Designing, Assessing and Scaffolding Student Learning in Videoconferences

Designing, Assessing and Scaffolding Student Learning in Videoconferences

Harry Grover Tuttle (Syracuse University, USA)
DOI: 10.4018/978-1-59904-331-9.ch008
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Abstract

This chapter provides a three-step framework for improving student learning in videoconferencing. Using the Understanding by Design Model, educators can design videoconferencing instruction that focus on specific student learning. As they pre-assess their curriculum and instruction goals and shape the videoconference plan, as they assess students’ learning pre, during and after the videoconference, and scaffold the learning to meet these goals and assessment needs, they will automatically build in structured, successful learning experience. While discussing the transfer of the Understanding by Design Model to videoconferencing settings, the author provides specific examples of each step of this process that will help other educators use the system in their own instructional practices.

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