Archive of ‘distance learning’ category
Breaking News on “Teacher Prep” Regulations for Distance Education
It is proposed that a college’s program could fall short in ONE state and lose the right to offer TEACH grants to distance students in ANY state. That might work if every state used the same criteria, but that’s not required. The “Discussion of Costs, Benefits, and Transfers” is a baffling attempt at measuring activity for which there is no good data.
how to subscribe to a podcast:
These are the best podcasts you should be listening to right now
Zaghab, R. W., & Beckenholdt, P. (2014, June). Textbook-Free Learning: A Framework for Critical Analysis. In Proceedings of the 9th International Conference on e-Learning: ICEL 2014 (p. 190). Academic Conferences Limited.
short link: http://scsu.mn/1XlEcLE
Textbooks are losing relevance in the higher education classrooms partially due to the high costs and slow speed of textbook publication in the midst of the growing supply of open electronic resources. With trends toward online course delivery, more colleges are considered online resources as a matter of policy without an adequate framework for decision making during times of rapid transformation. The purpose of this paper is to improve the balance and deliberateness of university decision making in considering Textbook-free approaches. The proposed line of inquiry responds to a critical and timely question: Under what conditions might Textbook-free online course resources offer the best approach to a quality higher education learning experience? A three-part analytical framework is proposed to consider resource quality, institutional commitments, and external trends. By distilling the literature, the authors propose: 1) universal quality indicators for online and open education resource selection for a course or classroom; 2) institutional factors and resources that impact the quality of the Textbook-free approach; and 3) the selection of instructional resources based on environmental factors and transformational change influencing fields of study. Punctuated equilibrium theory helps to inform the framework. With the assumption that classrooms prepare students for the world of work, the proposed framework identifies challenges to the identification of educational resources for fields undergoing disruptive change.
Google+ posting: https://plus.google.com/+TessPajaron/posts/BiDw1cUNvTo
7 Tools for Hosting Online Brainstorming Sessions
Simple Surface is a browser-based tool for collaboratively creating outlines and mind maps.To get started with Simple Surface just click on “use for free now,” double click on the surface, and then start typing. To create an additional thought box just double click anywhere on your board. To make sibling and child thought boxes use the enter and tab keys. You can edit the color and size of fonts. Your boxes can be linked to URLs too. Right-click on your surface to open the full menu of editing options.
NoteBookCast is a free whiteboard tool that will work in the web browser on a laptop, iPad, Android tablet, and Windows tablet. NoteBookCast is a collaborative whiteboard tool. You can invite others to join your whiteboard by entering the code assigned to your whiteboard. You can chat while drawing on NoteBookCast whiteboards. While you can create an account on NoteBookCast, it is not a requirement for using the service. You can create a whiteboard by simply clicking “create a whiteboard” then entering a nickname for yourself to use on the whiteboard. If you do create a NoteBookCast account you can save your whiteboards and create whiteboard templates to re-use.
iBrainstorm is a free brainstorming application for the iPad and the iPhone. The app allows you to record brainstorming sessions using a combination of free hand drawings and sticky notes. You can share and collaborate with other users of iBrainstorm. Sharing notes and drawings between users in a local setting is a simple matter of “flicking” an item to another user.
Realtime Board is a platform for hosting online, collaborative brainstorming sessions. Realtime Board is built with HTML5 which means that it works equally well on your laptop and on your iPad or Android tablet. Realtime Board provides a blank canvas on which you can type, draw, and post pictures. You can connect elements on your boards through a simple linking tool. The boards that you create on Realtime Board can be shared publicly or privately. To help you communicate with your collaborators Realtime Board has a chat function built into every board. Realtime Board grants teachers and students access to all premium features for free. In order to get the premium features for free you do need to complete the form here.
