Embedded Files
Example # 1
Example # 1
Pre-course contact. Social presence in an online class is important because it lets students know that there is a real person behind the computer screen ready to guide them in their academic journey. Social presence helps in developing an identity online that is "real" to the students and help build meaningful relationships. Without social presence, an online class would be robotic and mundane. To increase social presence in my course and to welcome students, I include the video below in my online syllabus.
Example # 2
Example # 2
Instructor-initiated contact. To provide students with my plan to engage in regular effective contact, I send a "Welcome Letter" a week before class starts. The letter provides a brief description on what to expect from the class along with links to the Learning Management Services and other helpful resources.
Welcome Letter.pdfExample # 3
Example # 3
Dear Struggling Students. Feedback directly affects the individual student's perception of the dynamism of the course. Although I can enhance the dynamism through responses to student work, I can't provide feedback to students who are not participation. Through Canvas Analytics, I can quickly identify students who are missing or lurking, and proactively reach out to them. Below is an example of how I reach out to students who have not participated in a particular class activity.
Dear Struggling Student.pdfExample # 4
Example # 4
Student-generated content. Student-generated contents allow students to choose topics that excite and interest them; help students develop critical digital literacy skills; and support the development of real-world collaboration and communication skills. Providing opportunities for student-generated content help increase involvement and participation in each student's learning experience. Incorporating student-generated content give students a sense of pride in their learning process because they are directly involved in it. Additionally, the relationship between the teacher and the student become less authoritative and more of a partnership, promoting growth and development. The teacher's role also becomes less "dictatorial" and more of a "facilitator" and a resource for students. Below is an example of a student-generated content activity in my course.
Student Generated Content Using Digital Tools.pdfGoogle Sites
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