Using E-Presentations in Asynchronous Online Course
The integration of e-presentations in an asynchronous online graduate course on curriculum theory. Students engage in group discussions, individual reflections, and culminate the course with interactive e-presentations on contemporary curriculum issues. The course structure includes weekly readings, activities, and video memos, fostering student-centered learning and active engagement. E-Presentation assignments encourage creativity, collaboration, and exploration of diverse online tools for presentations.
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Using E-presentations in an Asynchronous Online Course Jerine Pegg, Dept. of Elementary Education
Context Graduate course on curriculum theory Usually 10-15 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
