How will you initially engage your students?
It is well accepted that: "frequent student-faculty contact in and out of class is a most important factor in student motivation and involvement" (Chickering and Ehrmann, 1996).
It is also the case that: many instructors who are new to the online environment have legitimate concern as to the impact of the loss of face-to-face classroom interaction. Also, many students who are new to online courses are frequently anxious about this new way of learning and greatly appreciate a supportive teacher.
Given these observations: we believe that it is highly beneficial, if not absolutely essential, for instructors who are leading online courses to "reach out" and communicate with their online students--early and often. In addition, we suggest you consider the following strategies for engaging your students as you get your course underway.
Group items tagged
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Untitled Document - 0 views
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IV. Techniques: 1. Create a biography of yourself and prepare a brief video introducing yourself and the course topic to the class. This could be the first thing that the students sees in his or her course shell. This is a great way to present your personality online and set the mood for the semester. 2. Have students place a one page vita in document sharing for all to view within the first week of the semester. 3. Set up a threaded discussion asking students to respond and share about his or her experiences with issues related to the course topic.
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9. Two Lies and A Truth. My activity for my students is for them to list three interesting things about themselves. (I own two iguanas; I once shook hands with Tom Cruise; and I love to waterski.) Two must be lies and one must be true. Other students must vote to determine which interesting thing is a lie. The student with the most incorrect votes wins. --Suhana Chikatla
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10. Childhood Dream. Ask the students to share their childhood dream (what they wanted to be or do when they grew up) and then ask them to reflect on how their current coursework correlates with their current aspirations.--Charles Collins
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Teaching in an Online Learning Context - 0 views
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Activities in this category of teaching presence include building curriculum materials.
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design category of teaching presence also includes the processes through which the instructor negotiates timelines for group activities and student project work, a critical coordinating and motivating function
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Creating or “repurposing” materials, such as lecture notes, to provide online teacher commentaries, mini-lectures, personal insights, and other customized views of course content, is another common activ-ity that we assign to the category of teaching presence.
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personalized tone within the course content.
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his presence is created by allowing students to see the personal excitement and appeal that inspires the teacher’s interest in the subject.
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This writing style helps the learner to identify, in a personalized way, with the teacher.
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This chapter focuses on the role of the teacher or tutor in an online learning context. It uses the theoretical model developed by Garrison, Anderson, and Archer (2000) that views the creation of an effective online educational community as involving three critical components: cognitive presence, social presence, and teaching presence.
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Thoughts About Teaching Spanish Online - 0 views
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In an online environment it is fundamental. Discussions generate questions, and questions promote critical thinking. I now firmly believe, and understand, that in order to promote a higher level of language usage, I need to help my students learn how to think critically through questioning. This is best accomplished through a dialogue format, where all students are expected to contribute in a relaxed and supportive learning environment.
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I am wondering if there is a way to copy a module set-up, and then simply customize the web pages within each module.
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i wish there were in moodle but to my knowlege there is not. Believe me, i understand.
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Suddenly, the student is propelled to think clearly and critically, as now their core ideas have the potential to be shared with anyone, anywhere.
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t occurred to me that real learning requires the removal of classroom walls in the sense that students need to be made to feel empowered in their ability to learn independently, as well as in the amount of information they learn.
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Personal stories give life to a faceless person, just as they do in literature. We come to know, like, love, despise, and sympathize with characters the more we know about them. Online it is very different in the sense that we are communicating interactively, but unless we become ‘real’ to our students, there will be a disconnect between instructor-student that must ultimately interfere with knowledge acquisition, particularly since effective teaching presence has been shown to directly affect the quality of education in online environments based on interactions between students and instructors (Alex – Breeze presentation module 5).
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Specifically, I need to ask myself: Do these questions simply ask student to use their foundational knowledge, and book resources, in order to answer the questions? Or do they need to think, analyze, research and push themselves cognitively in order to understand, and answer, the posted questions?
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Online learning requires a different framework of thinking and behaving. It requires a sense of self-reliance, responsibility and an openness to collaboration and reflection.
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Many of our high school students are not equipped with these survival skills.
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barbara: it is my experience that students rise to your expectations. I have seen remarkable work by k12 students and lower level college students. And even if it is true that they are not well equipped, they will have a fantastic teacher in you to get them there : ) me
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online learning not only allows students to learn according to their favored multiple intelligences (visual, auditory, tactile, etc.), it also allows students to learn according to their own rate of information reception. While the classroom forces us all to be quick thinkers, and immediate responders, many of us are not. We need time to formulate ideas, responses and concepts. Students who cannot respond immediately are left out of the learning environment and many may eventually ‘check-out’.
