111 research outputs found
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Lessons Learned from an ePortfolio Pilot
This poster was presented at the Columbia University Center for Teaching and Learning’s Celebration of Teaching and Learning Symposium on March 25, 2016. It shares lessons learned from an ePortfolio pilot, conducted with a course at Columbia University’s School of Social Work, for students in the Social Enterprise Administration track. The goals of the pilot included: 1) create an e-portfolio that would help students demonstrate and articulate the value of their education in a way that would support them in securing the jobs they desire after graduation; 2) help students master the course content by linking concrete work products with their learning objectives, by providing opportunities for students to reflect on their learning, and by contributing to a collaborative learning environment; 3) obtain lessons and data to inform the potential use of ePortfolios elsewhere in the School and the University. To meet these goals, the pilot involved collaboration between the instructor, educational technologists at Columbia University’s Center for Teaching and Learning, and representatives from the ePortfolio tool, Seelio
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Inspiring trust and risk in online discussion
This session will describe ways to build a respectful and supportive classroom community that encourages participation from all students and deepens opportunities for peer learning. Drawing from how community was created in an online course on racial identity development at the School of Social Work, this interactive session will consider how to build community in courses across a variety of departments
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Strategies for successfully engaging all students in live synchronous online classes
A December 2016 study in Psychological Science found that residential students who bring laptops to class frequently use the Internet for nonacademic use, which results in lower class performance. Another study referenced in Fast Company in March 2016 noted that just knowing you have an unread email in your inbox can temporarily lower your IQ by 10 points. How, then, can we discourage students from browsing the Internet or looking at their email when they are attending class on their computer because the course is online? How can we keep their attention focused on the class?
At Columbia University’s School of Social Work, we are in our second year of our fully online MSW program. Our courses are taught via weekly live classes hosted in Adobe Connect for 90-120 minutes and led by a course instructor with an associate facilitator and a technical support specialist. In order to engage our students in these classes, instructors use online tools and teaching strategies to make the class sessions interactive.
This poster shares active learning tools and strategies for online classrooms. These include creative uses of typed chat, formal & informal polling, webcam, on-screen drawing, live note-taking pods, and breakout rooms.
This poster draws from the presenter’s personal experience teaching the fall 2016 online course Macro Community Practice, as well as the following peer-reviewed chapter: Marquart, M., Fleming, M., Rosenthal, S., & Hibbert, M. (2016, March). Instructional Strategies for Synchronous Components of Online Courses. In S. D’Agustino (Ed.), Creating Teacher Immediacy in Online Learning Environments. Hershey, PA: IGI Global.
Thank you to the following online instructors for contributing quotes: Mashura Akilova, Johanna Baez, Beth Counselman-Carpenter, Amelia Ortega, John Robertson, and Steven Schinke
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Building Community in Online and Face-to-Face Courses, from Starting the Semester to Closing the Course
For new and experienced online and face-to-face instructors, or those who work with them, this session will share concrete strategies for creating community within courses, whether online or face-to-face. Strategies will cover starting the semester, building community throughout, grading class participation, and closing the community at the end of course
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Online student wellness: Examples of technology-enhanced activities, programs, and services that can promote wellness
Online students may be at risk of feeling a loss of community or a loss of support around holistic wellness, but there are options for online programs to address this by offering technology-enhanced activities, programs, and services. This poster will describe the wellness needs of online students and examples of wellness-related programs from online higher educational institutions. Members of the field of online social work education in particular have the potential to create supports for online student wellness
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Synchronous Strategies for Interactive Live Virtual Class Sessions that Engage Students and Build Community
The session began with a brief overview of strategies from the recently published chapter “Instructional Strategies for Synchronous Components of Online Courses,” from the book Creating Teacher Immediacy in Online Learning Environments by IGI Global (www.igi-global.com), as part of the Advances in Educational Technologies & Instructional Design (AETID) Book Series. This included a handout of strategies, so that participants had a baseline of concrete ideas to take home.
This chapter provides a toolkit of strategies for online faculty, course designers, and administrators interested in implementing a synchronous component of an online course. Synchronous course components provide rich opportunities to engage students, bring distinct instructor personalities and strengths to life, and personalize courses to specific school cultures. Strategies discussed appeal to a range of budgets, so as to be applicable and sustainable at any school. The chapter also includes recommendations for resolving the myriad challenges faced when implementing synchronous components of online courses.
