Role of Discussion
Facilitator:
Encourage and guide the
discussion
Be clear about the purpose and
expected outcomes of the discussion
Encourage participants to respond to
each other as well as to the facilitator
Recognize participants via private and
public messages
Share information and resources and
encourage others to do the same
Create a welcoming environment
Tie together the threads of the
discussion and summarize it
Enforce the discussion group ground
rules, if necessary
Keep the discussion focused on the
topic
Clarify the questions and comments of
participants, if necessary
Act as an unbiased, neutral
commentator
Participate regularly, actively and
thoughtfully
Ask leading questions; resist being
too chatty
Decide when to resolve
conflict/hostile interaction
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California Virtual Campus » Don't Be a Bore, Engage Students More! - 0 views
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facilitator - 0 views
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Keeping the IT Help Desk In-House -- Campus Technology - 0 views
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University IT departments are facing ever-growing demands for support. Bring-your-own-device policies, distance ed students in multiple time zones, evening and weekend classes, and students pulling all-nighters all keep IT staff on their toes and increasingly require 24/7 support.
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Six Tips for Keeping Students Engaged | Faculty Focus - 0 views
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Mary Huffman: ETAP640 reflections blog - 0 views
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IEP’s unless they are GIEP’s.
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I do wonder why the gender percentages are so different,
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Since Latin is offered alongside other languages such as German, Spanish, and French, I assume that students who choose to take Latin are doing it for a reason, and are interested in a challenge.
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I think I will learn a lot about the students’ thought processes and understand which concepts they are grasping (or not).
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“I think that we take for granted the huge amount of information that we pass on to our students in a F2F classroom just by our presence and interaction with them (bathroom passes, appropriate conduct with each other, respect for the work and management of time) the aspects of education that never finds its way into our lesson plans. In many ways in learning to teach online we are having to learn how to teach again, to focus on the minutiae that is generally accepted we do, to take nothing for granted, assume nothing and to take the entire content of our and every moment of that course (every moment of 8+ weeks) and place it in text form in a virtual environmen
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them.
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what is best for the students. How can we serve our students? Are we doing the best we can to teach them? Are we teaching appropriate and relevant courses? Are we being interactive, engaging, are we even able to keep up with our students technology-wise? Do we adapt and change our methods to keep up with their demands, or try to force our students to adapt to our methods?
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shared by Joan McCabe on 13 Jul 12
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Fostering Communities of Learning in Two Portuguese Pre-School Classrooms Applying the ... - 0 views
www.springerlink.com.libproxy.albany.edu/...fulltext.html
teacher presence student satisfaction community pedagogy classrooms communities
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"This study provides evidence on how young children can start to direct their learning plans and take responsibility in responding to their problems through active participation in planning and assessment, and it therefore contributes to our understanding of how ECE classrooms can operate as Communities of Learning. In any Communities of Learning, there is always a dual focus: To empower children as learners, using the concept of learning as change in participation, but also to keep a close and critical eye on what the nature of the change is and its relationship with valuable learning. Edwards (2005) calls it "learning as a resourceful action" and argues that it "allows us to examine the processes of learning as well as the outcomes and to consider how they are pedagogically supported" (p. 58). Her argument for research that highlights the cognitive potential of sociocultural approaches to learning can contribute to the research about Learning Cultures in kindergarten (Hodkinson et al. 2008).
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Enhance your 3D learning experience - 1 views
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Building Student Engagement in Online Courses - Faculty Focus | Faculty Focus - 0 views
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“Students need to feel like they know their instructor and that you’re interested in how they’re doing,” says Mandernach, noting that these random calls make such a favorable impression on students that they always comment on it in their course evaluations.
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online learning environment where students are not only isolated from their instructor and fellow students, but must be disciplined enough to ward off distractions and other commitments that compete for their time.
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integrates active learning environments with authentic learning tasks; fosters a personal connection with the class (teacher-student as well as student-student); and facilitates the process of learning in an online environment.
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The Technology Source Archives - Ten Ways Online Education Matches, or Surpasses, Face-... - 6 views
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Students are empowered to learn on their own and even to teach one another.