Stoodle is an online whiteboard service supported in part by the CK-12 Foundation. Through Stoodle you can quickly create a collaborative whiteboard space. On your whiteboard you can type, draw, and upload images. You can connect Stoodle to your computer’s microphone and talk your collaborators while drawing, typing, or sharing images. Stoodle does not require you to create an account. Stoodle will work in the web browser on your iPad or Android tablet.
More on online collaborative tools in this IMS blog:
per SCSU faculty request, please have compiled literature (books and peer-reviewed articles) on:
Here some names who are well regarded in the community of online learning as specialists in online discussions:
- Susan Ko
- Palloff and Pratt:
https://www.goodreads.com/author/show/159169.Keith_Pratt (not sure if you are a goodreads user, I am)
the most recent peer-reviewed literature on keywords: “engag*” + “student*” + “online” = 13K+ titles for the period 2010-2016:
and about 20 articles from the link above with the general search:
A Digital Badging Dataset Focused on Performance, Engagement and Behavior-Related Variables from Observations in Web-Based University Courses By: McDaniel, Rudy; Fanfarelli, Joseph R.. British Journal of Educational Technology, v46 n5 p937-941 Sep 2015. (EJ1071635)
A Student-Centered Guest Lecturing: A Constructivism Approach to Promote Student Engagement By: Li, Lei; Guo, Rong. Journal of Instructional Pedagogies, v15 Oct 2015. (EJ1060070)
Full Text from ERIC
Creating Effective Student Engagement in Online Courses: What Do Students Find Engaging? By: Dixson, Marcia D.. Journal of the Scholarship of Teaching and Learning, v10 n2 p1-13 Jun 2010. (EJ890707)
Full Text from ERIC
Effects From Student Engagement Online. ASHE Higher Education Report. Nov2014, Vol. 40 Issue 6, p67-73. 7p. DOI: 10.1002/aehe.20018.
Engaging Students in Online Courses By: Jacobs, Pearl. Research in Higher Education Journal, v26 Oct 2014. (EJ1055325)
Full Text from ERIC
Engaging Students via Social Media: Is It Worth the Effort? By: Mostafa, Rania B.. Journal of Marketing Education, v37 n3 p144-159 Dec 2015. (EJ1080980)
Engaging Students with Social Media By: Bal, Anjali S.; Grewal, Dhruv; Mills, Adam. Journal of Marketing Education, v37 n3 p190-203 Dec 2015. (EJ1081047)
HOW TO BETTER ENGAGE ONLINE STUDENTS WITH ONLINE STRATEGIES. By: BRITT, DR. MARGARET. College Student Journal. Fall2015, Vol. 49 Issue 3, p399-404. 6p.
Instructor scaffolding for interaction and students’ academic engagement in online learning: Mediating role of perceived online class goal structures. By: Cho, Moon-Heum; Cho, YoonJung. Internet & Higher Education. Apr2014, Vol. 21, p25-30. 6p. DOI: 10.1016/j.iheduc.2013.10.008.
Measuring Student Engagement in an Online Program By: Bigatel, Paula; Williams, Vicki. Online Journal of Distance Learning Administration, v18 n2 Sum 2015. (EJ1065381)
Measuring Student Engagement in the Online Course: The Online Student Engagement Scale (OSE) By: Dixson, Marcia D.. Online Learning, v19 n4 Sep 2015. (EJ1079585)
Full Text from ERIC
On-Line Course Development: Engaging and Retaining Students By: Bruster, Benita G.. SRATE Journal, v24 n2 p1-7 Sum 2015. (EJ1083122)
Full Text from ERIC
Promoting Online Students’ Engagement and Learning in Science and Sustainability Preservice Teacher Education By: Tomas, Louisa; Lasen, Michelle; Field, Ellen. Australian Journal of Teacher Education, v40 n11 Article 5 Nov 2015. (EJ1083370)
Full Text from ERIC
Strengthening student engagement: what do students want in online courses? By: Chakraborty, Misha; Nafukho, Fredrick Muyia. European Journal of Training & Development. 2014, Vol. 38 Issue 9, p782-802. 21p. DOI: 10.1108/EJTD-11-2013-0123.
