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No full textThe Commission was charged with conducting an overview of federal and state cyber security laws and policies. It considered Maryland's role in promoting cyber innovation and recommended strategies for cyber security innovation and excellence, including recovery from cyber attack. The Commission also recommended ways to attract private investment, and promote innovation through public and private partnerships, research and development, workforce training, and education. The Commission submitted reports of interim findings and recommendations to the Governor and the General Assembly by January 1, 2012, and final findings and recommendations by September 1, 2014. The commission ended on December 31, 2014
Active Learning with PowerPoint - DE Oracle
No full textDE Oracle @ UMUC
An Online Learning Magazine for UMUC Faculty
Center for Support of Instruction
Active Learning with PowerPoint
Sharon Huston
Instructional Support Specialist
Center for Support of Instruction
Published: November-December 2011
Category: » Online-pedagogy » Teaching-strategies
Introduction
Research on the effectiveness of PowerPoint is mixed. At worst, empirical research has found its use led
to no significant difference in the matter of student grades. At best, it increases retention of material,
increases student engagement, and improves faculty ratings (Berk, 2011). Many of the studies with
negative findings are difficult to accept as the final word because very few of them examine the quality
of the presentations or how the instructor is using the slides.
In my 14 years of teaching college students, PowerPoint has been part of my teaching toolkit, just as it
may have been for many other educators. Over the years, I have seen slide presentations being used
as didactic instruments that pay little attention to the value of active learning. These presentations can
easily be updated to include active learning features that can help engage students in the learning
process. This article explores some examples of active learning presentations from my own teaching
experiences that students have found beneficial to their understanding of the content. The examples
could be adapted to fit hybrid, face-to-face, or online teaching formats.
Active vs. Passive Learning
Before we get to the examples, it's important to have a clear understanding the differences between
active and passive learning. In passive learning, "students are assumed to enter the course with minds
like empty vessels or sponges to be filled with knowledge" (McManus, 2001, p. 424). Classic didactic
teaching methods, including the lecture, fall under this definition. Students generally do not interact
with the material in any meaningful way beyond recalling the information when they have an exam.
Active learning, on the other hand, directly involves students with the content. Students are asked to
examine their prior knowledge, integrate their prior knowledge with new information, check their
understanding of new material, question and debate findings, practice skills, and create new
information. Constructivist teaching theories emphasize active learning, and academic peer-reviewed
studies support its importance in keeping students engaged and helping develop their critical thinking
skills. In their review of the research literature on active and passive learning, Bonwell and Eison
(1991) state, "The evidence suggests that if an instructor's goals are not only to impart information but
also to develop cognitive skills and to change attitudes, then alternative teaching strategies should be
interwoven with the lecture method during classroom presentations" (p. 10).
One alternative teaching strategy that can be implemented quickly is revising an existing slide
presentation so that it includes active learning techniques.
Moving to Active Presentations
Almost any active learning activity can be presented in a slide presentation. Doing a quick search on
the Internet can yield a number of useful active learning resources, such as Active Learning
Techniques (http://www.indiana.edu/~icy/document/active_learning_techniques.pdf) , Active Learning for the
Active Learning with PowerPoint - DE Oracle
College Classroom (http://www.calstatela.edu/dept/chem/chem2/Active/) , and Twelve Active Learning
Strategies (http://www1.umn.edu/ohr/teachlearn/tutorials/powerpoint/learning/index.html) . It is possible to adapt
many of the ideas in these resources to fit your particular teaching scenario. Keep in mind that some
activities may be better suited for the online environment, while others may work better in face-to-face
settings.
As a general rule, if the activity requires instructions, I place those on a separate slide and place the
activity on the next slide. I also try to color-code my slides so that the instructions are on one color
background and the activity on another color background, as shown in the first example below. Placing
the instructions on a separate slide gives the face-to-face instructor the opportunity to make sure that
all students have the required materials and understand the instructions before commencing. In online
classrooms, students can take a minute to gather scratch paper or other materials before starting.
Example One: Room Scramble
A room scramble can be used as a face-to-face classroom assessment technique to help ensure that
students understand the material and to debunk subject-specific myths students may hold. A room
scramble can be adapted to fit an online classroom setting (with a different heading, such as Test Your
Understanding) by posting a multiple-choice or true/false question one slide with the correct answer
and explanation on the next slide. (Alternatively, an online poll could also be used.)
Figure 1a - Instruction
Active Learning with PowerPoint - DE Oracle
Figure 1b - Activity 1
Figure 1c - Activity 2
Example Two: Find the Error
In the following example students are asked to find the two errors on a slide. This activity could easily
be adapted for any topic or subject matter where identifying simple errors has value.
Active Learning with PowerPoint - DE Oracle
Figure 2a - Instruction
Figure 2b - Activity
Active Learning with PowerPoint - DE Oracle
Figure 2c - Answer Key
Example Three: Short Analysis
The following example asks students to analyze a quote. This technique can be used in any class where
quick analysis is a valued skill. In a marketing class, for example, instructors could show ads from a
product line and ask for first impressions. Students in an art history class could be asked to evaluate
the symbolism or iconography in an image.
Figure 3 - Instruction
Example Four: Fill In the Blanks
An "oldie but goodie," fill-in-the-blank questions such as those shown in the following example
emphasize vocabulary and linear processes. This example can be adapted for online classrooms by
modifying the instructions to tell students to post their answers in a conference note or the assignment
folder—or just review the answer key.
Active Learning with PowerPoint - DE Oracle
Figure 4a - Instruction
Figure 4b - Activity
Active Learning with PowerPoint - DE Oracle
Figure 4c - Answer Key
Example Five: Reflection
A reflective exercise gives students a few minutes to solidify their thoughts by asking them exploratory
questions like How will you use this information? or What relevance does this information have to your
life? My personal favorite is How will your new knowledge change your current practices?
Reflective activities could be set for any duration, but a good rule of thumb is that they be at least
three minutes in length. A timer (see the PowerPoint timer tutorial for guidance) could be placed
directly on a slide so that students can see the progression of time, as shown in the example below. For
a face-to-face class, I would instruct students to respond on paper; in an online class, I would instruct
them to respond in the conference area, their assignment folder, or as a private message.
Figure 5 - Instruction
Advanced Examples
Active Learning with PowerPoint - DE Oracle
PowerPoint game templates (including a community-authored collection from Microsoft)
(http://office.microsoft.com/en-us/templates/CT010144181.aspx?av=zpp) are easy to adapted for a face-to-face and
online classrooms. The games, such as the Jeopardy-style game shown below, make test review
sessions fun and engaging for students.