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Students served as instructors to their classmates, and together they worked toward learning goals more effectively than if they had been provided with the answer by the instructor.
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When an instructor posts a question on the asynchronous discussion board, every student in the class is expected to respond, respond intelligently, and respond several times.
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On a more formal note, online tests and quizzes can be constructed with an automatic grading capability that provides immediate feedback and references to text and class notes that explain the correct answers. Assignments, including grades and editorial comments, can be returned to students more promptly and usually with more detail than in the F2F environment.
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This is something to consider with respect to formative assessment, RtI evidence/data, and computer-based grade books. Wondering how it would work in an open source learning platform for collecting data on teacher effectiveness at the university level?
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I have used online homework systems with my middle school students, and it works wonderfully. Many students use the immediate feedback to their advantage, reviewing the questions they got wrong. I know they use it well because whenever I happen to make an error in marking the correct answer, I will receive a flood of emails from students quoting resources stating why they believe their answer to be correct.
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They say that it is common for participants in online courses to develop a strong sense of community that enhances the learning process.
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thrilled
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The thinking, planning, research, learning, and effort that goes into constructing and teaching an online course has rejuvenated many faculty members who were frankly going through the motions after numerous years of teaching the same courses, semester after semester, in the same classroom environment.
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the best way to teach students how to write more effectively is to have them write more often.
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One of my main concerns about creating and online class for a junior high (7th/8th) grade is about how technology is affecting their writing abilities. I was afraid of how all the short hand phrases we all use are affecting students and their abiliity to write. Yes, online courses are writing intensive and a great means of keeping students writing but as the teacher I feel like I have to make sure that the work I recieve is of quality. As I continue to research this fear I am seeing both sides of the argument. Text talk may be both positive and negative. Still looking into this... Here is just one of many articles I have found on this topic: http://www.nst.com.my/nation/extras/zero-to-12-is-technology-deteriorating-language-skills-1.89256
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Thanks for the link. I know with my students, I emphasize the need for using conventional English in typed school work no matter what device they are using. Most of my middle school students are adept at transitioning from the language they would use while texting to the language I expect in their lab report, even if they are typing the lab on their phone.
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Students with family or work responsibilities are often unable to commit to a traditional course because they cannot be in the same place at the same time for 15 consecutive weeks.
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Although some instructors may discover more than they wanted to know about their students, my online teaching experience disproves the notion that online courses are impersonal and do not foster relationships, either between students and instructors or among students themselves.
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In the traditional F2F classroom, the instructor asks a question, and the same four or five extroverted students inevitably raise their hands. They offer spontaneous, often unresearched responses in the limited time allotted for discussion. In the online environment, discussions enter a new dimension.
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. Online education is neither right for all students nor right for all faculty, but it frequently meets the needs of both for an exciting, high-quality educational experience.
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can refer to their course materials and think through their answers
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The goal is for the student to continue learning throughout life, not just for the course. This links back to the Minds on Fire reading: http://www.educause.edu/ero/article/minds-fire-open-education-long-tail-and-learning-20
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However, I have heard from very few faculty members who are not energized by the creative process of achieving the same instructional goals in an entirely new format.
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he first response that comes to mind rather than the best possible response
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Many online students have indicated that this is the first time they have ever "spoken up" in class and that they enjoy the opportunity
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Geared to lifelong learning
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as a result of the relative anonymity
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online education can be done well,
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In their everyday lives, individuals do not have a teacher at their side to direct them in their acquisition of new information. One of the roles that we need to perform as educators, then, is to teach students to find and learn information on their own or in concert with their colleagues. The online environment fosters self-motivated education. Students direct their own use of Internet links, search engines, discussion boards, chat, e-mail, and other media. While such resources cannot guarantee student initiative, they establish a framework that gives precedence to the autonomy of the learner.
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develop course materials among themselves in a manner rarely seen in the F2F classroom.