Student Engagement in Online Learning: What Works and Why. ASHE Higher Education Report. Nov2014, Vol. 40 Issue 6, p1-14. 14p. DOI: 10.1002/aehe.20018.
Student Perceptions of Twitters’ Effectiveness for Assessment in a Large Enrollment Online Course By: Rohr, Linda; Costello, Jane. Online Learning, v19 n4 Sep 2015. (EJ1079590)
Full Text from ERIC
Techniques for Student Engagement Online. ASHE Higher Education Report. Nov2014, Vol. 40 Issue 6, p37-66. 30p. DOI: 10.1002/aehe.20018.
The civic-social media disconnect: exploring perceptions of social media for engagement in the daily life of college students. By: Mihailidis, Paul. Information, Communication & Society. Oct2014, Vol. 17 Issue 9, p1059-1071. 13p. DOI: 10.1080/1369118X.2013.877054.
The Online University Classroom: One Perspective for Effective Student Engagement and Teaching in an Online Environment By: Carr, Marsha. Journal of Effective Teaching, v14 n1 p99-110 2014. (EJ1060450)
Full Text from ERIC
The Perils of a Lack of Student Engagement: Reflections of a “Lonely, Brave, and Rather Exposed” Online Instructor By: Stott, Philip. British Journal of Educational Technology, v47 n1 p51-64 Jan 2016. (EJ1086712)
The VIRI (Virtual, Interactive, Real-Time, Instructor-Led) Classroom: The Impact of Blended Synchronous Online Courses on Student Performance, Engagement, and Satisfaction By: Francescucci, Anthony; Foster, Mary. Canadian Journal of Higher Education, v43 n3 p78-91 2013. (EJ1018277)
Full Text from ERIC
More on “Classroom Discussion and Students Participation” in this IMS blog entry:
Classroom Discussion and Students Participation: how to Secure Student Engagement to Increase Learning and Improve Teaching
- How to increase the number of students who take part in classroom discussions
- How to avoid the problem of dominant talkers
- How to encourage introverted students to increase their participation in classroom discussions
- Strategies to help your students recognize what they learned in any discussion
- How to use the first day of the semester to engage your students—and techniques for getting them to participate right from the start
- What common classroom practices can decrease the likelihood of a student participating in discussion?
- What strategies can you use to overcome established classroom practices and increase student participation?
- And how can you structure classroom discussions to better facilitate student learning?
What does Research Tell Us about Classroom Discussion? Jay Howard
Do College Students Participate More in Discussion in Traditional Delivery Courses or in Interactive Telecourses?
facts from sociological research:
- Gender yields mixed results
- Males participate more frequently than females.
- Males participate more frequently in courses taught by female instructors
- Other studies show the opposite
- Non traditional students participate more frequently
- Instructors’ gender also returns mixed results
- Class size as variable is important, smaller classes, more participation
- Class participation – grading
- Make the students grade themselves at the end of each class period. By making them grade themselves, they reflect and makes them more aware of their contribution.
0 – absent
1 – present but did not verbally participate
2 – verbally participated one time
3 – verbally participated more than once
4 – made an equitable contribution to discussion in terms of both quantity and quality
- The well-known and established belief that smaller classes spur more participation.
Jay Howard maintain his sociological research in 20th centuries constants: physical classroom, no technology surrounding.
In the 21st century, clickers changed the opportunity for immediate feedback. They changed also the discourse of the traditional student participation and classroom discussion:
Traditional forms and techniques for discussion and participation
Weih, T. G. (2015). Discussion Strategies for the Inclusion of ALL Students. Online Submission,
call on student
instructor’s personality issues:
Does the instructor really care of what students have to say
lecturing does not predispose to discussion
- The 10 second rule: students discuss in pairs the concept/question
- Think-Pair-Share: discussion strategy before or after lesson, similar to 10 second but longer
- Quick writes: write their thoughts and then share. Loose paper, names on top,
- Recorder-reporter. Post-lecture. The person reps the group, who is working on a specific question. Each group different question.
