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Prison Escape Instruction - An Online Gamified Activity for an Online Course

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In Prison Escape, online students are divided into prisoner and police teams, and they utilise different types of transportation such as cars, buses, taxis and trains to travel on various routes with different nodes as travel stops on a PDF format map which students can download online. The map helps students to visualise where they are on the map and how to ‘catch’ the prisoners or ‘escape’ from the police. Animated YouTube videos have been developed to introduce the online exercise. Online students can use Moodle discussion forums (or any other form of communication such as facebook chat or whatsapp) to share their knowledge and ideas and thus all activities and decisions in the exercise are completely made online. Prison Escape, an interactive, innovative and fun gamified activity, mimics complex real-world experiences (competitive and cooperative behaviours) without requiring students to be in a face-to-face setting. The exercise lasts for three weeks, allowing time for students in their teams to organise, manage and share knowledge/resources as well as to apply skills (e.g. teamwork and critical thinking) in an online environment. Prison Escape should be used in conjunction with assessment strategies which should be carefully developed and integrated to enhance student learning. After the exercise, instructors may ask students to prepare a self-reflective report which helps them to reflect on their own learning journey in the exercise, as well as to understand the course subject knowledge. The exercise and reflective report, when purposefully constructively aligned with course learning outcomes, can assist students to engage with their online peers, to develop critical concepts of the subject matter, and to practise skills that are associated with the course. Please contact the Author of Prison Escape, Associate Professor Eric Kong at the University of Southern Queensland, Australia, for any further enquiry of the online exercise.

Material Type: Game

Author: Eric Kong

Online Course Development – Best Practices

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This twelve-minute video presents the best practices associated with online course design and development including: - Using the ADDIE method - Leveraging the best use of technology - Defining all stakeholders - Selecting all stakeholders - Selecting a practical learning theory or approach - Conducting course evaluations - Providing continued learner support

Material Type: Module

Author: Cathy Miller

ONLINE SCHOOL SETTING: Student Online Functioning Skills Assessment- Student Readiness

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The purpose of this online school setting functioning skills assessment is to determine the likelihood of student success in the online school setting based on specific online functioning skills. Target skills were selected from over six years of observational, qualitative and quantitative data in an online school setting. Students who have strong online functioning skills appear to be more successful in the online school setting according to the data. This assessment form can be used by students to self assess, and/or by a student's parents, administrators and teachers in collaboration. The from consists of ten questions based on the most important functioning skills and behaviors needed in order have the best chance of success in an online setting. Participants are asked to answer on a 1-4 rubric resulting in a Total Score in order to determine the likelihood of success online. Assessment data is expected to be used to drive student interventions including teacher instruction of functioning skills, student self assessment, and ongoing progress monitoring. While this was created for Special Education Students, it can be used for any student or adult who is engaged in online learning.

Material Type: Activity/Lab, Assessment, Teaching/Learning Strategy

Author: Jennifer Hedrick

Get a “SMART” Start - Tools to Help Students Succeed Online

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Research shows that maintaining high retention rates in distance learning education is a challenge. There are various tools and resources available web-based tools that can help identify at-risk students and measure and boost opportunities for growth and success. Students can take advantage of these resources to prepare ahead of time to ensure a "SMART" start and successful completion of their online course work. First we will review SmarterMeasure to identify attributes, skills and knowledge and assess competencies necessary for successful distance learning and help identify potential resources to help maximize efficiency in potentially deficient areas. Then we will review SMARThinking that helps educational institutions offer students outstanding academic support through a network of professionally certified educators focused on increasing student achievement and enhance learning.

Material Type: Case Study, Diagram/Illustration, Reading

Author: Heather Cura

Professional Learning Course : Culturally Responsive Practices to Improve the Online Teaching and Learning Experiences

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Module home primarily starts with introduction and pronunciation of individual names cultivating scopes for interaction and sharing views. Breaker room discussions  generate initial thoughts, prior experiences and storytelling among learners from all walks of life. Each section of the module has relevant scholarly readings along with educational YouTube videos to facilitate the learners. Besides, discussion assignments, interactive sessions, in every module one homogenous group learner get the chance to present intercultural sessions with another homogenous group. For the final project requirement learners will design 5 online modules embedded with CRT online learning to demonstrate their application of knowledge. Finally, assessment questions provided for interactive interview and certification.  

Material Type: Module

Authors: Elicia Bennett, shopto rahman

Module Two: Strategies for Active Learning in Discussion Boards

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When we teach online, it is important to consider the tools we use, the purpose of assessments and learning activities and how they align with our learning objectives, and how we can encourage active learning. We know that both students and faculty can be overwhelmed with weekly discussion boards, and these discussions can seem onerous if they are all about checking whether or not students have done their reading. Rather, we are looking to mimic the fluidity and the engagement we have in face-to-face class discussions and to promote students' internal motivation for participating. First, we need to identify our purpose(s) for using the discussion tool (assessment or learning activity) and then we need strateigies to promote active learning.

Material Type: Module

Author: Caran Howard

Online debate

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This is 3-part lesson on the topic of downloading music. The first part is a station rotation blended learning, followed by a second lesson which uses a flipped approach, and the third lesson is an online debate where students debate the motion "should downloading music be illegal?". Students will debate in a public platform where they will be engaging members of the public on the issue, and hence, aspects of digital citizenship and responsibility is implicitly embedded in classroom discussions and materials. 

Material Type: Lesson Plan

Author: york lim

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