Download the supporting PDF file for this episode http://bit.ly/hjdR88 from the Learning to Teach Online project website. This case study examines how the use of a wiki can help a teacher effectively facilitate student collaboration with on-campus or distance students. It discusses the importance of providing technical support for both staff and students, planning clearly defined collaborative learning activities, and designing relevant assessment strategies to help support students develop effective teamwork skills. http://www.merlot.org/merlot/viewMaterial.htm?id=524356 Download the supporting PDF file for this episode http://bit.ly/fhEFBn from the Learning to Teach Online project website.Discussions are an important component of many forms of online student interaction. For students to benefit from an online discussion, it is important for teachers to generate relevant topics, effectively moderate student activity and participate regularly. This episode will highlight several strategies to help you manage online discussions more effectively, and make them more beneficial for your students. http://www.merlot.org/merlot/viewMaterial.htm?id=514740 Download the supporting PDF file for this episode http://bit.ly/gFPzbN from the Learning to Teach Online project website.This Learning to Teach Online http://bit.ly/d18ac5 episode explores some of the key considerations when planning your online or blended (face-to-face and online) class. It examines the importance of considering pedagogy before technology; constructively aligning assessment with learning outcomes; and the integration of digital literacy skills. It also offers some useful strategies for deciding which components are better suited to an online learning environment.It is strongly recommended that teachers who are considering planning an online class also watch other Learning to Teach Online episodes and case studies for more in-depth information about the concepts discussed in this episode. http://www.merlot.org/merlot/viewMaterial.htm?id=410918 This guide was developed to help a group of faculty at CSU, Chico who were preparing to teach online courses using Moodle. The guide focuses on planning an online course while using the guidelines in CSU, Chico’s Rubric for Online Instruction as a foundation for online course design and development. Specific guidelines from the Rubric are identified for each part of the course plan to help address the guideline during course design.While created to assist in the design of Moodle courses, this could obviously be adapted to other learning management systems. http://www.merlot.org/merlot/viewMaterial.htm?id=386026 This checklist was prepared to work in alignment with the Rubric for Online Instruction, created by faculty/staff at CSU, Chico. It was designed by Joan Van Duzer of Humboldt State University. It makes it easy to work through your course design, redesign, or self-assessment of a course as a companion to the Rubric for Online Instruction. http://www.merlot.org/merlot/viewMaterial.htm?id=290461 The State University of New York's Teaching, Learning, and Technology Program has create a support site to help faculty developers with MERLOT handouts, workshop outlines, and instructions for how to complete various MERLOT tasks.