Download the supporting PDF file for this episode http://bit.ly/fhEFBn from the Learning to Teach Online project website.

Discussions are an important component of many forms of online student interaction. For students to benefit from an online discussion, it is important for teachers to generate relevant topics, effectively moderate student activity and participate regularly. This episode will highlight several strategies to help you manage online discussions more effectively, and make them more beneficial for your students.

Download the supporting PDF file for this episode http://bit.ly/f1v3iH from the Learning to Teach Online project website.

This case study examines the use of eBooks and eReaders as an extension of the usual Blackboard Learning Management System (LMS). This initiative was undertaken as part of the DUCKLING research project (Delivering University Curricula: Knowledge, Learning and Innovation Gains) conducted by the Beyond Distance Research Alliance at the University of Leicester in the UK.

While the context of this study involves distance students, using electronic books can have applications in any discipline where students are required to undertake a significant amount of reading. This case study discusses some advantages of using eBooks, and outlines the process involved in creating and uploading them to an eReader device.

Download the supporting PDF file for this episode http://bit.ly/ijlL3g from the Learning to Teach Online project website.

Engaging students in online learning is critical for success. In this episode, we speak with teachers and students about strategies for improving engagement and motivation in online learning environments. Effective facilitation, creating learning communities, strategies for motivating students, and encouraging and sustaining participation are discussed.

Download the supporting PDF file for this episode http://bit.ly/9Ml13Z from the Learning to Teach Online project website.

This Learning to Teach Online case study aims to demonstrate how the effective use of simple 'just in time' style online tutorials, stringently prepared and designed to support the needs of the students, can positively impact student learning when used in conjunction with traditional teaching approaches. Stephanie Eckoldt and Dominic Alder from the University of Bristol examine the reasons why they adopted an online supported teaching approach, and discuss key considerations in the planning and use of online tutorials. It is hoped that teachers in a wide range of different disciplines will be able to relate how the use of online tutorials would be of benefit to their own students' learning. Any teachers or students studying medicine and surgery are freely able to access and use the Hippocrates online tutorials.

Download the supporting PDF file for this episode http://bit.ly/fEveZU from the Learning to Teach Online project website.

This case study examines the use of simple audio podcasts in a fully online distance education class, as part of the DUCKLING research project conducted by the Beyond Distance Research Alliance at the University of Leicester in the United Kingdom. It discusses the benefits of using podcasts as part of an integrated online learning strategy in a distance learning context, and gives an overview of how podcasts were used to introduce concepts, provide support for assignments, and to give students direct feedback on their work.

Download the supporting PDF file for this episode http://bit.ly/aL55Yj from the Learning to Teach Online project website.

In this Learning to Teach Online http://bit.ly/d18ac5 episode we look at two different types of online learning environments: a centralised Learning Management System (LMS), and free open access social media (such as Twitter, YouTube, Facebook, etc). We discuss the benefits of each and highlight some important issues that need to be considered when using each of them.

Download the supporting PDF file for this episode http://bit.ly/cnzReG from the Learning to Teach Online project website.

Online classes are not bound by scheduled class times, and it can be very easy to spend too much time teaching and managing your students in this environment. This Learning to Teach Online http://bit.ly/d18ac5 episode highlights some important issues regarding managing your teaching time online. It examines some of the benefits and potential pitfalls of online teaching related to time, and offers some practical tips and suggestions on how teachers can make their online teaching more effective and productive.

This case study examines the use and benefits of online user generated self-assessment learning objects in Medicine. Two medical students from the University of Bristol developed a free online website called Medicles, which allows medical students from all over the world to develop and share mini-tutorials on a wide range of topic areas. This case study examines how the Medicles system works, and discusses the benefits that user generated learning resources can offer.

What do you think of this resource? Please click http://svy.mk/e6BP1G to complete a quick survey.

Download the supporting PDF file for this episode http://bit.ly/lg0vwL from the Learning to Teach Online project website.

Download the supporting PDF file for this episode http://bit.ly/gd02CZ from the Learning to Teach Online project website.

This case study examines the use of online asynchronous discussions as part of a large professional practice class for primary mathematics teachers. Online forums within Blackboard are used to host discussions about video lectures, support assessments and to enable students to ask questions and receive advice about content. The realities of managing large scale online discussions are discussed, along with strategies for effective facilitation.

What do you think of this resource? Please click this link to complete a quick survey http://svy.mk/e6BP1G

Download the supporting PDF file for this episode http://bit.ly/ieDVEh from the Learning to Teach Online project website.

While developing effective teamwork and collaboration skills are considered important to the learning process, many students find group work challenging and difficult. In this episode we explore how Internet technologies can improve the collaborative process within online teamwork, and offer some useful strategies for facilitation and assessment.

What do you think of this resource? Please click http://svy.mk/e6BP1G to complete a quick survey.

Download the supporting PDF file for this episode http://bit.ly/gFPzbN from the Learning to Teach Online project website.

