e-Learning Delivery: Motivating students
1. Provide your rubric(s). Make sure that your rubrics evaluate the quality of responses given by your students during the online discussion. Your rubrics should also address group management issues, for example, if your students post responses on time and if they follow your instruction.
| Poor | Fair | Good | |
| Discuss the content: | Student discuss only one tool | Student discuss two tools | Student discuss all the three tools |
| Delivery: | Student have many spelling and grammar error in his post | Student have few spelling and grammar error in his post | Student have no spelling and grammar error in his post |
| Classmate posts: | Student make one post and don't write the required comment | Student make two post and don't write the required comment | Student makes two posts and writes the required comment. |
| Time: | Student post after the due date with out an excuse | Student post after the due date with an excuse | Student post responses on time |
2. Write your delivery plan following the format below:
A. Describe the audience to whom you will deliver your “Online Discussion” activity. Are they the same audience to whom you deliver your “Good Start”? [Remember that you will need to have at least 3 people participate in your online discussion activity. This activity will need to be delivered online.]
Because I don’t have students to deliver the online discussion activity, I will deliver it to the same students that i delivered the good start. donna andT heodore and I need more one volunteer
B. When or roughly when will you deliver activity #2 (Online Discussion)?
I just discuss this point with donna and Theodore, and we don’t have date yet but I think it will next week if its ok with both and it will be totally online.
C. How will you show evidence of your delivery? Will you provide the URL from which I may see the online discussion? Or will you provide transcripts of synchronous discussion?
The delivery will be in the discussion board, when you go to the discussion board you will find EUDC333 (Eman's delivery), that will be the place for the online dissociation.The online discussion will be for my students. The discussion will be through a blog. I will create a blog and send the URL to the students. The discussion will be asynchronous.
Student Handout
We will have an online dissection from March 8, to March 15 before midnight (one week).
Objectives:
1-1. Students will learn some of education technology tools from the instructor post.
1-2 . Students will learn some of education technology tools from Internet.
1-3 . Students will learn some of education technology tools from other student classmate.
2. Students will develop his/her skills for analyzing and summarizing different points.
Please complete the following tasks through the session week:
Level I (include three tasks)
1- View these website :
A- http://compassioninpolitics.wordpress.com/2009/06/09/top-ten-free-education-technology-tools/
B- http://www.youtube.com/watch?v=uAWwWC2n7wQ
2- chose three tools that you think its useful in education (maybe you know about it before this class or may you just learn about it in this class)
3- Make post include the following:
A- Give a definition for these tools (you can use the internet)
B- How this tools work in education (from your experience or from research in the internet)
C- In your opinion explain Why you do think the three tools that you chose are useful education explain that in 50-100 word
D- If you use these tools before can you Share your expires.
Your should explain Level I in 400-600 words
You should do Level I , March 12 before midnight.
Level II
• read your classmate posts and choose two students and post the fallowing:
A- What were the new things that you learn from his/her post?
b- Do you agree with his opinion and explain why you agree with his/hem or why you don’t agree.
You should explain Level II in 250-450 words
You should do Level II , March 15 before midnight.