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Seeing others accomplish things that I had either not thought of, or was too intimidated to attempt, made me take chances.
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This is what learning is all about – moving out of our comfort zone and pushing our possibilities.
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Strategies for Effective Online Group Work: Virtual Work Groups - 0 views
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It is very important to bond with group members---to break the ice, post photos, details, etc.---so that team members can know each other personally
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It is a good idea to discuss and identify the tasks at the beginning of the group work. The key is to divide the work and let individual team member’s work on their tasks
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Finally, bring together all the work and make sure it blends in. The work should flow and sound as if it was d
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It is a good idea to discuss and identify the tasks at the beginning of the group work. The key is to divide the work and let individual team member’s work on their tasks. Finally, bring together all the work and make sure it blends in. The work should flow and sound as if it was don
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by one person only
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It is recommended to define a communication plan and communicate regularly with an instant manager or video chat.
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All group members should have their own tasks for which they are responsible. If done accurately, they should be rewarded in terms of acknowledgement in the form of a group thank you message
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04_1127.pdf (application/pdf Object) - 1 views
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Article on how collaboration and community are main factors in developing an effective online learning environment. -
Working in groups in an online setting can be tricky. In one of the classes we used Titan Pad, which acts as a big instant messanger. We would share ideas and post parts to a project. Here an example of one I used: http://titanpad.com/MRYfaMK1Np
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A Content Analysis Of Critical Thinking Skills As An Indicator Of Quality Of Online Dis... - 0 views
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promote interaction and collab-oration
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determining the quality of discussion andamount of participation of students in a coursecan be cumbersome to measure
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Benefit and importance of online discussions between instructor, students, and each other
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shared by Alicia Fernandez on 23 Jun 14
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An evaluation of selected pedagogical attributes of online discussion boards - 0 views
www.ascilite.org.au/...sahu.pdf
discussion board learner centricity asynchronous learning online learning assessment data mining
shared by Alicia Fernandez on 23 Jun 14
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Paper lists learner centricity, asynchronous interaction, communication effectiveness and assessment facilitation as the major pedagogical attributes of online discussion boards. Also discusses the strategy of applying data mining techniques to aid assessment of discussion board transcripts. Text mining as an extension of data mining algorithm could be used effectively to assess discussion board transcripts with the goal of eliminating subjectivity in the assessment of discussion board contributions.
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Creating Effective Collaborative Learning Groups in an Online Environment | Brindley | ... - 1 views
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Access to education should not mean merely access to content
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I think this is an interesting point when talking about creating online classes. It's important to take into account that a class is not mearly sharing information but having th students work together
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instructor skill in creating and managing interaction in online courses
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rather, it should mean access to a rich learning environment that provides opportunity for interaction and connectedness
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course design as a critical factor in determining the quantity, quality, and type of interactivity
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connectivism
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it relies on the connected learning that occurs through interaction with various sources of knowledge
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participation in communities of common interest, social networks, and group tasks.
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Transparency of expectations Details of the requirements to participate in a study group are posted in the course syllabus. The purpose (learning objectives) of collaboration and expectations of the learners are made very clear in the main conference. If students communicate reluctance about study group participation, instructors encourage participation and are open about discussing the purpose and process.
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Transparency of expectations
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Transparency of expectations
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Clear instructions
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Clear instructions
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Meaning-making/relevance
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Meaning-making/relevanc
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scaffolding
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informality, familiarity, honesty, openness, heart, passion, dialogue, rapport, empathy, trust, authenticity, disclosure, humour, and diverse opinions
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Learning together in a community: collaboration online - 0 views
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"Recent studies of the online learning environment have noted the involvement of 'social presence,' better known as a feeling of community and connection among learners, has contributed positively to learning outcomes and learner satisfaction with online course."
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Student-led facilitation strategies in online discussions - 0 views
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This article describes a study done in a graduate education course, where students were asked to facilitate discussions. It highlights specific discussion types and walks through the problems students experienced adjusting to this new role. (Even though they were teachers themselves, these graduate students weren't accustomed to functioning in the teacher role during an online class!) -
This study explored student-led facilitation strategies used to overcome the challenges of instructor-dominated facilitation, enhance the sense of learning community, and encourage student participation in online discussions...