Many PowerPoint plug-in packages like iSpring have advanced interactive features. iSpring Free also
allows users to embed simple Flash applications into PowerPoint slides. If I find a great open
educational resource in the SWF format, I would use iSpring Free to embed the file into my PowerPoint
so that I can quickly add an interactive element to my presentation.
Summary
Slide presentations are prominent in many classrooms, whether online, face-to-face, or a combination
of the two. With a little bit of tweaking to incorporate active learning principles, these presentations can
play a significant role in helping students review and understand important course material.
References
Berk, R. A. (2011). Research on PowerPoint®: From basic features to multimedia. International Journal
of Technology in Teaching and Learning, 7(1), 24-35
Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the classroom. ASHE-ERIC
Higher Education Report No. 1. Washington, DC: The George Washington University School of
Education and Human Development. Retrieved from EBSCOhost.
McManus, D. A. (2001). The two paradigms of education and the peer review of teaching. Journal of
Geoscience Education, 49(5), 423-434. Retrieved from EBSCOhost.
Additional Resources
Barnes, C. P. (1983). Questioning in the college classroom. In C. L. Ellner & C. P. Barnes (Eds.),
Studies in college teaching (pp. 61-81). Lexington, MA: Lexington Books.
Berk, R. A. (2011). "PowerPoint engagement" techniques to foster deep learning. Journal of Faculty
Development, 25(2), 45-48. Retrieved from EBSCOhost.
Boyas, E. A. (2008). Using PowerPoint to encourage active learning: A tool to enhance student learning
in the first accounting course. International Journal of Information and Communication Technology
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Education, 4(2), 14-25. Retrieved from EBSCOhost.
Gier, V. S., & Kreiner, D. S. (2009). Incorporating active learning with PowerPoint-based lectures using
content-based questions. Teaching of Psychology, 36(2), 134-139. Retrieved from EBSCOhost.
Henkel, C. (2010). Creating interactive learning objects with PowerPoint: Primer for lecture on the
autonomic nervous system. Medical Teacher, 32(8), E355-E359. Retrieved from EBSCOhost.
Samsonov, P. (2008). Interactive images in PowerPoint. Southeastern Teacher Education Journal, 1(1),
55-61. Retrieved from EBSCOhost.
Tufte, E. R. (2003, September). PowerPoint is evil. Wired, 11(9). Retrieved from
http://www.wired.com/wired/archive/11.09/ppt2.html (http://www.wired.com/wired/archive/11.09
/ppt2.html)
University of Michigan Center for Teaching and Learning. (2010). Active learning with PowerPoint.
Retrieved from http://www1.umn.edu/ohr/teachlearn/tutorials/powerpoint/
(http://www1.umn.edu/ohr/teachlearn/tutorials/powerpoint/)
About the Author(s)
Prior to joining CSI, Sharon was a full-time instructor for the Dallas County Community College District where she taught
face-to-face and online Web design/multimedia classes focusing on cutting-edge technologies like video podcasting, Flash,
and Second Life. Sharon earned an Innovator of the Year Award for her service on the Teaching and Learning Team, a
committee charged with bringing innovation into the campus classrooms. In addition to teaching, Sharon also served as a
faculty trainer and mentor. In this role, she helped fellow faculty design new online and face-to-face courses, fine-tune
existing courses, and master course development software.
Sharon has a BS in History from Texas Woman's University and an MS in Computer Education and Cognitive Systems from the
University of North Texas.
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Screencasting for the Online Classroom - DE Oracle
No full textDE Oracle @ UMUC
An Online Learning Magazine for UMUC Faculty
Center for Support of Instruction
Screencasting for the Online Classroom
CSI Staff
Staff Writer
Center for Support of Instruction
Published: January-February 2011
Category: » Online-pedagogy » Teaching-strategies
Introduction
This article briefly describes screencasts, discusses how they can be used in an online classroom, and
provides tips and tricks for creating engaging and useful screencasts of your own. It also links to a
tutorial on how to download and use a free screencasting tool to help you get started.
What is a Screencast?
In its simplest terms, a screencast is a video that shows what is happening on a computer screen.
Anything you can display on your screen can be a part of the video. Also known as video screen
capture, screencasting records activity on a computer screen and can include audio narration. As
opposed to slide presentations that consist of static images and simple animations, a screencast can
show “real” action or activity as it occurs on a computer—which can be useful when students cannot
otherwise look over your shoulder and watch you do something directly—or help enliven instruction
that is difficult to communicate through text alone. Screencasting is a multimedia alternative to
videorecording and whiteboarding and helps fulfill a need for dynamic, engaging content.
Although they may look high tech, screencasts can be fairly simple to create; all that is needed is a
computer, a microphone (if audio narration will be provided), and screencasting software.
Screencasting Uses and Examples
Screencasts are excellent for “show and tell” videos that visually explain details that may be difficult to
convey using just text. For example, screencasts can be useful for:
Demonstrating a procedure in a software program
Explaining how to navigate to important information on a Web site
Showing how to calculate a mathematical problem
Clarifying an elaborate project or assignment
Because screencasts provide opportunities for teaching visually, they can benefit students with different
learning styles. Some specific examples of screencasts in use at UMUC include the following:
Kathryn Klose, Associate Chair and Program Director of Financial Management
& Accounting in the Graduate School, uses screencasts to demonstrate how to
install and use accounting and finance software in several courses. She
provides short videos with narratives to help explain the complex features of the software’s
functionalities. She notes that using screencasts rather than just text to demonstrate intricate tasks
that students need to perform—such as developing formulas in Excel—can be effective at enhancing
how students learn in the online environment.
Adjunct faculty member Linda Smelser created a screencast that provides a
narrated tour of her WebTycho classroom, EDCP 100 Principles and Strategies
Screencasting for the Online Classroom - DE Oracle
of Successful Learning. The course is targeted to new and returning university
students, helping set the stage for their educational success. Linda turned to screencasting when she
noticed that students asked the same navigation questions every semester—and even multiple times
during the same class. She notes, “I found that this brief five-minute video that I created and posted to
the class reduced the number of questions about navigating my online classroom.” Linda also uses
screencasts to explain complicated assignments.
