Matthew Caron

Discussion Comment

The module recommends saving a transcript of remediation chat sessions. Do you also recommend saving video files of these sessions, if that is a capability of the system?

Matthew Caron

Discussion Comment

Synchronous with video and audio

The synchronous course that I will be facilitating consists of video and audio of the instructor AND students. The students will be muted and will be able to "raise their hand" to get my attention (an on-screen icon). Core concepts will be transmitted in this manner, but students will be given detailed schedules and outlines for all sessions. Feedback will be immediate and similar to an in-class environment, or so I hope. Am I fighting a losing battle?

Matthew Caron

Discussion Comment

On-line instructor information

The module on projecting authority mentions using video, audio, photo and/or text (in that order) information about the instructor to familiarize students with his (my) capabilities and background. Would you recommend creating an on-line presence (blog, forum, etc.) and directing students to that site?

Matthew Caron

Discussion Comment

Synchronous on-line instruction

Dr. Vaillancourt, thnak you for your advice. It's been quite some time since I've thought of the Socratic Method. I will take your suggestion to heart. "As for me, all I know is that I know nothing."

Matthew Caron

Discussion Comment

Synchronous on-line instruction

Hello to the forum. I will be teaching a synchronous on-line paramedic program that will consist of "traditional" lectures and demonstrations of practical skills. The didactic portion will have upwards of 25 students and practical demonstrations will have a student:instructor ratio of 6:1. I have taught pre-hospital providers for 25 years in traditional face-to-face settings and have developed teaching idiosyncracies that will not work on-line, such as walking around while on video camera. I was wondering if anyone had experience with, what to me is, a major change in presentation style and how they worked around it. I find that… >>>