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July 2011

In This Issue
What Does the Term
"Online Course" Really Mean?

 
Is This Worth It?
 
Connecting with the Virtual Classroom

Free Course Samplers

Interested in learning more about cataloging or genealogy research in your library? Check out our course samplers to see what LE@D's latest course titles have in store for you.

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Free Webinars for
Improving Virtual Education

Join us for this three-part series for both beginners and old hands who like refreshers. Our goal: Improve the effectiveness of online education programs.

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Quick Links

Missed a Webinar?

Never fear! For handouts, audio, and video recordings of LE@D's latest Webinars, check out our blog.


Blackboard Update!

Recent enhancements to the Blackboard Learning Management System have rendered occasional display errors for users with the latest browser versions. If you encounter difficulties within a LE@D course, check out the following resources for more information on supported browsers. Please note that until further fixes are implemented, the latest browsers are often unsupported by Blackboard.

UNT Helpdesk

Blackboard



Connecting With the Virtual Classroom
by Pat Wagner

Webinars share slides and live narration with participants who might be on the other side of the world. But, for presenters used to face-to-face interactions, the experience can feel like speaking into a void. So, how can you connect with your participants and help them feel part of a "real" class?

1. Rehearse frequently with your tools so you can focus on the material.
Practice until advancing slides and using communication tools are second nature, and rehearse before every live presentation.

2. Rehearse your material so you don't have to read a script.
Even skilled readers will sound like, well, like they are reading. Talk as if you are chatting with one friend.

3. Learn how to use the survey and polling tools, and use them.
Responding to questions and seeing other people's answers provides participants with emotional links to you and other class members.

4. Stop for Q and A during the program, not just at the end.
I usually stop at 20-minute intervals and ask for questions. (I also provide "seed" questions in case participants have none to share.)

5. Encourage side chats and tweeting.
Participants often learn as much or more from fellow participants' examples, as they do from you. You also can personalize the material based on what they say to each other. Let others share the spotlight.

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