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shared by Donna Angley on 28 May 09
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A Constructivist Approach to Teaching - 1 views
www.vccaedu.org/...i-12-Carwile.html
social constructivism constructivist constructionist learning environment
shared by Donna Angley on 28 May 09
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Presenting instructional content online requires faculty to consider course objectives and the learning outcomes that are produced. How those outcomes are achieved and by how many students are important concerns of higher education institutions and their faculty members
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Constructivism, on the other hand, is founded on the notion that “the only important reality is in the learner’s mind, and the goal of learning is to construct in the learner’s mind its own, unique conception of events”
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learner is not a passive recipient but rather the center of instruction
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constructivists believe in independent exploration by students that will lead to a deeper understanding of the content
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cooperative/collaborative approach
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socio-cultural model
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cooperative or collaborative model of learning argues that learning occurs as an individual interacts with other individuals
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socio-cultural model of learning argues that learning best occurs when the learning event is meaningful, more deeply or elaborately processed, situated in context, and rooted in the learner’s cultural background and personal knowledge
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one goal is to create a meaningful environment that includes communication and collaboration
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New technologies allow for construction of knowledge through what is actually deeper reflection by the learner
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Through groups and other learning interactions with their online peers, students acquire deeper understanding because of the “opportunities for exposure to multiple perspectives and interpretations
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Learning involves active cognitive processing
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Learning is adaptive
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Learning is subjective, not objective
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Learning involves both social/cultural and individual processes
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socializing function by fostering a friendly environment
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Organizing involves setting the objectives, procedural rules, and timetables
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intellectual role, guide the students’ journey to understanding. This is accomplished by probing and questioning students about their responses, by summarizing main themes, and by linking these to assignments such as readings, written responses, and independent and group projects.
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discussion board posts serve as learning artifacts as well as springboards for more learning and the development of community
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social negotiation and mediation
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authentic and real-world environments
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Teachers serve primarily as guides and facilitators
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prompting students to develop their own inquiry questions
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allowing students to express their knowledge through multiple avenues
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encouraging group projects and collaborative learning
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If, on the other hand, we believe that learners actively construct knowledge in their attempts to make sense of their world, then learning will likely emphasize the development of meaning and understanding
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use of discussion boards
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provide forums that require students to research an area of interest and report back to the class in the forum
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incorporates collaborative elements
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instructor should build in as many collaborative opportunities for group work
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The author contends that using a learning-centered, or constructivist, approach in online courses is critical to student success.
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shared by Donna Angley on 12 Jun 11
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A Constructionist Approach to Online college Learning - 0 views
xg9ax2jm9j.search.serialssolutions.com.libproxy.albany.edu/?genre=article&issn=10967516&title=Internet+%26+Higher+Education&volume=7&issue=2&date=20040601&atitle=A+constructivist+approach+to+online+college+learning.&spage=79&pages=79-93&sid=EBSCO:A
on-line education educational theory constructionist assessment
shared by Donna Angley on 12 Jun 11
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The key elements of online course design and pedagogy suggested by research as promoting effective learning are discussed through the lens of constructivist epistemology. Presentation of content, instructor-student and student-student interactions, individual and group activities, and student assessment are each addressed, in turn. The focus is on learning and recognition that, from time-to-time, all students are teachers as they bring diverse expertise, experiences, and worldviews to the task of learning. Reflection on past experiences, interaction with other members of the learning community, immediate instructor behavior, authentic group activities, and diverse assessment tasks with timely and detailed feedback are underscored.
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eCoaching Tip 51: A Garden of Three Presences - Social Presence, Teaching Presence and ... - 1 views
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Social presence is the ability to project oneself socially and affectively in a virtual environment. You achieve social presence by being a real -- three-dimensional -- person to your students. Another way of saying this is that you let yourself be known as a person with a life in addition to your role as a teacher/mentor.
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teaching presence is the work of teaching both before and during the course. It includes the designing and developing the course and in directing and supporting the learners during the course delivery. Teaching presence is manifested in the course materials -- in the syllabus, assignments, choice of readings and discussions. Teaching presence is also manifested in everything the faculty member does to guide, support and shape the learners' experiences. Effective teaching presence sets clear expectations and supportive guidance.
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Cognitive Presence is the extent to which a group of learners are able to 'construct meaning through sustained communication.' (Garrison, 2006)
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Faculty sets high expectations for student inquiry and expectations Faculty examine student responses and probes, challenges, questions encouraging thought and analysis of ideas and content Learners participate thoughtfully in the discussions, responding to content and thoughts and questions from other learners so that a sustained communication occurs. Faculty and students strive to ensure that project outcomes are long-lasting and meaningful.