In DBST 652 Advanced Relational/Object-Relational Database Systems, a
course that explores advanced concepts of relational database systems,
adjunct faculty member Marion Smith uses screencasts for instruction and
student engagement. As an instructional tool, she says, “There are many benefits to using audio and
visuals. I find that my verbal explanations that accompany a video reinforce new vocabulary and
concepts associated with a course.” She also asks students to create screencasts to share and
demonstrate their progress on their class projects and to help keep them engaged. Her students have
openly noted how much they appreciate both her instructional screencasts as well as those developed
by their fellow students.
Screencasting Tips and Tricks
Screencasts can add depth to your black-and-white text and to the WebTycho environment. Below are
some tips that may help you when you develop a screencast:
Decide ahead of time what kind of video you want to make and how you want to present your material.
Do you need to record more than one window/screen? Do you have all the material at hand? Will you
be recording audio? Do you need a script?
If you are recording audio, check that your headset is properly connected to your computer and
that the audio controls and voice recording levels of your headset are set to a medium level. (You can
do this by going to the Control Panel and then selecting Sounds and Audio Devices. From the
Audio tab, check that the headset is selected as the input device for Sound recording and that the
Volume is set to a medium level. Then click the Voice tab and check the same information for Voice
recording.)
To keep students interested and engaged with the content, screencasts should be no more than 5 to 10
minutes in length and provide information that explains one concept or demonstrates one procedure at
a time. By keeping screencasts short and focused on one idea, students will have an easier time
following them.
If you are having difficulty keeping your video within the time constraints, you may want to break up
your topic into subtopics and record a separate video for each subtopic or revise the script to make the
video more concise.
In the WebTycho classroom, screencasts work best as attachments in the conference area due in part
to their large file size.
If the file size of your recorded screencast is too large to add as an attachment in a WebTycho
conference (50 MB maximum), consider recording a smaller frame size, removing unnecessary audio
when you re-record, and/or cutting down on the amount of times you change the background of the
video. For example, if you start the video on a blank Excel document and then load a high-resolution
image, the file size will increase because you are increasing the color information.
NOTE: When developing audiovisual material, it is important to also provide a transcript. Transcripts
serve students with hearing disabilities (who may not be able to hear the audio), students with visual
disabilities (whose screen readers or text-to-speech programs may not be able to access the object),
and the various learning styles of UMUC’s multi-generational student body. A speaker’s script (which
can be prepared before recording the audio) can serve as a transcript.
Free Screencasting Tool to Try: Jing
Screencasting for the Online Classroom - DE Oracle
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Screencasting software has become more popular in the last few years, though many of the programs
come with a price tag. Jing is an easy-to-use screencasting tool that is free to download and install and
is already being used by some UMUC faculty (including all those mentioned earlier) with great success.
Kathryn Klose describes Jing as “a great ‘tech-in-ten’ technology, meaning it's a technology that one
can learn in about ten minutes” and indicates that it is a favorite in her teaching toolkit. Jing’s free
version allows users to create screencasts up to 5 minutes long and provides the user with a file that
can be saved to the desktop and uploaded into a WebTycho classroom.
For more information on how to create a screencast with Jing, see the accompanying Jing Tutorial to
get started.
Editor's note: Former CSI staff member Ivy Roberts contributed to this article.
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Emerging risk: A systems thinking and complexity approach
No full textThe purpose of the research is to propose a framework for understanding and assessing emerging risk.Emerging Risk: A Systems Thinking andComplexity Approach
March 4, 2011
Kathleen Locklear
Keywords: risk, emerging risk, complexity, systems thinking, scenario planning Purpose and Scope of the Research
Purpose: To propose a framework for understanding and assessing emerging risk
Scope: Emerging risk-Anew (novel) manifestation of risk, which has not been experienced previously. Research Questions
•
How might ‘alternative’ approaches enhance risk management practice in today’s environment?
Alternative approaches: Qualitative, based upon the management literature
•
What management tools, competencies and approaches provide a means for addressing the challenges of emerging risk?
Systems thinking, scenario planning, complexity theory
•
What constitutes risk management “best practice(s)” for organizations operating in today’s environment, with regard to emerging risk? Significance of this Research for Management
Failure to optimize risk management competencies and practices can be a corporate death knell, making the problem of emerging risk one of compelling importance. Main Literature Themes and Authors
Context Lens
Modernity
Globalization
Globalization of Risk
Conditions of modernity (Friedman, 2005)
Unintended consequences of modernity (Bellini, 1989; Beck, 1992)
Delocalized, incalculable, complex (Beck, 2007; Giddens, 1990)
Process Lens
Disaster causation
Disaster predictability
Cognitive Impediments
“Predictable Surprises” (Bazerman & Watkins, 2004)
“Black Swan” (Taleb, 2007)
“groupthink” (Janis, 1972, 1982)
“commitment escalation” (Staw, 1981)
Theory Lens
Chaos Theory
Complexity Theory
Systems Thinking
Non-linear, dynamic systems (Levy, 1994)
Relational complexity (Cilliers & Lissack, 2001)
System structure, patterns, interconnections, interdependencies (Senge, 1994; Sornette, 2009)
Practice Lens
Scenario Planning
Strategic Foresight
Scanning at the periphery (Haeckel, 2004)
Patterns & early signals of change (Ashley & Morrison, 1997) Key Propositions Distilledfrom the Literature
The conditions of today’s world (complexity, interconnectedness, rapid change) have altered the nature of risk and emerging risk.
Today’s environment presents challenges and limitations for traditional risk management tools (predictive and quantitative).
Emerging risk, characterized by a lack of historical comparables and a very low degree of predictability, typifies post-modern risk and highlights the limitations of traditional risk management tools. Conceptual Framework
Processfor Assessing Emerging RiskStep 1DESCRIBETHE SYSTEMStep 2IDENTIFYHOW SYSTEM MIGHT FAILStep 3IDENTIFYHOW FAILURE MIGHT TAKEPLACENORMALOPERATIONPATTERNSSUB-SYSTEMSINTER-CONNECTIONSINTER--DEPENDENCIESTRIGGEREVENTSSOURCESofHARMSCENARIOSCHAOS THEORYSYSTEMSTHINKINGCOMPLEXITYTHEORYCOGNITIVEIMPEDIMENTSPREDICTABILITY--PREVENTABILITYCAUSATIONANTICIPATORYMANAGEMENTSTRATEGICFORESIGHTSCENARIOPLANNINGMODERNITYGLOBALIZATIONEPISTEMOLOGYContext Theory ProcessPractice Thesis statement
The challenges of emerging risk can be addressed by synthesizing an alternative set of tools and approaches (including systems thinking and complexity theory) that are drawn from the existing management literature. Research Approach & Formationof Argument
Evidence Based Management (EBM):
•
Craft a management question
•
Look for best available evidence
•
Critically assess the evidence found
•
Apply evidence to questions/issues and solution development(Adapted from Rousseau and McCarthy, 2007, p. 88)
Methodology: Qualitative, evidenced-based
Data: Purposive search of existing literature (EBSCO, JSTOR)
Transparency & Rigor: Expert Panel CritiqueFindings
By examining the existing management literature, it is possible to synthesize a set of ‘alternative’ tools and approaches which organizations can deploy to better understand and manage emerging risk. Implications for Management Practice
•
Management-Provides evidence-based best-practice approach for minimizing the ‘surprise’ of emerging risk
•
Corporate reputation
•
Shareholder value
•
Risk Management-Provides a means for addressing risk in today’s environment
•
Embedding ‘risk management’ into ‘management’ Future Research Agendas
•
How can the proposed framework be deployed most effectively?