- K-W-L. what we know, what we want to learn, what we learned. Teacher instructs students that K = what they know, W = what they want to learn and L = what they learned. . work in small groups, but each student works on h/er chart, thus if student disagrees with rest of the group, has record. L is left blank for after the discussion.
Simich-Dudgeon, C., & National Clearinghouse for Bilingual Education, W. D. (1998). Classroom Strategies for Encouraging Collaborative Discussion. Directions in Language and Education. http://eric.ed.gov/?id=ED435188
Chen, W., & Looi, C. (2007). Incorporating Online Discussion in Face to Face Classroom Learning: A New Blended Learning Approach. Australasian Journal Of Educational Technology, 23(3), 307-326.
Discussions and participation in hybrid environment
Jinhong, J., & Gilson, T. A. (2014). Online Threaded Discussion: Benefits, Issues, and Strategies. Kinesiology Review, 3(4), 241-246.
For each OTD topic, the instructor randomly assigns two to four student discussion leaders who are in charge of organizing OTD for the assigned week. Each of the discussion leaders is asked to generate one or two discussion questions related to the topic based on reading assignments. The use of student discussion leaders is a strategy to encourage active participation and help develop ownership of learning. Once student discussion leaders post their questions, other students are encouraged to contribute to the discussion by answering each question, commenting on the ideas of others, or asking questions of peers or the instructor for the next two days. When the week’s discussion is complete, the student leaders and instructor work together to summarize the discussion and evaluate each student’s participation and contribution to the discussion using a scoring rubric. (p.242)
Implementation (p. 243):
- preparation : On the first day of the course, the instructor introduces topics, how-tos, expectations, grading procedures, and required reading assignments for OTD, and organizes discussion leaders for each online discussion (2–4 leaders for each)
- Opening and Responding: Posted discussion questions become open at the time of the class and students who are not the leaders are required to post at least one response per question within 48 hrs. During this time, the leaders facilitate discussion by responding to comments, raising questions, or redirecting discussion to encourage active participation and ensure the discussion is on track
- Summary and Assessment: The job of the leader is to moderate, summarize discussion threads, and assess them at the end of the discussion. When the week’s discussion is complete, the leaders meet with the instructor to debrief and evaluate each student’s participation and contribution to the discussion using a scoring rubric given by the instructor. After the meeting, each leader posts his or her summary of the discussion to BBCMS and reports at the next in-person class.
Discussions and participation in online environment
Darabi, A., Liang, X., Suryavanshi, R., & Yurekli, H. (2013). Effectiveness of Online Discussion Strategies: A Meta-Analysis. American Journal Of Distance Education, 27(4), 228-241. doi:10.1080/08923647.2013.837651
Lin, P., Hou, H., Wang, S., & Chang, K. (2013). Analyzing knowledge dimensions and cognitive process of a project-based online discussion instructional activity using Facebook in an adult and continuing education course. Computers & Education, 60(1), 110-121. doi:10.1016/j.compedu.2012.07.017
- 111 results suggest that using Facebook is not necessarily harmful to a student’s learning performance. Adequate learning activity design and pedagogical goal setting could, in fact, exploit the social and information-sharing function of Facebook, thereby supporting academic learning (Gray et al., 2010). this study seeks to advance the understanding of adult learners’ behaviors in online project discussions using Facebook.
In the process of project-based learning, learners must utilize different kinds of knowledge (e.g., discrete declarative knowledge and dynamic procedural knowledge) (Lou, 2004). Meanwhile, students can develop higher level of cognitive skills for a specific domain as well as the ability to apply adequate knowledge to a specific domain or context during PBL (Barron et al., 1998; Blumenfeld et al., 1991).
