Courses supported by eCampus strictly adhere to the Faculty Senate guidelines for fulfilling core requirements for baccalaureate degrees. Processes and examples are provided here:
Oral Communication Intensive Designator
Students can engage in public speaking in their home town or surrounding communities and record their speeches. Students give presentations at local schools, at community organization meetings or in political forums. Not only do assignments like this encourage community engagement, they allow for students to experience both online and face-to-face speaking environments to demonstrate their skills and identify what works for specific delivery methods.Students can deliver their presentation to the class either with a topic of their choosing. In some upper level and graduate courses, the topic may be assigned by the instructor. Film review presentation, content presentation, final presentation, group presentation, class participation, peer review, peer evaluation, for example.
Presentations are spread out throughout the semester and students will be given feedback along the way. Presentations are evaluated by the instructor using various evaluation tools: presentation rubrics, competency standards or other evaluation forms.
Activities may include: individual presentations, class presentations, small group presentations, peer review, and peer evaluation. These are accomplished through multiple video/recording platforms using both face-to-face and online forums, synchronous and asynchronous methods. Presentations may be either recorded and presented to the instructor and to the class for review delivered via Google+ Hangout, Blackboard Collaborate, or other web-based conference software or recorded and shared through YouTube or Google Drive. Question and answer sessions are facilitated through a combination of asynchronous and/or synchronous methods.
Incorporating visual aids in public speaking is a big part in presenting your message. If a presentation is videotaped, presentation material is shared with a class before the presentation begins. If the presentation is offered live, presentation material is either incorporated into the presentation or is distributed to the class prior to class meeting.
Students can engage in public speaking in their home town or surrounding communities and record their speeches. Students give presentations at local schools, at community organization meetings or in political forums. Not only do assignments like this encourage community engagement, they allow for students to experience both online and face-to-face speaking environments to demonstrate their skills and identify what works for specific delivery methods.
Student groups are responsible for meeting with the instructor during office hours or at a time convenient to the instructor prior to making a presentation to the class to review presentation strategy.
Peer Review and Support
Students complete peer evaluations concerning the other individual and/or group presentations.
Speaking Center’s resources as well as other online resources on presentations, videotaping tips, and video uploading directions are made available to students. Students who can access the Speaking Center on the UAF campus or a campus center near them, are encouraged to do so.
The Instructor creates a folder in their Google Drive and shares it with the class. Students will receive an email invitation to access the shared folder. Students should click the “Open” button listed in the email and log into UAF Google Drive.
Students will be taken to a screen with an “Add to Drive” button in the upper right. Clicking this button will make it easier to find this folder. Videos are shared in this folder.
- WebM files (Vp8 video codec; Vorbis Audio codec)
- .MPEG4, 3GPP and MOV files – (h264 and mpeg4 video codecs; AAC audio codec)
- .AVI (MJPEG video codec; PCM audio)
- .MPEGPS (MPEG2 video codec; MP2 audio)
- .FLV (Adobe – FLV1 video codec, MP3 audio)
Tips for Google Hangouts (UA Google log-in required)