For example, within an Enterprise Risk Management program?
•
Is a management-based framework more likely tobe implemented and adopted?
•
Is the proposed framework effective?
Under what conditions?
For what type(s) of organizations
Organizational resilience and culture: A model for information technology service management (ITSM)
No full textThe purpose of this research is to:
•Propose a design and development of an Organizational Cultural Domain (OCD) with “components” that can be measured in future studies.
•This domain can then be included in existing maturity models and then correlated to overall organizational maturityOrganizational Resilience and Culture A Model for Information Technology Service Management (ITSM)
Key Words: Organizational Culture; Organizational Change; Innovation; Process Maturity; Information Technology Service ManagementPurpose and Scope of the Research
•
Propose a design and development of an Organizational Cultural Domain (OCD) with “components” that can be measured in future studies.
•
This domain can then be included in existing maturity models and then correlated to overall organizational maturity Research Questions
•
How does organizational culture affect organizational process maturity when implementing models such as CMMI, CobiT, or ITSM?
•
KEY sub questions include:
What are the components (variables) of the organizational culture domain?
What components of that domain affect organizational process maturity and what might be the weighting of those components?
What relationships exist among the components of the organizational culture domain?Significance of this Research for Management
•
Maturity Models such as CMMI relate to Weber’s Rationalism Principle and bureaucracy structure to outline specialized organizational capabilities that Service Providers uses to deliver IT services in an effective and repeatable way
•
Implementers of IT Service Management specifically and process maturity generally will have a clearer construct of the “service culture” that these maturity models require, but do not provide.Main Literature Themes and Authors
•
Culture and Resilience Models
Bruhn (2001) categorizes organizational cultures in two categories: Tough vs. Easy
Denison (1990) and Denison and Mishra(1995): culture and effectiveness model
Prager(1999) and Bell (2002): IT “sub cultures”
Mallak(1998) and (Huy, 2002): Resilience through organizational and cultural change
Schein (1992): Attributes of a Learning Culture
•
Culture Assessment Instruments
Corporate Executive Board IEC (2004, 2008)
Miner (2006)
Denison (1990, 1995)
Harris (1995)
Roberts and Rollins (1996) Key Propositions Distilled from the Literature
Proposition 1: There is a relationship between organizational culture and organizational process maturity
Proposition 2: Higher levels of organizational culture will be found in more process mature organizations
Proposition 3: The relationship between organizational culture maturity and process maturity is affected by intervening factors such as organization size and industry type. Conceptual Framework
•
Organizational Culture Domain (OCD) - The eight components of the model are defined as follows: Organizational tension; Coordination and Communication; Commitment; Organizational competency; Organizational leadership; Management innovation; Organizational innovation; and Organizational continuity.
•
Organizational Culture Assessment – Surveys using 5-point Likert Scale for each OCD Component.Thesis statement
This paper will build upon existing service management maturity models, such as CMMI, CobiT, and ITIL/ITSM, to add an organizational culture domain and its commensurate components and a means to measure and evaluate those components to yield a cultural maturity measurement. Research Approach & Formation of Argument
Management DomainsInformation Resources ManagementHumanResourcesManagementFinancialManagement……..ServiceManagementDevelopmentManagementAcquisitionManagement…….Maturity ModelsCMMI-SVCITSMCMMI-DEVPMBOKCMMI-ACQCobITCobITAssessAnd MatureAssessAnd MatureAssessAnd MatureFindings
There are gaps in existing maturity models in ITSM as regards organization culture
Surveys may not capture tacit organizational assumptions that are part of organizational culture
“Sub cultures”are more likely in the Information Technology environment
Innovative cultures are communicative, collaborative, not risk averse, adaptable, flexible, and tolerant of failureImplications for Management Practice
•
Identify an Organization Culture Domain (OCD) that compliments the process domains of existing maturity models and its key measurable components to compliments Process Maturity Models
•
Enables organizations to justify a business case for an IT Service Management approach by providing a model for the “service culture”
•
Facilitate implementation strategies to work around or change the culture to be more service-oriented and thus increase the probability of successFuture Research Agendas
•
Collect primary data to determine relationships and weighting of the OCD components
•
Examine industry type and size for impact on the OCD as a model
•
Research the similarities and differences between organizational “culture” and “climate” for impact on the OCD
•
Ultimately, examine whether organizational culture can effectively be measured for comparison across organization
Conducting immersive group projects for core graduate level IT courses
No full textThis is a study on student experiences from immersive and traditional online group projects revealed the need of a reliable and valid measure of student engagement in group projects.Conducting Immersive Group Projects for Core Graduate Level IT Courses
A study on student experiences from immersive and traditional online group projects revealed the need of a reliable and valid measure of student engagement in group projects.
Introduction
Graduate programs have to emphasize on group projects, as teamwork is increasingly essential in the new era of globalization and information technology. When working across boundaries, teams can have rich diversity of experiences that lead to new ideas and practices [11]. Research on UMUC student experiences in immersive and traditional online group projects revealed high level of student engagement in immersive group projects and the need of a reliable and valid, multidimensional measurement instrument of college student engagement in group projects.
Since Spring 2010, immersive group projects have been conducted at the ITS department in parallel with traditional online group projects. The approach is applied to the most challenging core course ITEC 620, Information Technology Infrastructure, which each semester has approximately four face-to-face and 20 online sections. Students from several sections, taught by the same professor, have been able to choose to work on an immersive or on a traditional online group project with the same required deliverables. The immersive group project experiences are based on virtual team-building and research activities, enabled by the futures of a virtual world. Students conduct avatar-based meetings and presentations, and participate in virtual learning tours, simulation games, and scavenger hunts [1, 2]. The focus is on enhancing course objectives through utilization of free educational resources in Second Life.
