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Moving Student Presentations Online
Dr. Rosemary Cleveland, College of Education FacultyKimberly Kenward, Instructional Designer
Justin Melick, Digital Media Developerhttps://goo.gl/Kx25LH
Presentation Overview 1. Identify and describe the challenges involved with student presentation in
an online environment. 2. Discuss the solutions and technologies that are being used to solve this
problem (Ensemble dropboxes, Blackboard Collaborate, project partners, detailed rubrics).
3. Showcase student presentations that utilize these solutions and technologies.
4. Reflect on the products that the students made and open up for discussion with session attendees regarding their experiences with online student presentations.
5. Question and answer opportunity.
Learning Outcomes
Upon conclusion of this session, the participants will:1. Be aware of what technologies are available to assist
students and faculty with the creation and support of student online presentations.
2. Review the role of project partners and how this can be used to facilitate student engagement and increase opportunities for peer review and feedback.
ChallengesAs many of our graduate courses in the College of Education have moved to a completely online format, we’ve had to rethink how to organize the last class meetings which primarily focused on student presentations.
SolutionInstead of devoting a final in-seat class session (or more depending on the size of the classes), we’re now using a combination of Blackboard, the Ensemble Video dropbox, project partners and detailed rubrics to complete the final course project assignment virtually.
The Role of Peer Assessment in an Online Course
● Community is central to online learning● Peer assessment is a wonderful way to create
community in an online learning environment ● Peer assessment leads to more thoughtful and
reflective discussion● Peer assessment helps students cultivate a greater
capacity for critical and evaluative judgment
Tips & Setting the Stage● Presentation topics are determined at the beginning of the
semester so that students have time to make connections to course content and to find a project that is relevant to them.
● Guidelines, including a detailed rubric and several video screencasts are necessary to help students understand expectations of their project partners and their final project.
● It’s important that I provide and model an encouraging and supportive online environment to reduce my students’ anxieties about peer evaluation.
Setting the Stage continued...
● Feedback is a critical part of the final project.● Feedback provides my online students with an opportunity to learn from
each other and to give each other time to make revisions before their final project is due for submission.
● Students use the same final project rubric that will be used by the instructor when giving each other peer feedback.
● Although my students are assigned a project partner, they are also expected to post their final project to the main discussion board so that the entire class has an opportunity to gain more knowledge and to ask additional questions.
● Quality of the final project has improved since requiring a project partner.
Setting the Stage continued...● Students have an option to
videotape themselves presenting their final projects and uploading their video presentation to Ensemble’s video drop.
● More of my students are enjoying the option of videotaping their final projects, as well as creating videos in their private journal in place of written journal entries.
Setting the Stage continued...
I also really enjoy using the annotation tools in Ensemble video because it allows me to stop and start my student’s video presentation submissions and provide additional feedback throughout their video presentation.
Final Project Considerations
Introduction to Final Project Video
Project Partner Video Explanation
Written Rubric
Video Rubric
Technical Considerations
Tips for Recording from a Mobile DeviceUploading a Video to the Ensemble Dropbox
Annotating Videos in Ensemble (For Faculty)
Example of Annotated Video
Video Dropbox Example
Outcomes...
Students not only connect with content, the instructor, and each other; but they also utilize technology to impact their learning.
Although these changes were necessary to accommodate the format of our online classes, these tools and project partner requirements could be used to support traditional or flipped classroom models.
Questions
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Additional ResourcesAllen, E. and Seaman J. (2014, January). 2013 - Grade Change: Tracking Online Education in the United States - OLC. Retrieved January 27, 2015, from http://sloanconsortium.org/publications/survey/grade-change-2013
Green, D. T. (2008), Using Student Video Presentations in an Online Course. Decision Sciences Journal of Innovative Education, 6: 521–526. Retrieved from http://onlinelibrary.wiley.com/doi/10.1111/j.1540-4609.2008.00193.x/full
Holland, L. C. (2014). Student online presentations and peer evaluations in a face-to-face case class. Journal of Financial Education, 40(1), 45-67. Retrieved from http://search.proquest.com.ezproxy.gvsu.edu/docview/1640470299?accountid=39473
Additional Resources
S Kolwich. (2015, January 26). Could Video Feedback Replace the Red Pen? [The Chronicle of Higher Education Blogs: Wired Campus]. Retrieved from http://chronicle.com/blogs/wiredcampus/could-video-feedback-replace-the-red-pen/55587
Mangalaraj, G., Singh, A., & Taneja, A. (2010). Bolstering teaching through online tools. Journal of Information Systems Education, 21(3), 299+. Retrieved from http://go.galegroup.com/ps/i.do?id=GALE%7CA241515891&v=2.1&u=lom_gvalleysu&it=r&p=AONE&sw=w&asid=22da43bee4b389fa64c4c61a541205da
Follow-up & Contact InformationDr. Rosemary Cleveland - [email protected]
Kimberly Kenward - Instructional [email protected]
Justin Melick - Digital Media [email protected]
http://www.gvsu.edu/it/learn http://www.gvsu.edu/idel
