Group items tagged

What is online presence?

There are several definitions of online presence, but I think the best term to describe online presence is ‘being there’ and ‘being together’ (Creating a Sense of Presence in Online Teaching)

Online learning should not about the technology but about the learning interactions – and being there

Instructors should provide clear guidelines for interaction with students.

Establish policies describing the types of communication that should take place over different channels.

Well-designed discussion assignments facilitate meaningful cooperation among students.

A teacher’s proficiency is manifested by the ability to look at the subject from a learner’s point of view, to foresee the critical junctions in learning, and to design teaching to meet learners’ information acquisition and collection processes (e.g., Zombylas, 2007).

van Manen (1991) claims that as teachers embrace all children, regardless of their characteristics they become real educators, and thus, educators’ pedagogical love becomes the precondition for pedagogical relations to grow (p

Individualistic features, position, nationality, gender, abilities, race, or language do not determine a human being’s value. Those differences based on skills, intelligence, or knowledge are insignificant compared with that basic human presence that is the same for all people: the right and need to be loved, accepted, and cared for as well as the right and need to grow and develop (Bradshaw, 1996; Lanara, 1981; Sprengel & Kelly, 1992).

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Instead of having the students relying on someone else's information and accepting it as truth, the students should be exposed to data, primary sources, and the ability to interact with other students so that they can learn from the incorporation of their experiences.

tting should include classroom applications of constructivism within a few key concepts. The first is discovering and maintaining an individual's intellectual identity. This forces students to support their own theories, in essence taking responsibility for their words and respecting those of others. The next component is having the teacher ask open-ended questions and leaving time to allow the students to think and analyze a response, based on their experiences and personal inquiry.

This taxonomy of learning behaviors can be thought of as “the goals of the learning process.” That is, after a learning episode, the learner should have acquired new skills, knowledge, and/or attitudes.

Analysis: Separates material or concepts into component parts so that its organizational structure may be understood. Distinguishes between facts and inferences. Examples: Troubleshoot a piece of equipment by using logical deduction. Recognize logical fallacies in reasoning. Gathers information from a department and selects the required tasks for training. Key Words: analyzes, breaks down, compares, contrasts, diagrams, deconstructs, differentiates, discriminates, distinguishes, identifies, illustrates, infers, outlines, relates, selects, separates. Synthesis: Builds a structure or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure. Examples: Write a company operations or process manual. Design a machine to perform a specific task. Integrates training from several sources to solve a problem. Revises and process to improve the outcome. Key Words: categorizes, combines, compiles, composes, creates, devises, designs, explains, generates, modifies, organizes, plans, rearranges, reconstructs, relates, reorganizes, revises, rewrites, summarizes, tells, writes. Evaluation: Make judgments about the value of ideas or materials. Examples: Select the most effective solution. Hire the most qualified candidate. Explain and justify a new budget. Key Words: appraises, compares, concludes, contrasts, criticizes, critiques, defends, describes, discriminates, evaluates, explains, interprets, justifies, relates, summarizes, supports.