Study 1: Examination of student experiences in immersive vs. traditional group projects
Purpose: Analyze student experiences from immersive and traditional online group project and identify a distinguishable construct worth to be studied further through a focused on group projects reliable, valid, multi-dimensional measure.
Data: All students from seven ITEC 620 sections, taught by the same professor in 2010 and 2011 were invited to participate. Data was gathered from 107 students . please refer Appendix A.
Method: A multiple-item instrument with Likert-type scaling [12] was developed to examine student experiences in the two types of group projects. The questionnaire was administered during the last week of the semesters. The instrument reliability and the internal consistency of the test scores were measured using the Cronbach's 꺙 coefficient of reliability [13] and the Pearson correlation coefficient, r [7]. The reliability and internal consistency of a set of items are indicators of how well the items measure the same construct. Cronbach갽s coefficients range from zero to one; groups of items with an alpha below .70 should be used with caution [14]. A group of items measures one latent construct, if each item correlates with the scale and all items are positively inter-correlated. Pearson갽s coefficients range from negative one to positive one; the average inter-item correlation should be from .15 to .50 [4].
Results: The calculated Cronbach갽s 꺙 (all above .721) and Pearson갽s r coefficients (all positive) confirmed the reliability and the internal consistency of the administered measurement . please refer Appendix B. Analysis of the results shows that: Students working on traditional online group projects were more academically challenged (77% vs. 70%) and the project activities helped them more to understand the course material (78% vs. 64%) and to develop their critical thinking & problem solving (85% vs. 79%) and leadership skills (68% vs. 58%). Students working on both groups equally agreed that the project activities helped them develop team-building skills (80% and 79%). Students working on the immersive group projects were much more engaged and had fun experience (100% vs. 58%), the project activities helped them more to develop their communication/ presentation (72% vs. 69%) and
technical skills (79% vs. 65%), and would like to a much large degree to have similar projects in other classes (82% vs. 50%) . please refer Appendix C. Correlations examinations revealed that students would like to have similar projects mainly because of the engaging and fun experience, which is strongly correlated to provoking curiosity and sense of discovery . please refer Appendix D.
The study identified student engagement in group projects as a distinguishable construct that deserves further reliable, valid, and detailed examination.
Study 2: Development of a reliable and valid measure of student engagement in group projects
Purpose: Review college student engagement research and available measurement instruments. Develop a reliable, valid, multidimensional measure of student group project engagement . the Student Group Project Engagement Questionnaire (SGPEQ).
First stage: Preliminary SGPEQ scale.
Data: Same group of students and all 19 active ITEC620 faculty members were invited to participate. Data was gathered from 40 students and 12 faculty members.
Method: Publications on student engagement research were reviewed for definitions, approaches, and valid measurement instruments.
Student engagement definition: 갾The extent of a student갽s behavioral intensity, emotional quality, and personal investment in a learning activity.갿 [17] Engaged students 갾show sustained behavioral involvement in learning activities accompanied by a positive emotional tone. They select tasks at the border of their competencies, initiate action when given the opportunity, and exert intense effort and concentration in the implementation of learning tasks; they show generally positive emotions during ongoing action, including enthusiasm, optimism, curiosity, and interest.갿 [20]
Measuring student engagement: 갾Student engagement is generally considered to be among the better predictors of learning갿 [3] and research on this construct date to the mid-1980s [18]. Some higher education studies assess student engagement at institutional and program level . for example, HERI (Higher Education Research Institute) [6], NSSE (National Survey of Student Engagement) [16], and CCSSE (Community College Survey of Student Engagement) [5]. Other studies assess student engagement at course level [9, 15] and also specifically in online courses [19]. However, no reliable and valid measure of student engagement in group projects was identified.
To capture the many potential dimensions of student engagement in group projects, an inductive approach was applied. Focusing on student engagement definitions, students and faculty were asked to describe what engaged in group projects students do, feel, and think. The provided responses were used to generate items that reflect the construct and to develop a preliminary scale with 35 potentially indicative of engagement behaviors and attitudes . please refer Appendix E. The preliminary scale was further discussed and refined by a focus group of three program directors.
Further work
Second stage (of Study II): Explanatory factor analysis and reliability estimates.
Data: Approximately 180 students form eleven ITEC 620 sections from previous and the current semester will be invited to participate.
Method: A study on the SGPEQ initial data reliability and validity will be conducted in accordance with established psychometric principles for use in survey research [10]. Initial item reduction will be performed through exploratory factor analysis (principal component analysis with varimax rotation) and examination of reliability estimates. The validity of the measure will be verified also through a study on the relationship between the SGPEQ factors and the students갽 self-reported engagement, endorsement of self-theories, and goal orientation (learning vs. performance) [8].
References
[1] Bojanova, I. (2010). Immersive Group Projects for Graduate IT Courses. Sloan-C. 17 Sloan-C International Conference on Online Learning, http://sloanconsortium.org/2010aln/presentation/immersive-group-projects-graduate-information-technology-courses
[2] Bojanova, I. (2011). Team-Building with Virtual Simulations and Scavenger Hunts. 9th International Conference on Education and Information Systems, Technologies, and Applications (IESTA).
[3] Carini, R., Kuh, G., Klein, S. (2006). Student Engagement and Student Learning: Testing the Linkages, Research in Higher Education, Vol. 47, No. 1,
http://gov.alaska.edu/faculty/StudentSuccess/TintoReview-Carini-Kuh-Klein.pdf
[4] Clark, L. & Watson, D. (1995). Constructing validity: Basic issues in objective scale development. Psychological Assessment, 7, 309-319.
[5] Community College Survey of Student Engagement. University of Texas at Austin, www.ccsse.org.
[6] Cooperative Institutional Research Program (CIRP) Surveys. Higher Education Research Institute (HERI), http://heri.ucla.edu/herisurveys.php
[7] DeVellis, R. (2003). Scale development: Theory and applications. Thousand Oaks, CA: Sage Publications.
[8] Dweck, C. (1999). Self-Theories: Their role in motivation, personality, and development. Philadelphia: The Psychology Press.
