Example Gallery

Overview

• Why I Teach Online (5:07 min.) - multiple contributors
• Teaching an enhanced course (1:37 min.) - Neal Hooker (Agricultural, Environmental, and Development Economics; College of Food, Agricultural, and Environmental Sciences)
• Teaching a hybrid course (1:50 min.) - Ruth Kinder (Chemistry Department, Lima Campus)
• Teaching a fully online course (1:01 min.) - Timothy Gregory (History Department, College of Humanities)

Communication / Course Materials

• Learning styles (0:35 min.) - Timothy Gregory (History Department, College of Humanities)
• Content formats (0:38 min.) - Timothy Gregory (History Department, College of Humanities)
• Course organization and consistency (1:02 min.) - Timothy Gregory (History Department, College of Humanities)
• Posting lectures online (0:40 min.) - William Hayton (College of Pharmacy)
• Real-time communication using Elluminate (0:30 min.) - Margaret Clark Graham (College of Nursing)
• Using Elluminate: a brief overview (1:16 min.) - Margaret Clark Graham (College of Nursing)
• Screen Sharing using Elluminate (0:25 min.) - Margaret Clark Graham (College of Nursing)
• Recording PowerPoint lectures with voiceover and annotation using SMART Sympodium (1:26 min.) - Barbara Pappas (Chemistry Department, College of Mathematical and Physical Sciences)
• Recording PowerPoint lectures using Camtasia (0:51 min.) - William Hayton (College of Pharmacy)
• Production process using Camtasia (0:56 min.) - Anand Khurma (College of Pharmacy)
• Convenience to instructors (0:36 min.) - William Hayton (College of Pharmacy)

Activities / Assignments

• Selecting learning tools (0:47 min.) - David Stein and Connie Wanstreet (School of Physical Activity and Educational Services, College of Education and Human Ecology)
• Active learning (0:26 min.) - Merry Merryfield (School of Teaching and Learning, College of Education and Human Ecology)
• Synchronous and asynchronous course elements (0:45 min.) - Margaret Clark Graham (College of Nursing)
• Using discussion boards (1:01 min.) - David Stein and Connie Wanstreet (School of Physical Activity and Educational Services, College of Education and Human Ecology)
• Discussion questions (0:47 min.) - Timothy Gregory (History Department, College of Humanities)
• Using online chat (0:53 min.) - David Stein and Connie Wanstreet (School of Physical Activity and Educational Services, College of Education and Human Ecology)
• Quiz feedback (1:18 min.) - Ruth Kinder (Chemistry Department, Lima Campus)
• Course orientation: quiz about the syllabus (0:49 min.) - Timothy Gregory (History Department, College of Humanities)
• Group projects (0:51 min.) - Merry Merryfield (School of Teaching and Learning, College of Education and Human Ecology)
• Student interaction example (0:35 min.) - Merry Merryfield (School of Teaching and Learning, College of Education and Human Ecology)

Grading / Feedback

• Communicating with individual students (1:01 min.) - David Stein and Connie Wanstreet (School of Physical Activity and Educational Services, College of Education and Human Ecology)
• Class size (0:32 min.) - Merry Merryfield (School of Teaching and Learning, College of Education and Human Ecology)
• Course rigor (0:30 min.) - Timothy Gregory (History Department, College of Humanities)

Miscellaneous

• Student expectations and time commitment (0:30 min.) - David Stein and Connie Wanstreet (School of Physical Activity and Educational Services, College of Education and Human Ecology)
• Online teaching mirrors on-campus teaching (1:04 min.) - Andrea Prud'homme (Fisher College of Business)
• Lecture capture kits (1:25 min.) - Anand Khurma (College of Pharmacy)

Margaret Clark Graham (College of Nursing)
Fully-online courses with some real-time interaction.

• Real-time communication using Elluminate (0:30 min.)
• Synchronous and asynchronous course elements (0:45 min.)
• Using Elluminate: a brief overview (1:16 min.)
• Screen Sharing using Elluminate (0:25 min.)

Timothy Gregory (History Department, College of Humanities)
Fully-online courses with asynchronous interaction.

• Teaching a fully online course (1:01 min.)
• Learning styles (0:35 min.)
• Content formats (0:38 min.)
• Course organization and consistency (1:02 min.)
• Course orientation: quiz about the syllabus (0:49 min.)
• Discussion questions (0:47 min.)
• Course rigor (0:30 min.)

William Hayton (College of Pharmacy), with Anand Khurma
Enhanced courses with full lectures available online.

• Recording PowerPoint lectures using Camtasia (0:51 min.)
• Posting lectures online (0:40 min.)
• Lecture capture kits (1:21 min.) (Anand Khurma)
• Production process using Camtasia (0:56 min.) (Anand Khurma)
• Convenience to instructors (0:36 min.)

Neal Hooker (Agricultural, Environmental, and Development Economics; College of Food, Agricultural, and Environmental Sciences)
Enhanced courses with extensive online course materials.

• Teaching an enhanced course (1:37 min.)

Ruth Kinder (Chemistry Department, Lima Campus)
Hybrid courses with online materials and face-to-face labs.

• Teaching a hybrid course (1:50 min.)
• Quiz feedback (1:18 min.)

Merry Merryfield (School of Teaching and Learning, College of Education and Human Ecology)
Fully-online courses with mostly asynchronous interaction.

• Active learning (0:26 min.)
• Student interaction example (0:35 min.)
• Group projects (0:51 min.)
• Class size (0:32 min.)

Barbara Pappas (Chemistry Department, College of Mathematical and Physical Sciences)
Enhanced courses while working toward a hybrid or fully-online version.

• Recording PowerPoint lectures with voiceover and annotation using SMART Sympodium (1:26 min.)

Andrea Prud'homme (Fisher College of Business), with Christiana Cordiano
Face-to-face courses and equivalent hybrid courses that use online materals and videoconferencing classrooms at the regional campuses.

• Online teaching mirrors on-campus teaching (1:04 min.)

David Stein and Connie Wanstreet (Workforce Development and Education, School of Physical Activity and Educational Services, College of Education and Human Ecology)
Fully-online courses with mostly asynchronous interaction.

• Selecting learning tools (0:47 min.)
• Using discussion boards (1:01 min.)
• Using online chat (0:53 min.)
• Communicating with individual students (1:01 min.)
• Student expectations and time commitment (0:30 min.)