Select driving questions or controversial issues as project topics: Blumenfeld et al. (1991) noted that driving questions could facilitate students to explore the project topic. In the exploration process, students must first collect information and propose diverse viewpoints on the project topics. They could subsequently filter out and reach consensus during online discussions. This process involves diverse and converging phases that can move students toward higher-order thinking (Jorczak & Bart, 2009).
- Allow ample time for online discussion: Results of this study indicated that student online discussions lacked diversity in both knowledge and cognitive process dimensions. One possible reason could be that the allotted time for online discussions was not sufficient. Considering the multiple roles that adult learners play in family and/or work, they may not be able to respond to the discussions in a timely manner. Therefore, allowing more time for students to discuss may provide opportunities for students to demonstrate more diverse and deeper thinking (Scherling, 2011).
- Provide a structured rubric for online discussions: Well-designed discussion guidelines and evaluation criteria, i.e., posting protocols or rubric for grading, could serve as scaffolds for student online discussions, which may, subsequently, lead to more meaningful learning (Gilbert & Dabbagh, 2005). Following that, more diverse type of knowledge and levels of cognitive process could be expected to be shown.
- Pay attention to the effects that individual differences may exert on the learner’s interactions: Our results showed that, in the context of online discussions, females and older learners are more likely to have off-topic discussions than their male and/or younger counterparts. These findings are in accord with previous research that suggested effects of individual differences on learning as well as on the use of SNSs (Glynn et al., 2012; Muscanell & Guadagno, 2012; Price, 2006; Yukselturk & Bulut, 2009). Therefore, considering the potential effects that gender and age may exert on online discussions, instructors are advised to consider individual differences when grouping students for online discussions, as a balanced group composition of evenly distributed age and gender could be a better approach than a skewed distribution of individuals.
social interaction, which was considered as irrelevant discussion, may also leading to meaningful thinking and echoes the viewpoints from previous studies, which suggest social interaction can be a critical element in the CSCL environment (Abedin et al., 2011a, 2011b).
Incorporating online discussion in face to face classroom learning: A new blended learning approach
This paper discusses an innovative blended learning strategy which incorporates online discussion in both in-class face to face, and off-classroom settings. Online discussion in a face to face class is compared with its two counterparts, off-class online discussion as well as in-class, face to face oral discussion, to examine the advantages and disadvantages of the proposed strategy. By integrating online discussion into the flow of the classroom, learners are given dedicated time to foster a habit of critical thinking, reflection and articulating these online, which can subsequently seed further in-class oral discussions, and off-class online discussions. It is found that in-class, online discussion can provide a wider spectrum of discussion perspectives, equalise participation in discussion, and promote cognitive thinking skills and in depth information processing. However, the lack of face to face interactions and the need for sufficient time to do online postings pose challenges in implementing online discussion for face to face classroom learning.
PDF file available
More on classroom discussions in this IMS blog:
From the Blended and Online Learning discussion list:
We’re working on a grant program at my unit to improve these lec-capture courses. One of the ways is to train faculty:
- We’ve seen that these courses have very little student engagement, especially for online students for whom this is the main medium of instruction. It’s challenging for the instructors to keep the online student in mind as they teach their lec-capture class. This is not surprising, since they’re essentially being asked to teach 2 different audiences simultaneously – in class and online. However, given that this is not going to change in the near future for us, we’ve begun exploring ways to train faculty to do a better job given the constraints. Below are some ideas:
- We are in the process of creating a sort of “checklist” to address things that can be done before, during, and after the class and ways of streamlining the process.
- Make faculty familiar with the technology – do tours of rooms, tutorials, short workshops, etc.
- Syllabus, Schedule and instructional materials are prepared before the semester begins.
- Learning objectives, outcomes, and assessments are aligned and made transparent to the students.
- Design pedagogy that is inclusive – for e.g., move discussions online, create groups that include in-class and online students, use language that directly addresses online students, etc.