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Cognitive presence requires a focus on meaning and not on covering conte
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Of all the best practices for online teaching, the most important practice is "being there." Being there is the core of presence, letting your students know that you are there to direct, to guide, to listen and to share your expertise with your learners. This tip takes you on a guide through a Garden of Three Presences for Online Teaching and Learning - Social Presence, Teaching Presence and Cognitive Presence (Garrison, 2006b). This tip defines the three types of presence and then lists tools and behaviors - for both faculty and students -that support these three types of presence.
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shared by Alicia Fernandez on 17 Jul 14
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Collaborative Learning Using VoiceThread in an Online Graduate Course - 0 views
scholarworks.boisestate.edu/...viewcontent.cgi
VoiceThread online learning collaborative learning collaboration
shared by Alicia Fernandez on 17 Jul 14
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Using VoiceThread in an entirely online course to explore students' perceptions of using multi-modal communication for collaboration and knowledge sharing.
Building Community in Online Learning Classes - 1 views
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ScienceDirect.com - Computers & Education - Learning presence: Towards a theory of self... - 0 views
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Abstract In this paper we examine the Community of Inquiry framework (Garrison, Anderson, & Archer, 2000) suggesting that the model may be enhanced through a fuller articulation of the roles of online learners.
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Teaching Presence and Class Community presented by Alexandra Pickett (Duration: 00:66:05) - 0 views
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this presentation talks about the components of teaching presence and online community
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Reflections on Online Teaching - Diane Hamilton - 3 views
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maybe even a little less nervous.
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The rubric does allow for that, but there is a strong sense that some of these dialogic purposes are not as highly valued as others, but I value them all as essential components to class community.
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Not at all. personal opinion, experiences and social presence and support ARE essential in building trust and the sense of a class community. That is why they we have class community areas for interaction in the course and why they are in the rubric. It is, however, important to understand that the discussion can't consist only of those types of posts. And high quality posts are what we need to strive for in the discussion areas of the cousre. The rubric is a device to clarify- to give students informed choice and guidance, and to elevate the quality of interactions. "2" points is not bad. it simply indicates the kind of post that it is. you can post as many "1" point posts as you like - that is not wrong - but, you also need to contribute to the quality of the discussion and learning and to do that you need to aim higher than social and personal experience/opinion type posts.
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I believe students can have teaching presence within a course when the nature of their interactions helps others to think more deeply or to look at something from an alternate viewpoint.
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(even caused me to consider dropping
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conversational tone she is requesting we use.
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hey diane: don't misunderstand. I use a conversational tone becuase that is my style. my choice. That may not be right for you. I want you to find your own voice. Interestingly enough in my opinion, you have one, and it is strong : )
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Hi Alex, Thanks for this notation. Now, I am curious though - what kind of voice do I project to you? Diane
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I keep trying to understand why it’s been repeated
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the problem is that not every student reads every document. you would be surprised. That said, there are lots of ways to address this. It is certainly easier to not be redundant. Less to update. Less documentation. If you go this route, just make sure that you always link back to the documentation where the information is posted. : ) me
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Maybe that’s the point. Maybe I don’t need to know everything well, just the things I need in the moment.
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I have however come to realize that I need to ask my own questions and pursue them, go on a QUEST to find answers, to locate research and ideas that relate to my own burning wonderings. There is a QUEST in every QUESTion!
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It’s really difficult to flesh out, and it’s kind of foreign to me to be sharing these behind the scenes thoughts….
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Great screencast, Diane! What a wonderful way to add social presence and direct instruction -
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I would like to echo Maria! Thinking about doing this in my course as well- thank you for the inspiration! -
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This is often how I felt. I attribute it to first-time online learning curve. Do you think you will be more comfortable in the role of instructor in discussion forum? I do. -
Yes, I do. I usually feel quite comfortable in that sort of role, but I also think I will have to be sure to promote a horizontal relationship within discussions so students don't shut down or defer to me. I want them to think,explore, and construct without pressure to give me the answer they think I want.
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Shea proposes "learner presence" ... http://www.slideshare.net/alexandrapickett/learning-presencecs2 Can you propose and research Course Presence?
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Taylor & Francis Online :: Using Web tools, collaborating, and learning online - Distan... - 1 views
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sing technology and learning collaboratively online included getting to know each other, respecting individual differences, negotiating meaning with others, and self‐regulating.
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understanding of key design elements for online courses: a delicate balance between structure and dialogue in transactional distance, and the development of a sense of community.