Design Considerations for Integrating Twitter into an Online Course

Rohr, Linda E.; Costello, Jane; Hawkins, Thomas

doi:10.19173/irrodl.v16i4.2376

Cited by 12 publications

(10 citation statements)

References 6 publications

(4 reference statements)

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“…In the course, Twitter has been used as an expression tool to create a sense of belonging to a learning community and to demonstrate what has been learned upon leaving the virtual classroom environment. Using Twitter increases social presence and sense of community among course participants (Rohr, Costello, & Hawkins, 2015). The participants voluntarily used the social network Twitter as a means of expression external to Moodle, generating a total of 75 tweets, sharing text, images, and audios.…”

Section: Design Phasementioning

confidence: 99%

A MOOC on universal design for learning designed based on the UDL paradigm

Nieves¹,

Moya

Soldado³

2019

AJET

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This article presents the design and pilot of an open online course, based on the principle of universal design for learning (Center for Applied Special Technology, 2011), to promote inclusive virtual education as an improvement transferable to other contexts. The course constitutes the first massive open online course (MOOC) training proposal of the University of Atlántico in Colombia. In this case study, we employed the instructional design methodology of analysis, design, development, implementation, and evaluation (Branch, 2009) and the universal design for learning guidelines. The design of this online training activity enhances the quality of inclusive virtual education, improves accessibility with no need for platform adjustments, and involves participants in their learning. This educational initiative complements the academic offer for students, graduates, administrators, teachers, and external guests, and contributes to the democratisation of education. The result is the creation of a MOOC, “Inclusive Educational Contexts: Design for all”, which is accessible to a diverse range of learners.

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Section: Design Phasementioning

confidence: 99%

A MOOC on universal design for learning designed based on the UDL paradigm

Nieves¹,

Moya

Soldado³

2019

AJET

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“…(1) Definition of Online Courseware Teaching There is no unified definition for the definition of online courseware teaching. I have defined the online courseware teaching as: the so-called online courseware teaching is a brand-new teaching method that combines the most advanced Computer network technology and courseware technology are completely combined for teaching [14][15]; this is the application of courseware technology supported by Internet technology, which will be boring. Through the use of computer network technology, the boring knowledge in the classroom is tightly integrated into Audio, video, film and action make a real teaching method based on communication and discussion.…”

Section: 2online Coursewarementioning

confidence: 99%

Framework Design and Material Processing of Gymnastics Teaching Network Courseware

Chen

Kuang

He³

2020

Preprint

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With the continuous development of the economy, science and technology have achieved unprecedented development along with the improvement of the economy. The first thing to bear is the continuous popularization and application of the Internet, which drives the development of Internet technology. Many online learning platforms currently used by universities only focus on the teacher system and teaching system. Compared with other subjects, there are fewer learning materials on the Internet for gymnastics teaching, and the lack of systematic teaching is the primary problem that most schools need to overcome. The current method of online learning has changed the relatively scarce phenomenon of resources in face-to-face teaching in the past, and has excellent improvements in the organization and improvement of resources. By constructing the framework of a professional teaching resource library, collecting and properly sorting out learning materials, and at the same time designing and producing network multimedia courseware to facilitate the learning of scholars. Network teaching technology is realized by the combination of Internet and multimedia equipment. This technology can not only give play to the advantages of computers in network data transmission, but also embody a new teaching model with teachers and students as the main body. Therefore, adjusting teaching methods, building a better learning space, and using CAI courseware learning resources connected by campus network is an important way for students to make compensatory learning, and it is also the main direction for scientific and technological progress in gymnastics teaching. The experimental results prove that the online multimedia learning platform can provide students with more gymnastics learning resources, increase students' interest and time in learning; it can effectively improve the teaching quality of teachers, and use the convenient interactivity of the network to realize a resource library The rapid update of the content enables the teaching content to keep up with the needs and pace of the development of the times.

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“…YouTube videos are easily mounted in courses. Research has shown Twitter to be a useful, "informalizing" and accessible strategy for creating community (Rohr, Costello, & Hawkins, 2015).…”

Section: Community and Participationmentioning

confidence: 99%

Assessment Strategies for Online Learning: Engagement and Authenticity

Conrad¹,

Openo²

2018

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Design Considerations for Integrating Twitter into an Online Course

Cited by 12 publications

References 6 publications

A MOOC on universal design for learning designed based on the UDL paradigm

A MOOC on universal design for learning designed based on the UDL paradigm

Framework Design and Material Processing of Gymnastics Teaching Network Courseware

Assessment Strategies for Online Learning: Engagement and Authenticity

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