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dc.contributor.authorVoros, Gyorgyi
dc.date.accessioned2014-06-06T18:28:26Z
dc.date.available2014-06-06T18:28:26Z
dc.date.issued2014-06-06
dc.identifier.urihttp://hdl.handle.net/10919/48437
dc.descriptionWhile video, in and of itself, is not a required component in online courses, in certain instances, actually seeing and hearing a student do something is necessary to adequately assess an instructional objective. For instance, in ENGL 1604, Introduction to Poetry, one of the terminal skills students needed to be able to demonstrate is their ability to recite poems out loud. To accomplish this, the instructor of the course, Gyorgyi Voros, told students to create videos of themselves reading and discussing their favorite poems as a final project. Here are a couple of artifacts from that course, that should give a sense of how this strategy could be effectively used:en_US
dc.description.abstractIn an online class, student produced video can be used to assess their learning by faculty or for peer reviewing purpose.en_US
dc.description.sponsorshipProvost Online Course Development Funden_US
dc.format.mimetypeapplication/vnd.openxmlformats-officedocument.wordprocessingml.document
dc.language.isoen_USen_US
dc.rightsAttribution-NonCommercial-ShareAlike 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/3.0/us/*
dc.subjectIntroduction to Poetryen_US
dc.titleStudent Produced Videoen_US
dc.typeLearning objecten_US
dc.type.dcmitypeText


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