How, as instructors we can manage time efficiently and at the same time deliver quality feedback on-time when it comes to grading students’ assignments?

Providing effective and timely feedback is highly important in the online environment. Instructor feedback has been shown to keep online discussions focused and helps to encourage participation. Timely course feedback helped students to improve and reflect upon for the next assignment to do better. Significant teacher interaction provides instructors important information with which they can tailor instruction to their students and to provide appropriate encouragement, pressure, support and feedback.

This 20-minute presentation will help instructors to learn how to offer quality feedback through short video of computer screen in recording the students’ grading paper. It saves a lot of time when instructors have to grade 30+ papers weekly to provide feedback (especially formative assessment) to promote continuous learning engagement. This presentation will offer instructors the benefits of video feedback that would benefit students in virtual classrooms!

From the edge: Nome, Alaska, is at the edge of the Internet. Being at the periphery has been challenging. As new technologies and communications methods were developed, they came our way late. I have been with the University of Alaska since 1990. Take a journey with me as I work from distance delivering courses via the telephone and fax machine until the present, where current technologies are getting closer to being available in Nome and beyond. I present my view of the challenges encountered over the years operating from the edge, and the work I was involved in developing distance delivery methods that worked.

Google Glass has been reported to have great potential for education/training. Demonstrations and observations are common components in education/training. Google Glass can be used to provide demonstrations and observations via its audio/visual components/features. Thus, this study explored various methods for showing on various screens (televisions/monitors, projectors, tablets/computers, smartphones.) what is displayed on Google Glass’ display. Similarities, differences, affordances, limitations, etc. for each method explored for projecting what is seen in Google Glass’ display on various screens are reported. In addition, this study notes various implications regarding using Google Glass in education/training as well as provides suggestions for further research.

Poster board and tri-fold poster projects are a popular way of assessing students’ knowledge of a subject by having them research, write, think, organize and present a topic. Course poster projects encourage students to conduct research, practice writing and presentation skills. Poster projects also prompt students to think, arrange and visually organize content. They are used by instructors as a creative alternative to the traditional, research paper assignment.

Course posters also allow students to acquire applicable skills that are likely to help them in future careers from science and medicine to business, education and non-profits. The poster designing and presenting skills developed in classes may also be beneficial at future business meetings and professional conferences.

Online instructors must find a way to move this traditional face to face project into the online classroom. Blackboard®’s Learning System includes wikis as one of the embedded course tools. A wiki is an ideal Web 2.0 tool for making online, digital or virtual posters. In this online canvas students can design unique, dynamic online posters by formatting the text, adding images and embedding web links, videos, slides and other mash-ups.

In this general session presentation participants will explore skills acquired by students from creating poster presentations, how posters can be used in the professional setting and how these traditional face to face projects can be easily moved to the online classroom setting using wikis.

The present paper is presents for interactive discussion and analysis the utility of a new calculus devised to address IQ measurements’ failings. That is, an internationally-conceived “cultural quotient”, or CQ, will be set forth that has been proposed to measure the “intercultural awareness” that apparently both inheres in general human intelligence as we understand it and that also counts as important in our increasingly common, if not obligatory, “socially-mediated” global dealings in business, politics, and society. What follows comprises a tri-partite discussion of the quintessential CQ and the four features usually said to characterize it, particularly as it is “socially mediated” online in the business arena where it has been most often exploited: First, a brief, research-based overview of social media use from societies around the world will be offered as a cultural backdrop, if not background, for intercultural interaction. Second, four features characterizing (inter)cultural intelligence and its measurement via CQ will be suggested that have been defined most succinctly by Livermore (2010): Drive, knowledge, strategy, and action. As they are presented, these features of CQ will be put to an “international communicability test” (Egros, 2013). And then and ultimately, discussion will demonstrate that Livermore and Egros’s findings and propositions from international business dealings can be locally recruited in electronic social networks to analyze and explain typical communication conundrums in the culturally mixed learning communities that illustrate today’s educational environment