[9] Handelsman, M, Briggs, W., Sullivan, N., & Towler, A. (2005). A Measure of College Student Engagement. Journal of Educational Research, Vol. 98, No. 3, pp. 184-191; http://www.stanford.edu/dept/SUSE/projects/ireport/articles/self-regulation/self-course%20engement%20measure.pdf
[10] Hinkin, T. (1998). A brief tutorial on the development of measures for use in survey questionnaires. Organizational Research Methods, 1, 104.121.; http://pcbfaculty.ou.edu/classfiles/MGT%206973%20Seminar%20in%20Research%20Methods/MGT%206973%20Res%20Methods%20Spr%202007/Week%207/Hinkin%201998%20ORM%20A%20brief%20tutorial%20on%20the%20development%20of%20measures.pdf
[11] Holbeche, L. (2005).The High Performance Organization. Elsevier.
[12] Likert, R. (1931). A technique for measurement of attitudes. Archives of Psycology. New York: Columbia University Press.
[13] Litwin, M. S. (2003). How to assess and interpret survey psychometrics, 2nd edition. Thousand Oaks, CA: Sage Publications.
[14] McMillan, J. & Schumacher, S. (2001). Research in education: A conceptual introduction. New York: Longman.
[15] Molinari, J. & Huonker, J. (2010). Diagnosing student engagement in the business school classroom. Journal of the Academy of Business Education.
[16] National Survey of Student Engagement (NSSE). Center for Postsecondary Research, Indiana University in Bloomington, http://nsse.iub.edu/
[17] O'Donnell, A., Reeve, J., and Smith, J. (2009) Educational Psychology: Reflection for Action, Chapter 11. Wiley.
[18] Pike, G., Kuh, G. (2005) A Typology of Student Engagement for American Colleges and Universities, Research in Higher Education, Vol. 46, No. 2,,
http://cpr.iub.edu/uploads/Pike,%20Kuh%20(2005)%20A%20Typology%20of%20Student%20Engagement%20for%20American%20Colleges%20and%20Universities.pdf
[19] Robinson C. &Hullinger, H. (2008). New Benchmarks in Higher Education: Student Engagement in Online Learning. Journal of Education for Business.
http://cyber.law.harvard.edu/communia2010/sites/communia2010/images/Robinson_et_al_2008_New_Benchmarks_in_Higher_Education_Student_Engagement_in_Online_
[20] Skinner, E.A., and Belmont, M.J. (1993). .Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85(4). p. 572.
Appendix A. Participants Demographics
Study 1:
.
33 students, who worked on an immersive project
74 students, who worked on a traditional online project
Technical level
Newbie
Average
Expert
Immersive project
6%
61%
33%
Traditional project
3%
67%
3%
Working status
Full time
Part time
Not working
Immersive project
87.9% (29)
0.%(0)
12.1% (4)
.. more not-working
Traditional project
93.2% (68)
4.1% (3)
2.7% (2)
.. more part-time
Gender
Female
Male
Immersive project
30%
70%
Traditional project
27%
73%
Age
16-25 years
26-35 years
36-45 years
46-55 years
56-65 years
Immersive project
9%
30%
33%
24%
3%
Traditional project
11%
42%
29%
14%
4%
Study 2. First stage
.
16 students, who worked on an immersive project
24 students, who worked on a traditional online project
Gender
Female
Male
28%
72%
Age
20-30 years
31-40 years
41-50 years
51-60 years
22%
34%
28%
16%
.
11 faculty members
.
3 program directors
Appendix B. Reliability and Inter-Correlations
Immersive Project . Reliabilities and Descriptives
Value
Cronbach's Alpha coefficient
.906
Split-Half (odd-even) Correlation
.893
Mean for Test
4.036
Standard Deviation for Test
.647
Only Q1 to Q5
All
Female
Male
Cronbach's Alpha
.893
.958
.721
Mean for Test
3.812
3.440
3.974
Standard Deviation for Test
.825
.183
.532
Immersive Project . Pearson coefficients
Q1
Q2
Q3
Q4
Q5
Q6
Q7
Q8
Q9
Q10
Q1: Communication/ presentation skills
1
Q2: Technical skills
.755
1
Q3: Team-building skills
.764
.722
1
Q4: Leadership skills
.649
.540
.746
1
Q5: Understand better course material
.459
.635
.497
.490
1
Q6: Academically challenging
.459
.696
.513
.438
.633
1
Q7: Develop critical thinking and problem solving
.453
.646
.525
.464
.655
.705
1
Q8: Provoke curiosity and sense of discovery
.256
.334
.342
.434
.321
.335
.519
1
Q9: Engaging and fun experience
.396
.225
.377
.579
.467
.220
.439
.720
1
Q10: Would like similar in other classes
.368
.271
.383
.597
.491
.272
.359
.611
.770
1
Traditional Project . Reliabilities and Descriptives
Value
Cronbach's Alpha coefficient
.925
Split-Half (odd-even) Correlation
.926
Mean for Test
3.831
Standard Deviation for Test
.723
Only Q1 to Q5
All
Female
Male
Cronbach's Alpha
.910
.940
.896
Mean for Test
3.838
3.930
3.804
Standard Deviation for Test
.834
.926
.794
Traditional Project . Pearson coefficients
Q1
Q2
Q3
Q4
Q5
Q6
Q7
Q8
Q9
Q10
Q1: Communication/ presentation skills
1
Q2: Technical skills
.713
1
Q3: Team-building skills
.876
.692
1
Q4: Leadership skills
.695
.601
.752
1
Q5: Understand better course material
.618
.583
.608
.524
1
Q6: Academically challenging
.474
.518
.428
.278
.600
1
Q7: Develop critical thinking and problem solving
.487
.490
.463
.429
.526
.710
1
Q8: Provoke curiosity and sense of discovery
.508
.399
.470
.386
.410
.560
.765
1
Q9: Engaging and fun experience
.607
.595
.632
.496
.379
.451
.463
.617
1
Q10: Would like similar in other classes
.677
.613
.658
.460
.503
.483
.449
.543
.700
1
Appendix C. Questionnaire Results
Immersive project - All Students
Definitely Not
No
Maybe
Yes
Definitely Yes
Academically challenging
0%
12.1%
18.2%
48.5%
21.2%
69.7%
Develop critical thinking and problem solving
0%
9.1%
12.1%
45.5%
33.3%
78.8%
Provoke curiosity and sense of discovery
0%
0%
3%
30.3%
66.7%
97%
Engaging and fun experience
0%
0%
0%
39.4%
60.6%
100%
Would like similar in other classes
0%
3%
15.2%
36.4%
45.5%
81.9%
Communication/ presentation skills
3%
9.1%
15.2%
51.5%
21.2%
72.7%
Technical skills
3%
3%
15.2%
54.5%
24.2%
78.7%
Team-building skills
3%
12.1%
6.1%
42.4%
36.4%
78.8%
Leadership skills
3%
9.1%
30.3%
33.3%
24.2%
57.5%
Understand better course material
3%
6.1%
27.3%
45.5%
18.2%
63.7%
Traditional project - All Students
Definitely Not
No
Maybe
Yes
Definitely Yes
Academically challenging
1.4%
5.4%
16.2%
54.1%
23%
77.1%
Develop critical thinking and problem solving
1.4%
2.7%
10.8%
56.8%
28.4%
85.2%
Provoke curiosity and sense of discovery
1.4%
1.4%
18.9%
51.4%
27%
78.4%
Engaging and fun experience
1.4%
8.1%
32.4%
39.2%
18.9%
58.1%
Would like similar in other classes
4.10%
16.2%
29.70%
31.10%
18.90%
50%
Communication/ presentation skills
2.7%
6.8%
21.6%
43.2%
25.7%
68.9%
Technical skills
4.1%
12.2%
18.9%
41.9%
23%
64.9%
Team-building skills
2.7%
6.8%
10.8%
45.9%
33.8%
79.7%
Leadership skills
2.7%
8.1%
21.6%
50%
17.6%
67.6%
Understand better course material
2.7%
2.7%
16.2%
52.7%
25.7%
78.4%
Interestingly 44% of the students, who worked on traditional projects, had the technology to work on immersive projects, but did not choose so; and 34% of them did not even check if they have the needed technology. So, one of the next steps could be also a related technology acceptance study.
