Chapter
1 Learning through dynamic design and animation
1.1 Discipline/academic areas addressed
1.2 Instructional purpose
1.3 Student learning outcomes
1.3.1 Overarching student learning outcomes
1.3.2 Discipline-specific student learning outcomes
1.4 Prerequisite skills and knowledge
1.4.1 Prerequisite skills and knowledge for instructors
1.4.2 Prerequisite skills and knowledge for students
1.5 Step-by-step directions for instructors
1.6 Step-by-step directions for students
1.7 Approximate time required
1.8 Readings and resources
1.9 Variations on the basic theme
1.10 Observations and advice
1.11 Supplemental materials
2 Creating digital videos in an ESL learning community to develop communication skills and content area knowledge
2.1 Discipline/academic areas addressed
2.2 Instructional purpose
2.3 Student learning outcomes
2.3.1 Overarching student learning outcomes
2.3.2 Discipline-specific student learning outcomes
2.4 Prerequisite skills and knowledge
2.5 Step-by-step directions for instructors
2.6 Step-by-step directions for students
2.7 Approximate time required
2.8 Readings and resources
2.8.1 Required hardware and software
2.8.2 Online platforms for uploading, viewing, and commenting on student videos
2.8.3 Online tutorials for creating digital stories and using Photostory 3
2.8.4 Sample digital videos
2.8.5 License- and royalty-free music for videos
2.9 Variations on the basic theme
2.10 Observations and advice
2.11 Supplemental materials
3 Unplugging with off-the-gridders
3.1 Discipline/academic areas addressed
3.2 Instructional purpose
3.3 Student learning outcomes
3.4 Prerequisite skills and knowledge
3.5 Step-by-step directions
3.6 Step-by-step directions for instructors
3.7 Step-by-step directions for students
3.8 Approximate time required
3.9 Readings and resources
3.10 Variations on the basic theme
3.11 Observations and advice
3.12 Supplemental materials
4 PROS: A self-guided process for assignment completion and meaningful learning
4.1 Discipline/academic areas addressed
4.2 Instructional purpose
4.3 Student learning outcomes
4.4 Prerequisite skills and knowledge
4.5 Step-by-step directions for instructor and students
4.5.4 Step 4: Self-reflect
4.6 Approximate time required
4.7 Readings and resources
4.8 Variations on the basic theme
4.9 Observations and advice
4.10 Supplemental materials
5 The use of free resources to facilitate anytime-anywhere learning
5.1 Discipline/academic areas addressed
5.2 Instructional purpose
5.3 Student learning outcomes
5.3.1 Overarching student learning outcomes
5.3.2 Discipline-specific student learning outcomes
5.4 Prerequisite skills and knowledge
5.5 Step-by-step directions
5.5.1 Step-by-step directions for instructors
5.5.2 Step-by-step directions for students
5.6 Approximate time required
5.7 Readings and resources
5.9 Variations on the basic theme
5.10 Observations and advice
5.11 Supplemental materials
6 I teach, therefore iPad: Improving asynchronous learning through formative assessment
6.1 Discipline/academic areas addressed
6.2 Instructional purpose
6.3 Student learning outcomes
6.3.1 Overarching student learning outcomes
6.3.2 Discipline-specific student learning outcomes
6.4 Prerequisite skills and knowledge
6.5 Step-by-step directions for instructors and students
6.5.1 iAnnotate directions for instructors
6.5.2 iAnnotate directions for students
6.5.3 Educreations directions for students
6.5.4 Weebly blog (curated solutions) directions for instructors
6.5.5 Weebly blog (reflections on solutions) directions for students
6.5.6 Directions for instructors (VoiceThread)
6.6 Approximate time required
6.7 Readings and resources
6.8 Variations on the basic theme
6.9 Observations and advice
6.9.1 Across the three cases
6.9.2 The importance of the timing and sequencing of asynchronous activities
6.9.3 The impact of designing instruction
6.9.4 The cross-curricular potential of the apps
6.10 Supplemental materials
7 The selfie (and ussie) as identity in the classroom
7.1 Discipline/academic areas addressed
