Communication Exemplars

This page will provide instructions and the questions for each SB Communication Exemplar.

Module 2 Optional M1 Reflection Prompt:

Feel free to respond to any/all of these question prompts:

  • How are you feeling about EFOT in general?
  • How did the video tutorials reinforce the M1 activities? 
  • What did you think about Zaption, the interactive video software?
  • How was using VoiceThread to begin to connect with one another?
  • What are your thoughts about using VoiceThread in your classes?  In what ways would you use it? Why might it not work for your class?
  • Touch on anything else that is on your mind about our class!


Module 2 Communication Exemplar Prompt:

After reading and researching about Managing your Online Course, take a moment (or two) to reflect and describe what motivates you to want to teach in the online classroom. In what ways do you believe you will be effective and impact student learning in this medium of teaching? Next, write down one of the biggest concerns or challenges you think you will face when teaching online. Describe how you will address the concerns or challenges. 

When making your initial blog post, select the appropriate categories for your post.  One category will be your name so that your contributions can be easily searched.

Module 4 Communication Exemplar Prompts:

Select one of two prompts:

1.  Assessment Strategies:  As you develop (or enhance) your online/hybrid course, think of the variety of assessment techniques covered in this module. Recall that assessment ought to be developed in relationship to course concepts, problem solving, and critical thinking while fundamentally creating a learning-centered environment. With this in mind, formulate your approach and outline your assessment strategies in your online/hybrid course. Which of these assessment areas would you consider your current strengths?  Where do you see opportunities for growth/improvement? 

2. Learning-Centered Assessment: After reading the provided resources on self-evaluated and self-directed heutagogical learning, describe your initial thoughts about designing an entire online/blended course or even just an assignment around these ideas/methods. Will you (or have you) consider these approaches?  Why or why not?  If so, briefly outline your idea(s). The resources that were provided to you were just a start.  Feel free to research more to gain additional traction on these  types of assessment.

Module 7 Communication Exemplar Prompt:

  • Have you heard about Open Educational Resources (OERs) before this module? In what context?
  • Perform research looking for OERs in your field. Choose from the main list of OER databases provided in the Read + Resources area.
  • What were you able to find any OERs that could be of value to your teaching?
  • What value do you see in OERs in educational settings?
  • How have you worked under the constraints of copyright when delivering content in your classes?
  • What additional questions about OERs and copyright do you have, in general?



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    • David Key on July 4, 2014 at 2:32 am
    • Reply

    When I reflect on the readings and question what motivates me to teach online, I think there is a basic justice issue that comes to the forefront. If my class is online, it could ultimately be offered to anyone regardless of location and social standing. In the traditional classroom, especially at a place like Emory, we live in a place of privilege and at worse, a bubble of common experience. The online classroom could possibly open up that constraint not only for us teachers, but also for our students. If successful, course content could be spread to new audiences untouched by our traditional classrooms.

    My biggest concern is how emotional intelligence plays or doesn’t play in the virtual environment. I use emotional intelligence to see how my students are reacting to the information I am presenting in my traditional classroom. Without that use, I will need to find alternative ways of feedback. I will need to do that without adding busy work, a common complaint, to the online students. I am hoping this class will give me some ideas about how to address this issue.

      • Philip Davis on July 16, 2014 at 5:15 pm
      • Reply

      Hey David,

      I completely agree with your concerns. As education moves more and more to a virtual classroom I believe our students lose social and networking opportunities, many of which were carried throughout the lives of previous face to face generations. This is becoming an even greater concern as online education is offered at younger ages, possibly at the expense of learning social skills and developing the emotional intelligence to which you referred.

      All the best,

    • Philip Davis on July 16, 2014 at 5:10 pm
    • Reply

    When I think of assessment, multiple choice tests come to mind, mostly because in nursing we use this method the most with good reason. Our students are required to take a multiple choice licensing exam in order to practice as nurses or nurse practitioners. Therefore it is important that they receive practice toward that end. However, at Emory we use written assignments so that our nurses and advanced practitioner are prepared for doctoral programs, research and to be nurse leaders. We also use simulations and case studies to develop their critical thinking skills and assess their interaction with patients and each other.

    Much of that can translate to an online course. There are simulation programs, but they are not as effective as live simulations. Otherwise the assessments we use translate fairly well. The real issue I see is developing and assessing teamwork and student interaction. When we are no longer face to face, interaction becomes limited to videos, audio threads and the written word. It is difficult for anyone to respond on video or in writing the same way they do in person. Therefore assessing the ability of the student to interact with patients or colleagues becomes a major challenge. In my reflection and digestion of the readings, I still believe that we are faced with this challenge in the online environment.

    1. Philip, Good post. Why are the simulation programs not as effective? How do they differ from live simulations?

      David K.

    2. Phillip,
      I look forward to seeing your rubrics for assessments of nursing students’ responses to case studies. This will mostly closely mirror much of how I hope our DMin students will integrate their learning, apply their learning in communal processes, even write the case studies from their own contexts, etc., but I find developing rubrics for case studies difficult. For our students – perhaps unlike nurses – there could be a variety of successful, positive options students could imagine. Will you send me your rubrics for evaluating responses to case studies once you have them designed?

        • Philip Davis on July 20, 2014 at 11:33 pm
        • Reply

        We define the grades within the case study so there isn’t a traditional rubrics. Since multiple instructors grade them, we generally meet in advance to ensure consistency across graders. There are multiple approaches to treating a patient so we have to use our judgement as to the appropriateness of the students’ responses.

  1. I loved the article on self-directed heutagogical learning. I feel like my online course has found a home. It of course will be a challenge. The concept is still so new and unknown that my computer is telling me it is misspelled. In my course, I am seeking to develop self-motivated ministers to do acts of action, reconciliation and transformation in their respective communities and contexts. If the course itself can help with maturing the ministers and ministerial students to take responsibility and self-initiative, a major goal will have been accomplished. As we give the course to other educational institutions, instructors can come into the online classroom and help more it towards pedagogy as their instiutions so desire. This could work effectively in Baptist educational settings which tend to be localized.

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