In this module, we discussed technology tools available to you and your students to support teaching and learning. Some key points to remember are:
Become familiar with the tools available to you in your course to properly format digital materials to improve accessibility and reduce barriers for students.
Establish learning objectives for your course before selecting technology tools to support these objectives.
Utilize technology to provide students a variety of interactions in your course.
Consider accessibility, cost, and FERPA when selecting and utilizing technology in your course.
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Chen, B., & deNoyelles, A. (2015). Establish a group discussion strategy. In B. Chen & K. Thompson (Eds.), Teaching Online Pedagogical Repository. University of Central Florida Center for Distributed Learning. https://topr.online.ucf.edu/group-discussion-strategy/
Chen, B. (2013). Use group evaluation to assess group work. In B. Chen & K. Thompson (Eds.), Teaching Online Pedagogical Repository. University of Central Florida Center for Distributed Learning. https://topr.online.ucf.edu/group-evaluation/
Chen, B., & deNoyelles, A. (2015). Establish a group discussion strategy. In B. Chen & K. Thompson (Eds.), Teaching Online Pedagogical Repository. University of Central Florida Center for Distributed Learning. https://topr.online.ucf.edu/group-discussion-strategy/
Chen, B., Thompson, K., Sugar, A., & Vargas, J. (2015). Incorporate a syllabus quiz to orient students. In B. Chen & K. Thompson (Eds.), Teaching Online Pedagogical Repository. University of Central Florida Center for Distributed Learning. https://topr.online.ucf.edu/syllabus-quiz/
deNoyelles, A. (2015). Set discussion expectations. In B. Chen & K. Thompson (Eds.), Teaching Online Pedagogical Repository. University of Central Florida Center for Distributed Learning. https://topr.online.ucf.edu/setting-discussion-expectations/
Dickson-Deane, C., & Karunarathne, W. (2018). Using pre and post-tests to close gaps in knowledge. In B. Chen, A. deNoyelles, & A. Albrecht (Eds.), Teaching Online Pedagogical Repository. University of Central Florida Center for Distributed Learning. https://topr.online.ucf.edu/r_1npzmc7iisynm2g/
Guo, P. J., Kim, J., & Rubin, R. (2014). How video production affects student engagement: An empirical study of MOOC videos. [Presentation.] L@S '14: Proceedings of the first ACM conference on Learning @ scale conference. https://doi.org/10.1145/2556325.2566239Links to an external site.
Hamilton, D. (2018). Scaffold student success in online learning through metacognitive prompting and reflective journaling. In B. Chen, A. deNoyelles, & A. Albrecht (Eds.), Teaching Online Pedagogical Repository. University of Central Florida Center for Distributed Learning. https://topr.online.ucf.edu/scaffold/
Thompson, K., deNoyelles, A., Chen, B., & Futch, L. (2016). Create effective discussion prompts. In B. Chen & K. Thompson (Eds.), Teaching Online Pedagogical Repository. University of Central Florida Center for Distributed Learning. https://topr.online.ucf.edu/discussion-prompts/
Trail-Constant, T. (2018). Using low-stakes quizzes to encourage mastery. In B. Chen, A. deNoyelles, & A. Albrecht (Eds.), Teaching Online Pedagogical Repository. University of Central Florida Center for Distributed Learning. https://topr.online.ucf.edu/r_1bqm5vidardcec6/
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