Students were asked also open-ended questions about their most- and least- valuable experiences. Data was gathered from WebTycho StudyGroup conferences, the student peer evaluations, and GoogleDocs collaborations documents.
Immersive project - Female Students
Definitely Not
No
Maybe
Yes
Definitely Yes
Academically challenging
0%
30%
10%
40%
20%
Develop critical thinking and problem solving
0%
20%
0%
60%
20%
Provoke curiosity and sense of discovery
0%
0%
0%
30%
70%
Engaging and fun experience
0%
0%
0%
40%
60%
Would like similar in other classes
0%
10%
10%
30%
50%
Communication/ presentation skills
10%
10%
20%
40%
20%
Technical skills
10%
10%
10%
50%
20%
Team-building skills
10%
30%
0%
20%
40%
Leadership skills
10%
20%
30%
10%
30%
Understand better course material
10%
10%
30%
40%
10%
Immersive project -- Male Students
Definitely Not
No
Maybe
Yes
Definitely Yes
Academically challenging
0%
4.3%
21.7%
52.2%
21.7%
Develop critical thinking and problem solving
0%
4.3%
17.4%
39.1%
39.1%
Provoke curiosity and sense of discovery
0%
0%
4.3%
30.4%
65.2%
Engaging and fun experience
0%
0%
0%
39.1%
60.9%
Would like similar in other classes
0%
0%
17.4%
39.1%
43.5%
Communication/ presentation skills
0%
4.3%
21.7%
52.2%
21.7%
Technical skills
0%
0%
17.4%
56.5%
26.1%
Team-building skills
0%
4.3%
8.7%
52.2%
34.8%
Leadership skills
0%
4.3%
30.4%
43.5%
21.7%
Understand better course material
0%
4.3%
26.1%
47.8%
21.7%
Traditional project . Female students
Definitely Not
No
Maybe
Yes
Definitely Yes
Academically challenging
5%
5%
15%
50%
25%
Develop critical thinking and problem solving
5%
0%
5%
45%
45%
Provoke curiosity and sense of discovery
5%
0%
5%
60%
30%
Engaging and fun experience
5%
0%
30%
35%
30%
Would like similar in other classes
5%
10%
35%
30%
20%
Communication/ presentation skills
5%
5%
15%
40%
35%
Technical skills
5%
5%
15%
50%
25%
Team-building skills
5%
5%
0%
45%
45%
Leadership skills
5%
10%
5%
65%
15%
Understand better course material
5%
5%
15%
45%
30%
Traditional project . Male students
Definitely Not
No
Maybe
Yes
Definitely Yes
Academically challenging
0%
5.7%
17%
54.7%
22.6%
Develop critical thinking and problem solving
0%
3.8%
11.3%
62.3%
22.6%
Provoke curiosity and sense of discovery
0%
1.9%
24.5%
47.2%
26.4%
Engaging and fun experience
0%
11.3%
32.1%
41.5%
15.1%
Would like similar in other classes
3.8%
17%
28.3%
32.1%
18.9%
Communication/ presentation skills
1.9%
7.5%
22.6%
45.3%
22.6%
Technical skills
3.8%
15.1%
18.9%
39.6%
22.6%
Team-building skills
1.9%
7.5%
13.2%
47.2%
30.2%
Leadership skills
1.9%
7.5%
26.4%
45.3%
18.9%
Understand better course material
1.9%
1.9%
15.1%
56.6%
24.5%
Appendix D. Some correlations
1. Strong correlations (r > .7)
Both immersive and traditional projects:
.
갾Academically challenging갿 and 갾Develop critical thinking and problem solving갿
.
갾Communication/presentation skills갿 and 갾Technical skills갿
.
갾Communication/presentation skills갿 and 갾Team-building skills갿
.
갾Leadership skills갿 and 갾Team-building skills갿
.
갾Would like similar in other classes갿 and 갾Engaging and fun experience갿
Immersive project:
.
갾Technical skills갿 and 갾Team-building skills갿
.
갾Engaging and fun experience갿 and 갾Provoke curiosity and sense of discovery갿
2. Intriguing correlations
Immersive project:
.
Time spent on research does not correlate to 갾Academically challenging갿 (.0.024), but negatively correlates to 갾Team-building skills갿 (-.371), 갾Leadership skills갿 (-.316) and 갾Engaging and fun experience갾 (-0.306).
.
Time spent on presentations negatively correlates to student technical level.
.
Time spent on all research, collaboration, and presentations correlates negatively to " Develop critical thinking and problem solving갿 (-0.436) and 갾Engaging and fun experience갿 (-0.312).
Traditional project:
.
Time spent on research, collaboration, and presentations correlates to 갾Would like similar in other classes갿 (0.302).