- DURING & at the END
- Review a sampling of videos at the beginning, middle, and end by ourselves and then with the faculty and provide them feedback on the good, the bad, and the ugly – very discreetly. It’s going to be a sort of a joint reflection on the class. We believe if we do this a few times with the faculty, they’ll get the message and will make greater effort to include the online student in their instruction. And doing it 3 times will also make visible the changes and progress they make (or not)
- We also plan to survey the students at the beginning, middle, and at the end of the semester and share the results with the faculty.
Chunking of videos includes preplanning and post production tasks. Faculty can be trained to script their lectures more, create lecture based on “topics” to make chunking and tagging easier. Need to focus on end user experience (online student).
These are some of the ideas. We plan to start implementing them this summer. I’ll share with you our progress.
Rema Nilakanta, Ph.D.
Director of Design & Delivery|
Engineering-LAS Online Learning
1328 Howe Hall
On Wed, Jan 27, 2016 at 8:48 AM, Nilakanta, Rema [ELO] <firstname.lastname@example.org> wrote:
Thank you all for filling out the survey on the use of lecture capture in higher education. I appreciate your time and interest in this subject.
Attached are the results. I’ve also provided an overview below. The main purpose of this survey was to get an overall idea of how lecture capture is used in HE. I was just curious to see if the way we use it is pretty much similar at other institutions. The finding was inconclusive. My next step is to dig a little deeper – perhaps repurpose this survey for faculty and students. The final goal is to improve these courses – make them as pedagogically sound as possible, given that this technology is here to stay at our campus, at least for the near future. It will certainly require designing faculty training, but I would also like to explore innovative and efficient ways of chunking lecture videos pre and post production.
Let me know if you have any questions or need further information.
OVERVIEW OF “USE OF LECTURE CAPTURE IN HE” SURVEY RESULTS & FINDINGS
By Rema Nilakanta
I’ve listed some of the findings that impressed me. They do not follow the order of the questions in the survey. For details, please view the attached report.
Just a quick note – There were 39 respondents, but not all responded to every question. The respondents included instructional and IT support staff and administrators at all levels generally from 4-year public and private universities.
FINDINGS & THEMES
- Echo 365 and Panopto are the most frequently used lecture capture systems, but Adobe Connect also has several users.
- The computer screen and the instructor feed are most commonly captured (89% and 79%, respectively). However, some also capture the document camera, the whiteboard, and the graphics pen tablet (53%, 39%, and 32%, respectively).
- Almost every one (97%) report that they support their recordings with additional course materials in an LMS, while many also use web conferencing to deliver lectures and hold office hours. A sizeable portion of respondents also use online textbooks and publisher sites in their course delivery. Only 18% use lecture capture as the primary means of course delivery.
- The majority of respondents use full class recordings of an hour or more, while around half also use short segments of 20 minutes or less.
- The majority of the respondents seem to indicate a campus wide use of lecture capture for different purposes:
o review of in-class lectures
o training and advising
o student presentations (students use the technology to create their presentations/demos/assignments)
o live streaming of seminars and on-site hosting of conferences for remote students and audiences.
- Size of the support units ranged from 1 person to 150+ people spread across campus.
- Similarly, there was a wide range for the number of courses that used lecture capture – as few as 1-2 to a 1000 and more, if one takes into account non-traditional uses.
- Although the numbers show that a majority (77%) provide full IT support for their lecture capture systems, a closer look at the comments indicates there is a general tendency toward making faculty more self reliant by providing them support when requested, or providing them with fully equipped and automated rooms, personal capture solutions and/or training.
- Majority seemed satisfied with the lecture capture setup, so did the students. However, it seemed that the knowledge about student satisfaction was more anecdotal than formal. Other observations include:
o For people satisfied with the setup, there were quite a few users of Echo 360 and Panopto.
o Panopto seemed to rise above the rest for its promptness and quality of service. Mediasite got mixed response.
o There seems to be an awareness of the need to get the lectures captioned.
o Along with automated lecture capture technology, there seems to be a rise in old ways of doing things – manual (human) recording of events continues and seems preferable, especially in the face of rising costs of lecture capture technology.
