Emory Foundations for Online Learning
Communication and Community
I will teach a doctoral level capstone preaching course in which we explore theories of preaching, sermon development/refinement, and sermon presentation. The course draws upon skills learned through experience and prior education to facilitate the practice of preaching. Cognitive presence. An activity I will use to establish cognitive presence is discussion forum posts. Students will Read More …
Teaching Presence: In the Holocaust Class, I will assign a documentary about Warsaw Ghetto during the WW2 and an article discussing the Jews’ situation in this Ghetto. Through watching this film and reading this article students will learn about an exemplary case how Nazis forces Jews to live Jews in a locked part of the Read More …
Community of inquiry is a key pedagogical goal of the course. I do not think that teaching is all about delivering fixed knowledge. Rather, I believe that teaching should be a part of the collective learning process. To achieve this goal, I will deploy three interconnected activities for teaching, cognitive and social presence. Teaching presence: Read More …
I have chosen to discuss the roll of the community of inquiry framework in the most common learning activity in most university-level math classes: the lecture. This will be instructive for me as a thought-exercise to explore how the lecture affects learning for my own students, and I hope I will also be able to Read More …
Social Presence: This domain of “Community of Inquiry” is the ability of participants to project their individual personalities in order to identify and communicate with the community and develop inter-personal relationships (Garrison, 2009). As a result, a fundamental first activity that I plan to use in a “Foundations of Neuroscience” class -that I hope to Read More …
Since philosophy concentrates to such a high degree on understanding complex ideas in ways that are often counter-intuitive from a common-sense approach, strongly embedded in an intellectual history that many students have only peripherally made contact with before, it is important to make sure that students have access to materials and methods that maximize their Read More …
I teach an introductory religion course in which we de-center dominant faith traditions in the US, and give particular attention to traditions that have been historically marginalized. The course is reading and writing intensive. Cognitive presence. An activity I use to establish cognitive presence is index card inquiry. The question for this activity is always Read More …
I mainly teach introductory courses to high school and undergraduate students on many different subjects ranging from mathematics to English. Regardless of the subject, the main purpose of most courses I teach is to introduce and to lay down the fundamental concepts of the subject. Since the majority of my students are just starting their Read More …
I am an instructor for a master’s level course on Qualitative Research Methods. The purpose of the course is to introduce students to relevant aspects of qualitative research, including: research design, sampling and recruitment, data collection (interviewing, observation, and focus groups), preliminary data analysis, and ethical issues. I use a variety of activities throughout the Read More …