7.2 Instructional purpose
7.3 Student learning outcomes
7.3.1 Overarching student learning outcomes
7.3.2 Discipline-specific student learning outcomes
7.4 Prerequisite skills and knowledge
7.5 Step-by-step directions for instructors
7.5.1 Preparation (prior to class)
7.5.1.1 First section: selfie as identity
7.5.1.2 Second section: selfie as reenactment
7.5.1.3 Third section: selfie as community
7.6 Step-by-step directions for students
7.6.2.1 First section: selfie as identity
7.6.2.2 Second section: selfie as reenactment
7.6.2.3 Third section: selfie as community
7.7 Approximate time required
7.8 Readings and resources
7.9 Variations on the basic theme
7.10 Observations and advice
7.11 Supplemental materials
8 Rhizomes of the classroom: enabling the learners to become the curriculum
8.1 Discipline/academic areas addressed
8.2 Instructional purpose
8.3 Student learning outcomes
8.3.1 Overarching student learning outcomes
8.3.2 Discipline-specific student learning outcomes
8.4 Prerequisite skills and knowledge
8.5 Step-by-step directions
8.5.1 Step-by-step directions for instructors
8.5.2 Step-by-step directions for students
8.6 Approximate time required
8.7 Readings and resources
8.8 Variations on the basic theme
8.9 Observations and advice
8.10 Supplemental materials
9 Supporting the conceptualization of student innovation projects through peer and expert feedback on virtual pitches
9.1 Discipline/academic areas addressed
9.2 Instructional purpose
9.3 Student learning outcomes
9.3.1 Overarching student learning outcomes
9.3.2 Discipline-specific student learning outcomes
9.4 Prerequisite skills and knowledge
9.5 Step-by-step directions for instructors and students
9.6 Approximate time required
9.7 Readings and resources
9.7.2 Virtual world platforms
9.7.3 Learner and teacher aids
9.8 Variations on the basic theme
9.9 Observations and advice
9.10 Supplemental materials
10 Synchronous “elevator pitch”: teaching digital communication literacy with peer consultation and self-assessment
10.1 Discipline/academic areas addressed
10.2 Instructional purpose
10.3 Student learning outcomes
10.4 Prerequisite skills and knowledge
10.5 Step-by-step directions
10.6 Approximate time required
10.7 Readings and resources
10.7.3 Tutorials and resources for using Google Drive and OneDrive
10.7.4 Tips and resources
10.7.5 Hardware and software recommendations
10.7.6 Supplemental resources
10.8 Variations on the basic theme
10.9 Observations and advice
10.9.1 Importance of the project
10.10 Supplemental materials
11 Effective use of technology for asynchronous learning to elevate students’ knowledge and problem-solving ability
11.1 Discipline/academic areas addressed
11.2 Instructional purpose
11.2.1 Use of LMS for asynchronous learning
11.2.2 Use of clicker technology for synchronous learning
11.2.3 Use of online homework for asynchronous learning
11.2.4 Use of student assessment of learning gains survey (SALG)
11.3 Student learning outcomes
11.4 Prerequisite skills and knowledge
11.5 Step-by-step directions for instructors
11.6 Step-by-step directions for students
11.7 Approximate time required
11.8 Readings and resources
11.8.1 Technology resources
11.9 Variations on the basic theme
11.10 Observations and advice
12 STEM to social awareness: connecting the dots through audio storytelling with podcasts
12.1 Discipline/academic areas addressed
12.2 Instructional purpose
12.3 Student learning outcomes
12.4 Prerequisite skills and knowledge
12.5 Step-by-step directions for instructors
12.5.1 Overview and initiation of the podcast project
12.5.3 Grading of podcasts
12.6 Step-by-step directions for students
12.6.1 Background information
12.6.2 Broadcasting the podcasts
12.7 Approximate time required
12.8 Readings and resources
12.9 Variations on the basic theme
12.10 Observations and advice
12.11 Supplemental materials
13 Asynchronous blogging as a mechanism to enhance students’ conceptual understanding of the epidemiological and public hea ...
