Applying Google Tools to Facilitate Online Teaching

Afrin Naz; Mingyu Lu; Shahed Mustafa

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Conference: 2015 ASEE Annual Conference & Exposition
Location: Seattle, Washington
Publication Date: June 14, 2015
Start Date: June 14, 2015
End Date: June 17, 2015
ISBN: 978-0-692-50180-1
ISSN: 2153-5965
Conference Session: Emerging Computing and Information Technologies I
Tagged Division: Computing & Information Technology
Page Count: 7
Page Numbers: 26.227.1 - 26.227.7
DOI: 10.18260/p.23566
Permanent URL: https://peer.asee.org/23566
Download Count: 853

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Paper Authors

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Afrin Naz West Virginia University Inst. of Tech.

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Dr. Afrin Naz is an assistant professor at the Computer Science and Information Systems department at West Virginia University Institute of Technology. She is working with high school teachers to inspire the K-12 students to the STEM fields. In last four years Dr. Naz and her team launched six workshops for high school teachers. Currently her team is training the high school teachers to offer online materials to supplement their face-to-face classroom.

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Mingyu Lu West Virginia University Institute of Technology

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Mingyu Lu received the B.S. and M.S. degrees in electrical engineering from Tsinghua University, Beijing, China, in 1995 and 1997 respectively, and the Ph.D. degree in electrical engineering from the University of Illinois at Urbana-Champaign in 2002. From 1997 to 2002, he was a research assistant at the Department of Electrical and Computer Engineering in the University of Illinois at Urbana-Champaign. From 2002 to 2005, he was a postdoctoral research associate at the Electromagnetics Laboratory in the University of Illinois at Urbana-Champaign. He was an assistant professor with the Department of Electrical Engineering, the University of Texas at Arlington from 2005 to 2012. He joined the Department of Electrical and Computer Engineering, West Virginia University Institute of Technology as an assistant professor in 2012. His current research interests include wireless power transmission, radar systems, microwave remote sensing, antenna design, and computational electromagnetics. He was the recipient of the first prize award in the student paper competition of the IEEE International Antennas and Propagation Symposium, Boston, MA in 2001. He served as the chair of Antennas and Propagation Society of IEEE Fort Worth Chapter from 2006 to 2011.

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Shahed Mustafa BridgeValley Community and Technical College

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Shahed is an Assistant Professor at Bridgevalley Community and Technical College. He has Master's degree from University of North Texas. In summer of 2014 he was the lead instructional designer and technologist for WVU Tech's pilot CS4HS online workshop. Shahed has extensive experience in Google Course Builder.

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Abstract

Applying Google Tools to Facilitate Online TeachingThis paper presents our experience in applying Google tools to deliver online instructions. In thesummer of 2014, we offered an online ___________ workshop to high school teachers, with thesponsorship from Google. Our four-week online workshop was completely based on Google toolsincluding Course Builder and Hangouts, which are all free of charge. Specifically, the coursematerials (i.e., PowerPoint slides and videos) were delivered using Google Course Builder, andthe live sessions and tutoring sessions were offered through Google Hangouts. During our four-week workshop, 24-hour online support was provided to the participants.The proposed teaching methodology does not intend to replace conventional face-to-faceinstructions; rather, it offers supplements to conventional teaching with enhanced capacity andflexibility. As a supplement to conventional face-to-face teaching, online teaching has the potentialto enhance students’ learning effectiveness from multiple perspectives, including but not limitedto accessibility (i.e., students could access the course materials at anytime from anywhere),flexibility (i.e., students could adjust the pace), and ease of employing multimedia (charts, photos,video, etc.).Assessment was conducted through pre and post workshop surveys. According to the feedbackfrom our attendees, online instructions using Google tools are proved to be highly accommodatingand effective. From our experience, we believe that numerous instructors (at college level, highschool level, and middle school level) would find Google tools an excellent platform to provideonline supplements to their face-to-face instructions. We are continuing to work with k12 teachersto demonstrate how to apply Google Course Builder and Google Hangouts to improve theirteaching and providing them training on the basic skills through plentiful hands-on exercises.In this second page we are providing two snapshots of video tutorials (with power point slides)which were delivered with free Google software and a simple web camera. Figure 1: Snapshot of a video tutorial on computer hardwareFigure 2: Snapshot of a video tutorial on programming lab

Citation
Format

Naz, A., & Lu, M., & Mustafa, S. (2015, June), Applying Google Tools to Facilitate Online Teaching Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23566

TY  - CPAPER
AB  -                 Applying Google Tools to Facilitate Online TeachingThis paper presents our experience in applying Google tools to deliver online instructions. In thesummer of 2014, we offered an online ___________ workshop to high school teachers, with thesponsorship from Google. Our four-week online workshop was completely based on Google toolsincluding Course Builder and Hangouts, which are all free of charge. Specifically, the coursematerials (i.e., PowerPoint slides and videos) were delivered using Google Course Builder, andthe live sessions and tutoring sessions were offered through Google Hangouts. During our four-week workshop, 24-hour online support was provided to the participants.The proposed teaching methodology does not intend to replace conventional face-to-faceinstructions; rather, it offers supplements to conventional teaching with enhanced capacity andflexibility. As a supplement to conventional face-to-face teaching, online teaching has the potentialto enhance students’ learning effectiveness from multiple perspectives, including but not limitedto accessibility (i.e., students could access the course materials at anytime from anywhere),flexibility (i.e., students could adjust the pace), and ease of employing multimedia (charts, photos,video, etc.).Assessment was conducted through pre and post workshop surveys. According to the feedbackfrom our attendees, online instructions using Google tools are proved to be highly accommodatingand effective. From our experience, we believe that numerous instructors (at college level, highschool level, and middle school level) would find Google tools an excellent platform to provideonline supplements to their face-to-face instructions. We are continuing to work with k12 teachersto demonstrate how to apply Google Course Builder and Google Hangouts to improve theirteaching and providing them training on the basic skills through plentiful hands-on exercises.In this second page we are providing two snapshots of video tutorials (with power point slides)which were delivered with free Google software and a simple web camera.                  Figure 1: Snapshot of a video tutorial on computer hardwareFigure 2: Snapshot of a video tutorial on programming lab
AU  - Afrin Naz
AU  - Mingyu Lu
AU  - Shahed Mustafa
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Applying Google Tools to Facilitate Online Teaching
UR  - https://peer.asee.org/23566
DO  - 10.18260/p.23566
ER  -