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In f2f classes at masters public health program, we do extensive group projects. I think that k--12 classes may not have had many project-based classes of which hopefully will be more as we are seeing the influence of online teaching and how for practical learning the online environment can greatly compliment a practical session. But I don't agree that all the practical project based work I have done for my profession with other students and teachers is not as well integrated compared to all the practical group work I have done in my profession with students and teachers. Also the quality of spoken live discussion in group work is very challenging when it is live. Maybe online is helping by giving us more time to think before we say something.
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The Channels Newspaper - Why so many people drop classes - 0 views
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conflict that occurs between jobs and classes. This is followed by health or family problems, then financial reasons, and finally by students who couldn't keep up with course work.
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shared by Danielle Melia on 29 Jun 09
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Preparing Teachers to Teach Online - 0 views
home.sprynet.com/...TeachingOnline.htm
academic students teaching online education education online learning
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Online teaching effectiveness The following behaviors are associated with effective online teaching: n providing timely and meaningful feedback, n creating learning activities that engage students, n keeping students interested and motivated, n ensuring students interact with each other, and n encouraging students to be critical and reflective. These behaviors constitute criteria for evaluation of online teaching. For each behavior there needs to be a definition of minimal acceptable performance as well as exemplary performance. To assess online teaching effectiveness, these behaviors need to be evaluated during the delivery of online classes. Most existing teaching evaluation does not assess these kinds of factors.
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Online teaching effectiveness The following behaviors are associated with effective online teaching: n providing timely and meaningful feedback, n creating learning activities that engage students, n keeping students interested and motivated, n ensuring students interact with each other, and n encouraging students to be critical and reflective. These behaviors constitute criteria for evaluation of online teaching. For each behavior there needs to be a definition of minimal acceptable performance as well as exemplary performance. To assess online teaching effectiveness, these behaviors need to be evaluated during the delivery of online classes. Most existing teaching evaluation does not assess these kinds of factors.
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Online courses have become very popular in higher education and with the emergence of virtual schools are becoming common at the K-12 level (see Clark, 2001; Vail 2001). While most universities and colleges have established training programs to prepare their faculty to teach online, school systems are just beginning to address this need. As McKenzie (2001) notes, preparing teachers to teach online needs to involve a lot more than the short workshops typical of inservice training. Hannum (2001) describes an extensive state-wide initiative in Colorado. The Concord Consortium and Illinois Online Network both have successful online teacher training programs. A number of online learning system vendors such as Apex Learning, Blackboard Inc., and eCollege also offer online teacher training programs, although these tend to be tailored to their systems.
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Can YouTube enhance student nurse learning? - 0 views
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students becoming powerful consumers of education and demanding up-to-date interesting and interactive models of teaching and support.
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Hall (2010) acknowledges that there are benefits to technological approaches in teaching and learning, but rejects the idea that technology is a “panacea” for the netgen (net generation). Skiba (2007, p.100), however, strongly argues that these emerging technologies “will transform the way nursing education is offered” in the future.
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The first benefit to using YouTube in teaching and learning is that it is a recognised tool from the digital environment of the netgen
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keeps students' attention focused. This is especially pertinent in the digital era with the reducing attention span
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Therefore our students no longer need to trudge to the library and join a waiting list to access a suitable supporting material.
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Kellner and Kim 2009 Kellner, D., Kim, G., 2009. YouTube, Critical Pedagogy and Media Activism: An Articulation. Accessed online at http://gseis.ucla.edu/faculty/kellner/2009_essays.html.Kellner and Kim (2009) confirm that UTers (YouTube users) who responded to a video either through text comments or video responses showed higher motivation in the discussion.
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ouTube offers a medium to provide multiple viewpoints to provoke comparison within the lecture environment .
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Freeman and Chapman, 2007 B. Freeman and S. Chapman, Is “YouTube” telling or selling you something? Tobacco content on the YouTube video-sharing website, Tobacco Control 16 (2007), pp. 207–210. Full Text via CrossRef | View Record in Scopus | Cited By in Scopus (27)Freeman and Chapman (2007) point to the risk of YouTube being used as a mode of subversive advertising and report on a wide range of underhand tactics used by tobacco companies to sponsor their products.