This Learning to Teach Online http://bit.ly/d18ac5 episode explores some of the key considerations when planning your online or blended (face-to-face and online) class. It examines the importance of considering pedagogy before technology; constructively aligning assessment with learning outcomes; and the integration of digital literacy skills. It also offers some useful strategies for deciding which components are better suited to an online learning environment.

It is strongly recommended that teachers who are considering planning an online class also watch other Learning to Teach Online episodes and case studies for more in-depth information about the concepts discussed in this episode.

This Technical Glossary video introduces the basic operation of the free audio editing software Audacity. Learn how to record, edit and export audio for audio podcasts as lectures or feedback for students. Please also see the related case studies watch the related case studies called Using audio feedback http://bit.ly/bobJOD and Increasing student engagement using podcasts http://bit.ly/fEveZU.

What do you think of this resource? Please click http://svy.mk/e6BP1G to complete a quick survey.

What do you think of this resource? Please click http://svy.mk/e6BP1G to complete a quick survey.

Download the supporting PDF file for this episode http://bit.ly/eSFZBS from the Learning to Teach Online project website.

This case study examines how the University of Leicester utilised a virtual oil rig in the online world Second Life, to help students develop an emergency evacuation strategy for an oil rig. This was conducted as part of the DUCKLING research project, involving students in an online masters degree in occupational psychology. The unique learning opportunities offered by virtual worlds are discussed, along with common technical difficulties that can potentially inhibit student learning.

Download the supporting PDF file for this episode http://bit.ly/e2Hxxs from the Learning to Teach Online project website.

Web 2.0 tools can be useful for any situation where discussion and content sharing is desired, and where accessing current information in certain topic areas can be advantageous for learning. This case study examines how and why Lubna Alam from the University of Canberra used the Moodle Learning Management System (LMS) as a central hub that both provided her students with easy access to the class blogs, wiki and Twitter, and a place where information from the different technologies was amalgamated. The integration of web 2.0 technologies into the learning process is examined, highlighting how this can improve student engagement, communication and collaboration.

What do you think of this resource? Please click http://svy.mk/e6BP1G to complete a quick survey.

This Technical Glossary video aims to give you an understanding of the social media platform Twitter http://twitter.com. The concept of tweets is discussed, and the video also demonstrates how to set up an account, how to find and follow other Twitter users, tweet and send direct messages to users, and how to use hash tags in teaching contexts.

Please also watch the related case study called Teaching with web 2.0 technologies: Twitter, wikis & blogs - Case study http://bit.ly/e2Hxxs.

Download the supporting PDF file for this episode http://bit.ly/gZXd6p from the Learning to Teach Online project website.

Copyright and creative commons is particularly important in the educational context where content is often copied, shared, reused and remixed by both teachers and students in the learning and teaching process.

This episode explains the basics of creative commons. We examine some of the different license terms and combinations, and offer some insights into which might be better suited for educational purposes. We also discuss how to generate your own creative commons license and what to do when your work is not attributed by others.

Download the supporting PDF file for this episode http://bit.ly/bH53dD from the Learning to Teach Online project website.

This Learning to Teach Online http://bit.ly/d18ac5 case study features Tam Nguyen from The University of New South Wales, describing how a blog was used in one particular teaching context to promote peer-to-peer interaction, feedback and discussion. Tam's students also integrate YouTube and Flickr into their blogs, maximising the potential of both social media and a learning management system.

While the case study does examine one particular teaching application of a blog, the principles discussed can just as easily be applied to any teaching situation where the ability for individuals to chronologically record a learning process, collate different learning resources such as text, video and audio, and increased peer feedback or discussion between students is desired. This episode will examine the context, planning and teaching within the case study, and highlight any issues that were encountered, and benefits that make this type of online teaching worthwhile.

Download the supporting PDF file for this episode http://bit.ly/989e9Y from the Learning to Teach Online project website.

This Learning to Teach Online http://bit.ly/d18ac5 case study aims to give you a basic understanding of the website http://flickr.com, by explaining how Lynette Zeeng from Swinburne University of Technology used it to teach photography in a blended (face-to-face and online) class. It discusses the benefits of using an online community for submitting, organising and giving feedback on images, and the impact on student learning. Key issues surrounding pedagogic planning and teaching with Flickr that were encountered in this context of the case study will also be examined, highlighting the benefits and potential issues of adopting this approach.

Download the supporting PDF file for this episode http://bit.ly/bobJOD from the Learning to Teach Online project website.

This Learning to Teach Online http://bit.ly/d18ac5 case study aims to show how simple and powerful using audio feedback can be. Simon McIntyre from COFA Online http://online.cofa.unsw.edu.au, at The University of New South Wales discusses how he uses audio feedback effectively in COFA's trans-national fully online Master of Cross-Disciplinary Art and Design program http://bit.ly/5oNGn1. While the context of this case study is in art and design, the use of audio files for giving students feedback is applicable to any discipline or almost any type of student work, even in 100% face-to-face classes. This case study will examine some of the motivations for adopting the use of audio feedback, the benefits for students and teachers, and some key considerations to keep in mind.