Sponsor Videos

Software Secure

Keypath Education

Conference News

LinkedIn FaceBook YouTube GooglePlus www.instagram.com/onlinelearningconsortium


Download the Mobile App
IOS  |  Android
OLC Mobile App

Make your travel arrangements

Yoga with Jan

Add to my registration


American Higher Education in Crises book cover

Join keynote speaker Goldie Blumenstyk for a book signing.

Books are available for pre-purchase for $16.95 (+tax). 
Read more

Conference Program now posted! This year's line-up includes:


OLC Excellence and Effective Practice Award Recipients Announced


Add/remove sessions from the Program Listing on the website or in the mobile app to create a list of sessions you want to attend!

My Schedule

Join Keynoters Goldie Blumenstyck (Chronicle of Higher Education) and Phil Hill and Michael Feldstein (MindWires Consulting)

BYOD to learn, explore, and share knowledge within this lab environment

Test Kitchen

Save the Dates

22st Annual OLC International Conference
November 16-18, 2016 | Orlando, Florida | Walt Disney World Swan/Dolphin Resort

OLC Innovate 2016 - Innovations in Blended and Online Learning
April 20-22, 2016 | New Orleans, LA | Sheraton New Orleans Hotel

Online Presentations: Annotating Their Way to Better Writing

Wren Mills (Western Kentucky University, USA)
Session Information
October 16, 2015 - 10:45am
Learning Effectiveness
Major Emphasis of Presentation: 
Practical Application
Major Emphasis of Presentation: 
Blended Program/Degree
Institutional Level: 
Multiple Levels
Audience Level: 
Session Type: 
Information Session
Northern Hemisphere A1
Session Duration: 
45 Minutes
Concurrent Session 10

Presentations seem unfeasible to many who teach online. This session features an assignment where students analyze disciplinary articles and present them to their online peers.

Extended Abstract

One of the most common misconceptions about online courses is that presentations must be forfeited. However, this is not only untrue, but so many tools now exist to make it possible that it seems unjust if an online version of a course that traditionally contains student presentations doesn't have them. Additionally, those who teach blended learning courses may be looking effective ways to use their classroom time together, which may include not wanting to give that time to presentations. This session will share an assignment that can be used in both online and blended courses to implement presentations effectively.

Outside of the field of writing, instructors may believe that disciplinary literature is too high-level for students to truly understand or that there isn't time to teach the nuances of a given writing style for students to begin learning how to appropriately write for their future fields. This presentation will share an assignment that teaches students about some basic rhetorical strategies, has them examine their use in articles in their own disciplines, and then has them explain these strategies and how they affect the writing to their peers in other disciplines via an online presentation. Students note the commonality of practices, such as frequency of quotation vs. paraphrase, use of passive vs. active voice, use or avoidance of first person, and frequency and type of visuals. Last, the students compare their findings about their fields' style to those their peers discovered in other fields to find similarities and differences among the disciplines represented in the class.

After students have recorded their own findings via a screen-capture presentation, the students compare their findings about their fields to those their peers discovered in other fields in a class discussion (either online or in person).

This assignment involves what are commonly new skills for students-- annotating PDFs and using screen-capture programs to have students share their findings as well as one with which they are already very familiar-- a discussion to share their cross-disciplinary thoughts. This session will share the prompt and include a discussion of how participants can duplicate the assignment in their own courses as well as a sample of videos for this assignment made by past students.

Lead Presenter

As the Distance Learning Training Coordinator, Wren provides both in-person and virtual training and consultations for faculty who wish to better their skills with technology in the classroom and online teaching; this includes Quality Matters training. She also serves as the point of contact for all Blackboard Outcomes Assessment inquiries. Additionally, Wren conducts ADA (Americans with Disabilities Act) Section 508 Compliance training to help faculty revise their course materials to be ADA compliant. Previous to her position in Distance Learning, Wren worked as the Instructional Coordinator for the Faculty Center for Excellence in Teaching at WKU and was an Assistant Professor in English at Southcentral Kentucky Community and Technical College. Wren has also worked as an Adjunct Instructor for WKU since 1999 and won the Potter College Part-Time Teaching Award in 2014.


A sample instructor rhetorical device video (Hedges) can be seen at: https://www.youtube.com/watch?v=2fUJPlTlUzk

Student Sample Presentation #1 can be seen at: https://youtu.be/e99PpdqcR8U

Student Sample Presentation #2 can be seen at: https://youtu.be/_0VQh8Qqb28