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Kellner and Kim 2009 Kellner, D., Kim, G., 2009. YouTube, Critical Pedagogy and Media Activism: An Articulation. Accessed online at http://gseis.ucla
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They describe this as the: ‘process of video postings as self education, UTers thus practice the pedagogy of learning-by-doing as “performative pedagogy” that they effectively engage in their everyday lives as a fundamental process of meaning-making’ (Kellner and Kim, 2009, p. 15).
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Good techniques to use are presenting alternative sides of arguments and allowing discussions about the appropriateness of choices.
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shared by Diane Gusa on 16 Jun 11
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The Art of Writing Clear Instructions (or How to Tell People What to Do) - Content Mast... - 0 views
www.contentmasteryguide.com/...to-tell-people-what-to-do.html
technical writing instructions teaching Online module 2
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A common format for blog posts and articles is to present a topic and then include some actionable steps at the end to help your reader apply their learning. Here are a few ways you might do this: Reflection: Ask your readers to ponder or consider the new idea or perspective you shared with them, and how they might integrate it into their lives. Journaling: Ask your readers to write about the topic. You can provide specific questions for them to answer, or invite them to ask and answer their own questions. Rehearsal: Ask your readers to practice a new behavior, habit, thought pattern or language. Suggest how many times per day or week they should do it, and in which specific situation(s). Action: Ask your readers to take a specific action or actions. Suggest how many times per day or week they should do it, and in which specific situation(s). Documenting: Ask your readers to keep track of their progress; give them a checklist to mark off their actions or ask them to record it in a journal. You may also ask them to keep track of their results, feelings or thoughts during this process. Reporting: Ask your readers to share their results with you, your community or an accountability partner.
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shared by Diane Gusa on 06 Jul 11
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E-Coaching Tip 25: Discussion Wraps - A Useful "Cognitive Pattern" or "Collection of Di... - 0 views
www.designingforlearning.info/...tip25.html
E-Coaching tip discussion wraps module 4 assignment cognitive presence online courses
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Here are some roles/tasks that are pertinent for online weekly discussion groups. Information and opinion giver. Offers facts, opinions, ideas, suggestions, and relevant information to help group discussion. Information and opinion seeker. Asks for facts, opinions, ideas, suggestions, and relevant information to help group discussion. Summarizer. Pulls together related ideas or suggestions and restates and summarizes main point discussed. Coordinator. Shows relationships among various ideas by pulling them together and harmonizes activities of various subgroups and members. Diagnoser. Figures out sources of difficulties the group has in working effectively and the blocks to progress in accomplishing the group's goals. Reality tester. Examines the practicality and workability of ideas, evaluates alternative solutions, and applies them to real situations to see how they will work.
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"Each of us has a typical way of acting in a group. Some people like to lead, some act to keep the group focused on the task and some serve to keep the group from taking itself too seriously." (Svinski, 2006
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Mayer et al. (1996), showed not only that students remember more of the important material when it is presented as a summary but that they also better understand the material.
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Svinicki, M. (2006). "The Discussion Class: Interaction Functions." from <www.utexas.edu/academic/diia/gsi/coursedesign/interaction.php> Accessed on 10-20-06.
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Schallert explains why she uses the technique of creating a separate word document for weekly summaries. <www.utexas.edu/academic/blackboard/examples/videos/schallert_02.html>
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Create a separate word document that encapsulates the key postings of the week integrating these statements with the key conceptst
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What is Stage Management? | The Stage Management Association - 0 views
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Stage managers should be good planners and organisers, with a knack for multi-tasking, prioritising and keeping calm under pressure and in a crisis. Oh yes, and being fairly technically minded is a help!
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In a crisis, it must always be the stage management that remain cool, keep their heads and cope with it; in a confrontation situation stage management must calm, soothe and mediate.
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Socratic Teaching - 0 views
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A Socratic questioner should: a) keep the discussion focused b) keep the discussion intellectually responsible c) stimulate the discussion with probing questions d) periodically summarize what has and what has not been dealt with and/or resolved e) draw as many students as possible into the discussion.