Appendix E. Preliminary SGPEQ Scale
To what extent do the following behaviors, thought, and feelings describe you in this group project? Please rate each of them on the following scale:
1 = Very little
2 = Some
3 = Quite a bit
4 = Very much
Effort
Worked on the project on a regular basis
Put forth effort
Preferred to work on my own
Took detailed notes during discussion meetings
Wished my teammates were working harder than me
Completed all assigned tasks on time
Rehearsed for project presentation
Relevance
Was motivated and enthusiastic
Found project activities relevant to my life
Thought about project activities between meetings
Found ways to make project interesting to me
Was inspired to learn and contribute
Felt presence of team members during meetings/ presentations (as if in person)
Found project academically challenging
Would like to have similar projects in other classes
Participation/ Collaboration
Fulfilled the assigned role
Contributed to discussions with ideas and opinions
Got to know teammates' strengths
Had fun during team activities
Incorporated teammates ideas and opinions
Helped/ tutored teammates during project activities
Preferred team-work than working on my own
Experienced sense of discovery and accomplishment
Trusted teammates will do well on their project parts
Found ways to involve non-participating team members
Stepped in when a teammate was not performing (+ N/A option if everybody participated)
Performance
Was organized and prepared
Communicated clearly and effectively
Attended all group meetings
Applied critical thinking and problem solving
Did good work on my part
Was crea
Virtual facilitation of research projects: Demonstrating use of threaded discussions, voice enabled PowerPoint & Vimeo as pedagogical tools
No full textA presenter explains about pedagogical challenges in facilitating research projects online and demonstrates use of threaded discussions, voice enabled PowerPoint & Vimeo as pedagogical tools.Virtual Facilitation of Research Projects Demonstrating Use of Threaded Discussions, Voice Enabled PowerPoint & Vimeo as Pedagogical Tools
By
Sarbani Vengadasalam
M.A, M.Phil., Ph.D.What are the pedagogical challenges in facilitating RESEARCH projects online?
2
How can I “teach” writing requirements/achieve course objectives in my research project class? Since I cannot “meet” my student, how may I offer feedback that is nuanced and CLEAR?How can I have “defense” presentations online?How do I facilitate primary research to supplement library searches?Technological TOOLS that mitigate the challenges
3
How can one “teach” research writing online and achieve learning objectives?? Since I cannot “meet” my student, how may I offer feedback that IS CLEAR?How can I test have a research defense/presentation online? IS CLEAR?How do I facilitate primary research?
CONFERENCES
EMAILS, ANNOUNCEMENTS, AND
TRAC
USE OF VIDEO/VIMEO
FACEBOOK & ZOOMERANG,
CHAT & EMAIL
VOICE ENABLED POWERPOINTGETTING INTO DETAILS: DEMONSTRATING USE OF TOOLSA: USE OF DISCUSSION BOARDS TO “TEACH” RESEARCH WRITING & STIMULATE THINKING
4Adobe Acrobat DocumentATHREADED DISCUSSIONS to teach and review requirements and achieve learning objectivesCVIMEOfor Video Lectures Demonstrations, Samples &FeedbackBFACEBOOK AND ZOOMERANG for Primary research-surveys, interviews andTRAC for milestones trackingDVOICE ENABLED POWERPOINT for research presentationsGETTING INTO DETAILS : DEMONSTRATING USE OF TOOLSB: FACE BOOK , ZOOMERANG AND TRAC
ATHREADED DISCUSSIONS to teach and review requirements and achieve learning objectivesCVIMEO for Video Lectures, Demonstrations, Samples &FeedbackBFACEBOOK AND ZOOMERANG for Primaryresearch-surveys, interviews andTRAC for milestones trackingDVOICE ENABLED POWERPOINT for research presentations
5
http://app.zoomerang.com/Create/DeployOptions.aspx
TRAC
http://prospero.umuc.edu/calculator/calculator.shtmlGETTING INTO DETAILS: DEMONSTRATING USE OF TOOLSC: Use of Vimeo for Video samples, Demos, Lectures & Feedback
6
Click onhttp://vimeo.com/7073717/ for Video samples and Feedback demonstrationCourtesy: Dr. Peter Sorrell @ Rutgers UniversityClick on http://www.umuc.edu/writingcenter/writingresources/multimedia.cfmfor Sample Video Lecture DemonstrationCourtesy: Effective Writing Center @ UMUC
http://vimeo.com/join
ATHREADED DISCUSSIONS to teach and review requirements and achieve learning objectivesCVIMEO for Video Lectures, Demonstrations, Feedbackand use as SamplesABFACEBOOK AND ZOOMERANG for Primary research-surveys, interviews andTRAC for milestones trackingDVOICE ENABLED POWERPOINT for research presentationsGetting into details: D: Using Voice -Enabled-PowerPoint for research presentations
7
NEW BRUNSWICK CRIME REDUCTION & PREVENTIONPresentation by Corey HoffnerBTHREADED DISCUSSIONS to teach and review requirements and achieve learning objectivesCVIMEO for Video Lectures, Demonstrations, Feedbackand use as & SamplesATHREADED DISCUSSIONS to teach and review requirements and achieve learning objectivesDVOICE ENABLED POWERPOINT for research presentations
An online student’s Voice Enabled
PowerPointSumming up
8
EMAIL , ANNOUNCEMENTS & TRAC TO TRACK RESEARCH MILESTONESVOICE ENABLED POWERPOINT TO EXPLAIN THE RESEARCH PROCESSUSE OF ZOOMERANG AND SOCAL MEDIA OUTFITS FOR PRIMARY RESEARCHVIDEO LECTURES TO DEMONSTRATE RESEARCH METHODSVIDEO SAMPLES TO SHOW THE WAY AND DISCUSS CRITERIA USE OF VOICE ENABLED POWERPOINT FOR DEFENSE/ PRESENTATIONSDISCUSSION BOARDS (BLOOM’S TAXONOMY) TO INITIATE & TEACH PROJECT SKILLS____________________________PEER-REVIEW BEFORE SUBMISSION
SURMOUNTING THE CHALLENGES TO RESEARCH PROJECT FACILITATION
ONLIN
Knowledge cafes (Moderated round table discussions)
No full textThis is a video of the moderated round table discussions at the 1st Annual UMUC ShareFair on Research and Scholarship.
Free registration is required to view this webcast
Recognition awards for research and scholarship
No full textThis is a video of the recognition awards for research and scholarship at the 1st Annual UMUC ShareFair on Research and Scholarship.
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