TCC 2015 Online Conference

Hawaii 2-0 : The Future is Now | March 17-19, 2015

Using Jing for the Final Oral Defense Presentation

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Session Description
The dissertation journey is one that requires a great deal of time and dedication to complete. One of the final steps for learners attending the University of Phoenix, Online in the School of Advanced Studies is the successful completion of an oral defense via a phone conference call with committee members. This conference call takes an hour involving a presentation of the research findings of the doctoral study accompanied with a question and answer conversation between the learner and committee members. In order to share findings of the study an electronic presentation created by the learner is used to guide those in attendance. In the past the venue for this presentation was through the use of Power Point. This session will share how the use of Jing can accomplish this task in a meaningful manner offering the presenter and those in attendance an array of tools not offered in the past. Jing is a free application that allows sharing of text, images, and short videos. This session will provide an overview as to how Jing can be used for the dissertation oral defense. Shared will be key points for an exemplar presentation highlighting tips and tools that make the dissertation presentation intriguing and easy to follow.
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Online discussion forum for nonsynchronous content development and class interaction

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Session Description
The online discussion forum is a powerful tool for students to interact and collaborate in a transparent manner. When the nature of distance learning is nonsynchronous, e.g. lecture is recorded and downloadable on demand, the online discussion forum becomes a flexible way for students to contribute content, give feedback, and take topic ownership. The method of assessment (rules of engagement) and evaluative feedback steer the forums, from primitive to advanced. The author traces student development in time management, English writing skills, critical thinking, and other learning outcomes over a semester through eleven forums in a music course given via lecture in classroom and broadcast, with downloadable recorded video on-demand.
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Four Easy Steps to Implement Active Learning in Your Teaching

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Session Description
The most commonly seen assignments follow the pattern of instructor prompt, student submission and instructor grading. Active learning research (Bruner, 1996) demonstrated that by adding student agency, peer review and reflection, collaboration and cultural awareness, students learning is greatly enhanced in terms of motivation, engagement and learning outcome. This presentation will demonstrate how to transform a regular assignment into an active learning experience by adding agency, reflection, collaboration, and cultural awareness. Examples of active learning activities in undergraduate elective courses, undergraduate core courses, and graduate level core courses are analyzed. Bring your assignment, may it be a quiz, short essay, big term project, and we will discuss in groups and use the active learning strategies to vivify your assignment.
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Tech Tools for the Classroom

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Session Description
Three different technology tools will be detailed and demonstrated: Screencast-o-matic, ThingLink, and GoAnimate. A brief background of the benefits of using digitally enhanced presentations in classrooms, either physical, hybrid, or completely online classes, will be provided as well as a walk through of signing up for the services and creating basic presentations to give attendees some ideas for creating their own digital materials to use in their classrooms.
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Establishing Professional Presence with an ePortfolio

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Session Description
The Sloan Consortium reported that over seven million higher education students are taking at least one online course (Blair, 2013). Online higher education, has become a primary teacher of productive members of society, and therefore needs to be at the forefront of innovation. Institutions can do this by developing and implementing curriculums, ideas and activities that are innovative, relevant and individualized to meet the needs of diverse populations. Palloff and Pratt (2013) contend, “technology in education makes sense when it is used to reach the increasingly nontraditional student body we now see in institutions of higher education and to meet their learning needs and objectives—needs and objectives that are different from the students institutions have traditionally taught” (p. 58). The development of an ePortfolio as a component of online degree programs allows diverse student populations to showcase their mastery of content in an innovative, individualized manner that can carry on to the professional world to communicate, share, collaborate, create, and distribute.

The theoretical background, purpose, and value of the development of an ePortfolio will be explored. Exemplar ePortolios will be shared, which demonstrate mastery of Program Learning Outcomes, career services integration and real-world applicability. Participants will be engaged in a personalized planning session where they will be able to create an outline of a professional ePortfolio, or a program plan of how they can integrate the scaffolded development of an ePortfolio into their programs.

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