- The top 5 challenges concerning faculty support can be summarized as follows:
o Training faculty to use the technology – turn on the mic, no recording of white board, do not change settings, take time to learn the technology.
o Funding and support
o Ensuring best practices
o IP concerns
- Efforts to address these challenges were related to:
– Keep mic on all the time
– Use of media asset management systems, like Kaltura (MediaSite)
– Admins trained to check settings for rooms
– Disable download of recordings as default setting (addressed IP concerns)
– Create user groups around technologies
– Promote communication among instructors using a particular room
– Training of faculty by instructional design teams on the use of technology and best practices
here is more on lecture capture in this IMS blog:
digital literacy for EDAD doctoral cohort
Bibliographic / Technology Instruction for EDAD 829
for online participation, please use the following Adobe Connect session:
- Please login to
as a “Guest”
Please use a headset during the meeting.
Here is a preliminary plan. We will not follow it strictly; it is just an idea about the topics we would like to cover. Shall there be points of interest, please feel free to contribute prior and during the session
- How do we search?
- Google and Google Scholar (more focused, peer reviewed, academic content)
- Digg http://digg.com/, Reddit https://www.reddit.com/ , Quora https://www.quora.com/
- SCSU Library search, Google, Professional organization, (NASSP), Stacks of magazines, csu library info, but need to know what all of the options mean on that page
- Basic electronic (library) search information and strategies. Library research services
- Subject Guides
Please locate the Educational Administration and Leadership (Doctoral) at the LRS web page:
Look for “Research Assistance” and scroll to
Educational Administration and Leadership
shall more info be needed and or “proper” session with a reference librarian be requested. http://stcloud.lib.mnscu.edu/subjects/guide.php?subject=EDAD-D
-Strategies for conducting advanced searches (setting up filters and search criteria)
- Books and Video
- Articles and databases
- Journal Title and Citation Finder
- Reference and Facts
- Institutional Repository
- Simple versus Advanced Search
- Interlibrary Loan ILL http://lrts.stcloudstate.edu/library/services/illrequest.asp
- Ways to find research specific to doctoral student needs (ie: Ways to find dissertations, peer reviewed research sources, research-related information, etc.)
- Understand the responsibilities of authorship including copyright, intellectual property, and discipline-based expectations
- Basic Research Resources-Jan 2015 version edit pmConcept mapping:
- Explore and select citation management software to organize bibliographic information
- Refworks: https://www.refworks.com/refworks2/default.aspx?r=authentication::init&groupcode=RWStCloudSU
- Alternatives to Refworks:
- Zotero, Mendeley, Endnote
- Fast and easy bibliographic tools:
- -Setting up social networking to gather articles and other research information
slide 9 of the PPT Basic Research Resources
Social media and its importance for the topic research and the dissertation research:
Small business owners use social media primarily as a marketing and search engine optimization tool. However, more and more small businesses are using social media to get answers for business related questions. Specific industry related articles, and statistics are found useful for small business owners in 80% of the cases.
- Collaborative Tools
- Virtual Lab: http://huskynet.stcloudstate.edu/computers/virtuallab/
- File/Web space: https://webfs.stcloudstate.edu/main/default.aspx
- Dropbox: https://www.dropbox.com/
- Web 2.0 tools: e.g. Diigo.com; Evernote.com
- Facebook, Twitter
- -Saving articles, saving quotes and other article information
Blogs – use tags
If Twitter, Facebook or LinkedIn, use hashtags
- Share any other research-related resources available through the library or other sources
Plamen Miltenoff, Ph.D., MLIS
pedagogues under a minute: http://www.pinterest.com/pin/178173728981990450/
How Students Develop Online Learning Skills
1. Develop a time-management strategy.
2. Make the most of online discussions.
3. Use it or lose it.
4. Make questions useful to your learning
5. Stay motivated
6. Communicate the instruction techniques that work.
7. Make connections with fellow students.