Students in the Play, Fantasy and Reality course use Glogster to keep a 15-week reflective journal. In week 15, the final week of the course, they re-read their Glog Journal and create a second Glog to describe their “play” throughout their life. Glogging is a new way to create posters on the web – it’s fun, and free for students.
Glogging allows the expression of opinions, feelings and ideas in a way that isn’t possible with the use of mere words. Students can add background images and themes, graphical representations, photos, titles, audio, links and videos. After a Glog is created, students publish and share theirs with classmates.
Religion remains a powerful force in American political life, despite perspectives that the US is becoming more secular. This Humanities course examines the relationship between religion and politics from a variety of social and philosophical perspectives while establishing a historical framework within which to assess the role of religion in contemporary politics.
The slideshow shown here relies on interactive media to provide a visually-rich approach to the subject matter while giving students freedom to explore a variety of resources and topics at their own pace. While browsing the digital photos and portraits of historic and contemporary political figures, students can read notable quotes and follow links to biographical information.
Screen shots: Students collect data about their location using a handheld GPS and post to the mapblog (left). Then, students calculate the geographic center of everyone in the course (right).
Employing mapblogs with student-created content helps foster class cohesion and collaboration. In GPS and the New Geography as well as several other science courses, the use of Google-based mapblogs provide a visual data platform where students are able to contribute information, images and links related to specific locations. In the GPS course, they find the exact longitude and latitude of their own locale using a handheld GPS, underscoring the importance of accuracy and precision in geographic calculations. Later in the course they calculate the geographic center relative to the location of all students in the course.
According to the National Research Council (NRC), online learning should strengthen science education by providing students with digital content that enables them to gather, analyze, and display data. The mapblog serves this purpose wonderfully and in a hands-on way while adding to the sense of community students experience.
In foreign language courses at CDL, we encourage students to interact with visual content in order to immerse them in the language by providing context and meaning to their learning experiences.
The traditional ‘flash card’ approach to teaching and learning foreign language relies primarily on memorization and subsequent translation. Through the use of visual and dynamic content (shown above), instructors and students can rely on ostensive learning. That is, students are able to manipulate and change visual images in order to learn, define and translate any given vocabulary word or phrase.
The use of visual tools can augment the curriculum of any language course by offering students a chance to interact with the language, and derive meaning through the provision of familiar context.
Above is an Everglades National Park virtual tour. We recommend selecting the full screen feature (found on the tool bar) for the best experience.
Students in the Plant Ecology course must participate in ‘virtual field trips’ to better understand the ecology of several national parks. Previously these exercises would entail visiting a park’s website and providing written labs focused on unique aspects of the park, followed by a class discussion about the findings.
Plant Ecology has undergone an upgrade that includes a redesign of the field trips, which now harness the most current web technology. Students are presented with an interactive visual collage that is integrated within the course. The collage presents students with open questions and a learning space in which to explore aspects of the park though audio, text presentations, hyperlinks, slide shows, video, and live web cams. These immersive presentations bring the national parks to life. Students can listen to the tour guide present information on the Florida panther while watching a video or a slide show of the park.
Through the use of interactive maps, students gain a better understanding of the Francophone world as part of their work in the foreign language course, French 2. This highly interactive learning activity provides a geographic and demographic view of French language and culture throughout the world.
Students select to explore various regions that are highlighted on the map in order to identify historically and culturally significant events, places and people, and examine how they influence and represent the evolution and use of the French language.
Developing new and innovative ways to teach foreign language, CDL is incorporating VoiceThread into various courses, including Spanish for the World of Business. VoiceThread is a digital medium for housing, displaying and distributing nearly any type of media (images, documents and videos). VoiceThread allows students taking the Spanish course to collect media files, display them, and comment on them in 5 different ways - by using a microphone, a telephone, using written text, an audio file, or recording a video with a web cam. Students can create and share their media with anyone, anywhere.
Additionally, VoiceThread hosts group conversations, allowing students to practice their Spanish by sharing their thoughts on their media collections – in this case, their most loved and most hated foods.
Students taking this course also use VoiceThread to market a product of their choice, in Spanish. The product can be food, computer software, services, a store, etc. Students write their own advertisement and present it to the class, while the instructor and other students will record and share their own comments, in Spanish.
A photo of a lego car built by a student in the Invention by Design course, as part of an online lab.
Laboratory experiments are often considered the defining characteristic of science courses. Engaging CDL students in active scientific experimentation as part of their distance learning coursework not only fosters scientific cognition, but provides evidence for the effectiveness of the design and delivery of online science courses that include a lab component.
Exploring how experimentation can be integrated with content in distance learning courses for non-science majors, a research team comprised of CDL faculty and instructional design staff is currently analyzing selected activities from three online science courses that have been developed by an interdisciplinary team at the center.
Each of these courses - Invention by Design , Contemporary Environmental Issues, and Energy: the Issues and the Science - are designed to promote scientific literacy and provide students with direct, hands-on experiences with science, all while using an online delivery platform.
Future Genesis is the Second Life avatar name of the machine driven cyborg designed to serve as a station tour guide in a futuristic transformation station that provide students with a unique experience in changing avatar identity prior to sending them on a journey of scientific discovery through Second Life worlds.
This immersive simulation is the Second Life component of an interdisciplinary science course titled the Future of Being Human.Throughout this course, students discuss biological enhancements, advances in neuroscience, medical breakthroughs, technological change and exponential computing. They use scientific experimentation to analyze how the experience of virtuality is changing human beings and their environments and assess implications of science and technology policies related to technological advances. Finally, they participate in a simulation of virtuality reflecting Vittorio Gallese’s theory of embodied simulation.
The immersive learning activity provides students with the opportunity to experience transformation, transport to various worlds, and explore future, past and imagined worlds in their new form. Students use scientific methodology within a framework of biological advances, artificial life, and emerging technologies, and write a 500-word scientific report based on their experiences. To do this, students enter the transformation station, transform their avatar, and receive a heads-up display (HUD) to guide them through exploration and discovery using the scientific method.
The machine driven avatar Future Genesis was developed as a solution to provide students with 24/7 assistance in introducing the student to the transformation station and providing hands-on instructions on how to operate the station, transform avatars, and receive the heads-up display.
Our students enjoy engaging in a variety of learning activities that are personally meaningful and span across learning styles. In Exploring Society, students are asked to demonstrate their knowledge using more than just words. Students combine images and captions of the world in which they live that touch on the issue of race, class, gender, social inequality or stratification using a slide show maker of their choice. Students can take their own photos or use a specialized image search engines such as Google Image Search, Flickr, or AltaVista Image to create their presentation. This example on Slave Resistance was created in Vuvox.