Using E-presentations in an
Asynchronous Online Course
Jerine Pegg, Dept. of Elementary Education
Context
• Graduate course on curriculum theory
• Usually 10-15 students
• Taught entirely on-line in an asynchronous
format
Course Structure
• Weekly readings, supplemental videos, internet
resources, and information summaries
• Weekly activities alternate between group
discussions & individual reflections
• Weekly video memos to summarize the previous
weeks activities
• Group e-presentations the last 4 weeks of the
course.
E-Presentation Assignment
• Goal: Create an online presentation on a topic
related to contemporary curriculum issues (e.g.
globalization, assessment & standardized
testing)
E-Presentation Assignment
• Group assignment (2-4 students per group)
• Students choose from a pre-determined list of topics
• A variety of online tools are provided as options for
the presentation (e.g. Wiki, Google Presentation,
Prezi, Screencast)
• Presentations should take other students ~45
minutes to work through plus additional time over the
week for discussions
E-Presentation Rubric
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Thoroughness and Organization
Connection to Course Concepts
Connection to Teaching/Educational Experience
Class Engagement in Presentation
Sources
Reference Format
https://sites.google.com/site/gendercurriculum/home
What works well
• Allows students to take more control of their
learning
• Guidelines and rubric provide guidance, while
the presentation format provides flexibility
• Interactive component requires presenters to
actively engage other students
Recommendations for Others
• Be flexible regarding the online tools used and
remind students that it is the content, not the tool
that they are being assessed on
• Consider providing guidelines for group work and
support for students to navigate the preparation
of a group project at a distance