Using E-presentations in an Asynchronous Online Course Jerine Pegg, Dept. of Elementary Education

Context Graduate course on curriculum theory Usually students Taught entirely on-line in an asynchronous format

Course Structure Weekly readings, supplemental videos, internet resources, and information summaries Weekly activities alternate between group discussions & individual reflections Weekly video memos to summarize the previous weeks activities Group e-presentations the last 4 weeks of the course.

E-Presentation Assignment Goal: Create an online presentation on a topic related to contemporary curriculum issues (e.g. globalization, assessment & standardized testing)

E-Presentation Assignment Group assignment (2-4 students per group) Students choose from a pre-determined list of topics A variety of online tools are provided as options for the presentation (e.g. Wiki, Google Presentation, Prezi, Screencast) Presentations should take other students ~45 minutes to work through plus additional time over the week for discussions

E-Presentation Rubric Thoroughness and Organization Connection to Course Concepts Connection to Teaching/Educational Experience Class Engagement in Presentation Sources Reference Format

What works well Allows students to take more control of their learning Guidelines and rubric provide guidance, while the presentation format provides flexibility Interactive component requires presenters to actively engage other students

Recommendations for Others Be flexible regarding the online tools used and remind students that it is the content, not the tool that they are being assessed on Consider providing guidelines for group work and support for students to navigate the preparation of a group project at a distance