13.1 Discipline/academic areas addressed
13.2 Instructional purpose
13.3 Student learning outcomes
13.4 Prerequisite skills and knowledge
13.5 Step-by-step directions for instructors
13.5.1 Instructor preparation and project evaluation
13.6 Step-by-step directions for students
13.6.1 Student preparation
13.6.2 Student blogging criteria
13.7 Approximate time required
13.8 Readings and resources
13.9 Variations on the basic theme
13.10 Observations and advice
13.11 Supplemental materials
14 Ten-story building: app development for ESL
14.1 Discipline/academic areas addressed
14.2 Instructional purpose
14.3 Student learning outcomes
14.4 Prerequisite skills and knowledge
14.5 Step-by-step directions for instructors
14.6 Step-by-step directions for students
14.7 Approximate time required
14.8 Readings and resources
14.9 Variations on the basic theme
14.10 Observations and advice
14.11 Supplemental materials
15 Global classrooms: creating international collaborative initiatives
15.1 Discipline/academic areas addressed
15.2 Instructional purpose
15.2.1 Background of global classrooms at Drexel University
15.2.2 Background of internationalization at Leeds University business school
15.2.3 Background to the DLGC program
15.3 Student learning outcomes
15.3.1 Within our project, the following objectives were explicitly directed to the students
15.4 Prerequisite skills and knowledge
15.6 Step-by-step directions for instructors
15.6.1 Section 1: prior to the onset of the GC
15.6.2 Section 2: week prior to first GC meeting
15.6.3 Section 3: first day of first GC meeting
15.6.4 Section 4: maintenance of the GC (reassessment and evaluation midproject)
15.6.5 Section 5: the GC project panel (the pitch day)
15.6.6 Section 6: assessment of student performance in the GC
15.6.7 Section 7: wrapping up the GC, reflection and evaluation
15.7 Step-by-step directions for students
15.7.1 Section 1: prior to the onset of the GC
15.7.2 Section 2: week prior to first GC meeting
15.7.3 Section 3: first day of first GC meeting
15.7.4 Section 4: maintenance of the GC (reassessment and evaluation midproject)
15.7.5 Section 5: the GC project panel (the pitch day)
15.7.6 Section 6: assessment of student performance in the GC
15.7.7 Section 7: wrapping up the GC, reflection and evaluation
15.8 Approximate time required
15.8.2 Week 1 onwards: students only
15.8.3 Week 2/3: teamwork
15.8.4 Week 6: final week
15.9 Readings and resources
15.10 Variations on the basic theme
15.11 Observations and advice
15.11.1 What makes this different?
15.11.2 What makes this important?
15.11.3 What makes this powerful?
15.12 Supplemental materials
16 Integration: Theory to everyday life
16.1 Discipline/academic areas addressed
16.2 Instructional purpose
16.3 Student learning outcomes
16.3.1 Overarching student learning outcomes
16.3.2 Discipline-specific student learning outcomes
16.4 Prerequisite skills and knowledge
16.5 Step-by-step directions for instructors
16.6 Step-by-step directions for students
16.7 Approximate time required
16.8 Readings and resources
16.9 Variations on the basic theme
16.10 Observations and advice
16.11 Supplemental materials
17 How rich media and discussion boards in online classes can foster student learning and an understanding of online social ...
17.1 Discipline/academic areas addressed
17.2 Instructional purpose
17.3 Student learning outcomes
17.4 Prerequisite skills and knowledge
17.5 Step-by-step directions for instructors
17.6 Step-by-step directions for students
17.7 Approximate time required
17.8 Readings and resources
17.9 Variations on the basic theme
17.10 Observations and advice
17.10.1 Instructional advice
17.11 Supplemental materials
Unplugging the Classroom
：Teaching with Technologies to Promote Students' Lifelong Learning
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