Content+Delivery+Methods

Find two to four content delivery methods appropriate for online learning. For each method, post the following information to the wiki: Be sure to appropriately reference the information sources you use in APA format.
 * Name of the method
 * Description of how the method is used in online learning
 * Ideas on how the method could be used for a specific learner group (pre K – adults)

Prezi

Prezi can be used in many different ways in the online environment. It can be used by the instructor to deliver content or in a learning activity. In a learning activity the student is assigned to create a Prezi presentation to teach part of the content to the other students. Prezi is an improvement on PowerPoint presentations because it is easy to use, can hold videos, images and text, and does not require a download of software because the Prezi is accessed through a website. A big perk is that it is free to students and teachers with a valid email from an academic institution.

Social Media

Social media is quickly becoming a means of content delivery. Instructors are using social media like Facebook, Twitter and Edmodo to interact with their students. This delivery method is being used as a synchronous and discussion board, and group collaboration. Social networking sites help to build community in the online environment. Students can share personal information with each other to help them feel like they are part of the class and not alone in their academic experience. These sites help to foster collaboration and peer learning.

Schiller, K. (2011). High Tech Classrooms. //Information Today, 28//(8), 34-35.



Dobler, E. (2012). Flattening classroom walls: Edmodo takes teaching and learning across the globe. //Reading Today, 29//(4). 12-13.

Wimba and Elluminate

Wimba and Elluminate are both Web 2.0 tools that can be used by an instructor to conduct a virtual classroom atmosphere. Both of these tools allow for audio conversations between the student and the instructor in real-time. The student can watch the screen while the teacher lectures. Students are able to ask questions by "raising their hand" or type in a question with the text box. Instructors have a virtual "whiteboard" that allows them to draw out equations or illustrate what they are trying to portray in the lecture session. These sessions can be recorded for later review or for students that were able to participate at the allotted time. A Wimba or Elluminate can be used to mimic effective learning session like the Khan Academy has developed (www.khanacademy.org).

Mallory, J. L., Ramage M., Snow, J. & Coyle, M. E. (2009). Grad school in your pajamas. //MedSurg Nursing//, //18(//2), 132-133.



Unknown. (2005). //BizEd//, //4//(5), 53. 

Carbonaro, M., King, S., Taylor, E., Satzinger, F., Snart, F., & Drummond, J. (2008). Integration of e-learning technologies in an interprofessional health science course. //Medical Teacher, 30//(1), 25-33. doi: 10.1080/0142159070101753450 

Virtual Laboratory Experiments

Virtual laboratory experiments are a means of involving the students in active learning. The experiments are done on the computer through simulations. The students are asked to follow a protocol (similar to in class) and formulate a hypothesis, experimental design, data analysis and conclusion. These components are written in a lab report. In addition to or instead of a lab report students are also asked to answer questions that require critical thinking. Many science textbooks have virtual labs that are free for instructor use and follow the content of the class.

Swan, A. E., & O'Donnell, A. M. (2009). The contribution of a virtual biology laboratory to college students' learning. //Innovations in Education and Teaching International, 46//(4), 405-419.

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<span style="color: #00ffff; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 130%;">Camillan, H. (2004). Virtual Labs: E-learning for tomorrow. //PLoS Biology//, //2//(6), 734-735. <span style="color: #ff00ff; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 130%;">

<span style="color: #008080; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 130%;">Interactive Animations

<span style="color: #008080; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 130%;">Interactive Animations are websites or CD-ROM resources that allow students to explore different concepts. These resources stimulate the visual and kinesthetic learner. For example, www.cellsalive.com has resources for biology, microbiology, immunology and microscopy. Animations on this website allow the student to click on parts of the cell to see their function. The National Science Foundation also has resources that are interactive, <span style="color: #008080; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 130%;">http://www.nsf.gov/news/overviews/biology/interactive.jsp. <span style="color: #008080; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 140%;">Interactive animations can be used in the college classroom as supplemental information and study reference material.

<span style="color: #008080; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 140%;">Shank, P. (ed.) (2007). //The online learning idea book: 95 proven ways to enhance technology-based and blended learning.// San Fransisco, CA: John Wiley & Sons, Inc.

<span style="color: #008000; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 130%;">Wikis, Discussion boards and the Socratic Method

<span style="color: #008000; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 130%;">Wikis are a great Web 2.0 tool to enhance the online experience by fostering collaboration between students. These Wikis are similar to discussion boards because they can encourage discussion about content but they can also be a platform for group projects. Wikis can also be a means for student-student and student-teacher interaction through Socratic questioning. The Socratic Method of questioning elicits creative, deep thinking that will present content to the student in a manner in which they can commit it to long term memory. Socratic questioning can be in many forms, such as "Tell me more...Please explain why...Explain why that would be...What if you compared...How does this affect...What does that mean?" (Colorado Christian University, 2012, Session 2 PowerPoint Presentation). This method can be used with adult learners to assess content expertise and participation with others.

<span style="color: #008000; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 130%;">Logas Koopman, B. (2010). From Socrates to Wikis. //Phi Delta Kappan, 92//(4), 24-27.

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<span style="color: #008000; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 130%;">Colorado Christian University. (2012). Session 2 PowerPoint Presentation. Retrieved from: <span style="color: #008000; font-family: 'Trebuchet MS',Helvetica,sans-serif; font-size: 130%;">http://ccuonline.org/re/DotNextLaunch.asp?courseid=6540357&userid=8704787&sessionid=a4cb5901b5&tabid=jgCojHe7xD3c67S/zGjHLagQSgrMf3oUNDtGhAq7ywwxNWIt4iMeDFwpVZQI1YA/FIyMNYyEsS83vfOO2PUNaw==&sessionFirstAuthStore=true&macid=3FAP6qnBh3R//jq/3/4a0x9kEUX6BYwtNDneYKUzZm+VBOlV79Yz5R7Gs/DjmV+7bZQeBXThHBdoM4UUHvFIx8ffhkpL92gPYziqtSVQ2hWOmxAm32MV+ZDKSViEbl+4wb7Ap/RoQf2eTp5qu7HUCaFAxIz3JecMCQUo6ZOZNQT4Gmygf5A83Zi4/gunj++FD67GvIFrQfGudufOlSnOz4JGQhomy3XjAhqEKuDVUU8AtJp+0KA/oaAfYZSEOLaV