Services > Course Design & Enhancement

In response to new instructional opportunities enabled by technology, DePaul faculty members are working with IDD to address the critical pedagogical questions that today’s educators face. These questions include:

• How can I present course materials in a more exciting and engaging way?   
• How can I stimulate intellectual growth and information sharing among students?  
• How can I make learning expand and extend beyond the realm of the classroom?   

In the videos below, faculty members describe their experiences incorporating learning activities afforded by instructional technology. All of the videos require RealPlayer to be viewed. You can download the free RealPlayer at www.real.com.

 

	Sasha Dekleva College of Commerce Facilitating Discussion Board with Blackboard		In this video, Professor Sascha Dekleva describes his experience using Blackboard to facilitate discussions online. While many instructors already realize that Web-based discussion makes coursework more accessible and convenient, Professor Dekleva notes that online discussion allows students more time for reflection and self-editing than a face-to-face conversation.
	Karen Glynn College of Commerce Modeling Real-World Technology in the Classroom		In this video, Professor Glynn discusses how her use of Blackboard provides her students with increased exposure to communication and collaboration tools that will be an essential part of their careers in marketing. She points out that student expectations continue to rise when it comes to the use of instructional technology in higher education. In using Blackboard to meet these expectations, Glynn is practicing what she preaches—continual intellectual growth through continual learning.
	Jody O'Connell School of Education Learning Communication Tools in Blackboard.		In this video, Professor O’Connell discusses how her use of instructional technology has made her a better teacher while helping to prepare her students to use similar tools in their careers as educators. She notes that students who might be apprehensive to speak out in a traditional classroom often make better contributions in online discussions where there is more time and less pressure. O’Connell goes beyond simply using Blackboard for online discussions, noting that technology can be used to facilitate effective resource sharing among students and instructors.