The ideas from the chapter come from Columbia University’s School of Professional Studies and School of Social Work. Both schools include live online classes as a key component of their online courses. These live online classes are weekly classes hosted in Adobe Connect for 90-120 minutes for the duration of the semester and led by a course instructor with a teaching assistant facilitator. Every class is supported by a dedicated webinar specialist. During live online classes, students participate in a variety of ways, depending on the course needs and instructor preferences. Participation can happen via chat, in multiple choice and short-answer polls, via mics, via webcams, via status icons, and in small group breakout activities. Every course is unique.
During the session, participants had the opportunity to share their own strategies, ask questions of each other and of the presenter, and add to their toolkits of online institutional strategies.
**Marquart, M., Fleming, M., Rosenthal, S., & Hibbert, M. (2016, April). Instructional Strategies for Synchronous Components of Online Courses. In S. D’Agustino (Ed.), Creating Teacher Immediacy in Online Learning Environments. Hershey, PA: IGI Global
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Turning classroom training into interactive, effective online training on a budget
Organizations can save money, expand their reach to clients, and build their employees’ skills and engagement by bringing training for clients or staff online. This workshop will help participants harness technology for social good by converting classroom-based training into online training.
By the end of this workshop, participants should be able to:
Decide whether or not online training is a good fit for your organization;
Describe how to decide what type of online training best fits your organization’s unique circumstances;
Build your professional toolkits with strategies and techniques for converting classroom-based training into online training.
Organizations may face challenges with providing training to small batches of new hires, to seasonal employees with high turnover, to employees who work remotely or in different locations, or to clients who don’t want to travel to the organization’s office. Classroom-based training in those instances can be expensive and time-intensive. One way to address these challenges can be to harness technology for social good by bringing training online, where it can be cost-effective, high quality, and potentially available anytime. Participants will learn how to do this in a way that engages employees or clients, so as to maintain or increase morale while saving money at the same time
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Supporting Online Student Success Cross-Functionally: The Collaborative Work of the Office of Advising and the Online Campus at Columbia University’s School of Social Work -- #OLCAccelerate
This session will share the unique and comprehensive student advising model at Columbia University’s School of Social Work (CSSW), as well as how the Online Campus administration works with the Office of Advising to support the success of online students who live across the U.S
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Have you considered writing or editing a book? Sharing lessons learned from publishing the book Designing Engaging and Interactive Synchronous Online Class Sessions
These are the slides from a talk for the Center for Asian Pacific American Women’s Educators Compassion Circle.
Session description:
At our Educators Compassion Circle on February 16, 2023, Matthea Marquart will share about the process of publishing the book Designing Engaging and Interactive Synchronous Online Class Sessions. She co-edited this book with colleagues Lia W. Marshall, Rebecca Y. Chung, and Kristin Garay.
For folks who are thinking about future book-publishing, Matthea will share about:
** The road from thinking about & wanting to write a book, to publishing it
** Deciding on the modality of the book (print vs ebook)
** Choosing a publisher
** The costs of publishing
** Doing a market scan to gauge what books are already out there
** Copyright issues and what you will & won’t be allowed to share freely after publishing
** Collaborating with co-authors or co-editors
** Inviting and working with chapter contributors
** Easing your way into book publishing by becoming a chapter author
** Your responsibilities and options around marketing
This will be an interactive session, with lots of opportunities to share your own experiences with publishing, and to ask questions.
The slides include quotes from Lia W. Marshall, Aparna Samuel Balasundaram, and Christine D. Holmes, and include slide content from Suzan Koseoglu, Royce Kimmons, and Jennifer Ramsey; used with permission.
The free ebook discussed in the presentation can be found here: https://edtechbooks.org/designing_engaging_interactive_synchronous_online_classes and https://www.onlinepedagogybooks.com
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Fostering student engagement & motivated participation in discussion forums: Examples from Columbia University
For new and experienced online instructors, or those who work with them, this session will share examples of high-participation discussion forum assignments from Columbia University, different ways to set up and facilitate discussion forums, sample grading rubrics for discussion forums, and strategies to plan for issues that may come up. Discussion forums are a key component of most online courses, and are often included as homework for face-to-face courses as well. In this session, the presenters will share examples of discussion forum assignments that have yielded high student participation, as well as different ways to set up and facilitate discussion forums, including student-led and small-group discussion forums. The presenters will also share sample grading rubrics for discussion forums, and strategies to plan ahead for issues that may come up. The examples and strategies will come from Columbia University’s School of Social Work, which offers a fully online Master’s of Science in Social Work program.
This interactive session will begin with polls to learn why participants have chosen to attend; the presenters will use the poll results to tailor the use of time for the different sections of the presentation. In addition, throughout the presentation, participants will have the opportunity to share their own strategies, ask questions, and add to their toolkits of strategies for online discussion forums. Strategies discussed will appeal to a range of budgets and classroom staffing, so as to be applicable and sustainable at any school
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