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Examples of CLT projects developed include:
Promoting visual learning using interactive timelines
An interactive animated timeline
was created using TimeMapper to represent events in their chronological and geographical dimensions in multiple ways using different multimedia such as images, videos, text and maps. The timeline helped students visualize the journey of the protagonists depicted in the book “In an Antique Land,” intertwining it with the historical events analyzed during the course.
: Soraya Altorki
: People and Cultures of the Middle East and North Africa
Department of Anthropology
: Fall 2014
Enhancing analysis using an annotation tool
Students’ explored and applied the theoretical knowledge of learning theories through the analysis of digital media, videos and pictures, to provide deeper understanding and examination of human development and learning theories. Mediathread,
a multimedia analysis platform that allows easy annotation of videos and image, was used by students to develop/create their assignments, which covered areas of learners’ development and how it affects students’ progress, and the role that teachers and students take within a learning environment.
Classroom assessment methods were conducted to collect the students’ feedback on the use of Mediathread to critically analyze and support one’s argument.
: Heba Eldeghaidy
: Human Development and Learning Theories
: Graduate School of Education
: Fall 2014, Spring 2014, Fall 2013
An alternative LMS using Google Suite for a pilot blended course
An alternative course management system was developed using Google Suite, such as Google Site, groups, calendar, and drive, was chosen to structure a pilot blended course. The technology component was chosen to easily share resources, facilitate communication among students as well as build a community in an online environment.
: Stacie Rissmann-Joyce
: Foundations of Educational Leadership (EDL 501)
: Professional Educator Diploma
: Spring 2014
Instructional blogging in a social psychology course
Instructional blogging was chosen to engage students with social psychological concepts, theories, and terms, and connect theoretical knowledge with their everyday life. Through their personal blog, students reflected on personal experiences within the framework of social psychology, using diverse media to support their argument.
CLT staff members supported the instructor in the design of the course assignments and rubrics that took into consideration the technology component. Quantitative and qualitative data were collected to assess the effects of the use of blogs on the students’ learning process. Overall, having a personal space where students could express their thoughts facilitated the process of contextualization of the theories related to the subject matter and the achievement of the course learning outcomes.
: Mariham Iskandar
Course: Social Psychology
Program: Department of Sociology, Anthropology, Psychology and Egyptology
: Spring 2014; Fall 2013; Spring 2013
Extending cooperative learning into Wiki venues
In this project, cooperative learning strategies were combined with the use of a class Wiki
. Groups of three to four students utilize the class Wiki, as well as group-specific Wikis, to organize, strategize, research, prepare and present background information. The Wiki extended the cooperative learning structures, allowing students to jointly create their own textbook, participate in building assessments and express connections between course content and the variety of cultural phenomenon encountered in their own lives.
A classroom action research
through class observations was conducted to assess and improve the implementation of cooperative learning strategies as well as the possible learning benefits related to the technology component.
Instructor: Chelsea Green
Course: World Music
Program: Department of the Arts
Semester: Fall 2013; Spring 2013
Think, Reflect, Speak: A project using asynchronous web tool
The project aimed to explore the use of asynchronous video communication technology to increase teacher immediacy, students engagement and social presence in an online environment. Students were encouraged to extend their discussions on youth policy out of class using multimedia, visual images, and written and spoken text via VoiceThread.
A classroom action research
was conducted to look into the contribution of VoiceThread in enhancing students engagement and collaboration out of class and its potential learning benefits through quantitative and qualitative data.
: Jennifer Skaggs
: Comparative Gender, Adolescent, Youth and Human Development Policy
: Graduate School of Education
: Spring 2013
Enhancing self-assessment using e-learning modules
In this project interactive e-learning modules were created using Articulate software to facilitate the students’ learning process out of class. Learning modules can engage students with guided activities and tests that they can complete at their own pace and repeat multiple times, stimulating their critical thinking and providing formative and tailored feedback. The modules created for this course included the instructor’ voice narration, videos and questions that the students could reflect upon while studying the subject matter.
: Aziza Ellozy, Hoda Mostafa
Course: Scientific Thinking
Program: Freshman Program
Facilitating content creation and collaboration using a group wiki
A final course project was developed using a class wiki to facilitate and promote group collaboration outside of classroom. Students were responsible to create content covering different Middle Eastern provinces under the early Muslim dynasties looking at it from the political, economic, societal and cultural context. Quantitative data were collected to assess the impact of the wiki on students’ engagement and interaction.
Instructor: Amina El Bendary
Course: Birth of Muslim Community [ARIC 343]
Program: Department of History
Semester: Fall 2012
List of previous projects