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There was no way we could simply replicate in the online course the presentations that happen in the face-to-face version of the course. But we could use the online setting to do certain things that are uniquely suited to the online environment. So instead of having students present their solutions to problems in class, students presented their solutions to online homework questions by filming themselves and then posting the videos to YouTube.
This could easily be applied to school environments - both primary and high school.
And it's a good way to demonstrate the SAMR or RAT model.
I agree that :
"The presentations got students working at a higher level of Bloom’s Taxonomy by having them create something of value in the course, and I believe that doing these videos helped them connect to the content in new ways."
The idea can work out well also in the classroom ...
The presentations got students working at a higher level of Bloom’s Taxonomy by having them create something of value in the course, and I believe that doing these videos helped them connect to the content in new ways.