Communicative Real-time chat, e-mail exchange, discussion lists
(Warschauer, 1997), use of speech recognition-based dialog systems (Luperfoy,
1998) Sociolinguistic Task-based, problem-solving, and role-playing activities
that address sociolinguistic differences between native and target languages,
and that could involve real-time chat, e-mail exchange, discussion lists
(Chun, 1994) Strategic Task-based, problem-solving, and role-playing activities
that require learners to achieve specific goals (e.g., persuading,
self-correcting, negotiating a desired outcome); these could involve
real-time chat, e-mail exchange, and discussion lists
Group items tagged
ETAP640amp2012: How do they do it in their online courses? - 0 views
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LOVE this!!!
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ETAP640amp2012: How am I doing it in this course? And how are you doing it? - 0 views
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If students come into a class or learning environment feeling that they know everything than they likely will feel no anxiety at all and may even boo too confident to learn
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brilliant!!!!
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Sp2efont: ¿Quieres ser mi vecino? - 0 views
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gusta
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gustaria?
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son a
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serán
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Sp2efont: La Oficina - 0 views
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questin
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spelling
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Understanding Teaching Presence and Class Community Online - 0 views
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Words of ID wisdom from Dr. Alex Pickett
ETAP640amp2012: How am I doing it in this course? And how are you doing it? - 0 views
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That brings me to my first question for Alex: Was our reaction typical? In other words, do students normally begin the course feeling the way we were feeling?
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yes.
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Were the VoiceThread introductions and the “opening” of the course two weeks prior to the actual start date a means for getting some specific information about who we would be as your students? Also, did you use this information to make any alterations to the course?
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Opening the course 2 weeks before is a good practice on a number of fronts... one it gives the early birds something to do, it helps students work through technical difficulties prior to the start of the course, it helps students decide if the course is for them AND it gives me some preliminary view of the students who may be part of the class community that term. It also really helps me prep by knowing what the background is of the students, what their expectations are, and what their disciplines are. I can begin to collect and tag resources based on the interests, expectations, and disciplines of the students.
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ETAP640amp2012: How am I doing it in this course? And how are you doing it? - 0 views
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In a case study examining asynchronous audio and text-based feedback in class of students, Ice, Curtis, Wells and Phillips (2007), found a higher level of satisfaction with asynchronous audio feedback among students in the study. In our class, I appreciate the audio feedback that Alex provides for both groups and me individually. It helps to clarify things, allows me to continuously review the material, see my mistakes and make my improvements. My hope is to be able to learn to do this and include as part of my course.
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phil is a friend of mine. It is because of him that i began to give audio feedback : )
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Teaching_Presence_in_the_SUNY_Learning_Network.pdf (application/pdf Object) - 2 views
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In the present study we review ongoing issues of pedagogy and faculty development, and their relationship to student satisfaction, and reported learning in SLN. We provide an overview of the SLN program, and summarize a conceptual framework for our current research on higher education, online learning environments. This framework integrates research on how people learn [2], with principles of good practice in higher education [3] and recent research on learning in asynchronous learning networks (ALNs) in higher education [4]. We also present results of a follow-up study on one aspect of the model, "Teaching Presence". - ...1 more comment...
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Teaching presence vs. social presence -
Anchored discussion can provide opportunities to develop all three facets of teacher presence in one activity.
ETAP640amp2012: How am I doing it in this course? And how are you doing it? - 1 views
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In exploring the Community of Inquiry framework more in depth, I am led to wonder if one of the three presences (teacher, social, and cognitive) should be the priority. While this module’s assigned reading and presentation focus on teaching presence, I believe that ultimately the goal of teaching presence is to support cognitive presence. The goal of social presence is to support cognitive presence as well.
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brilliant!
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ETAP640amp2012: How do they do it in their online courses? - 0 views
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witch
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LOVE this hole post ; )
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mgNI: Reflective Learning Blog - 0 views
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Reflective Learning Blog Grading Rubric
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link?
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Thanks! I added the link :)
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ALM.BOE: Ask a Question - 0 views
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substancial
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spelling
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ALM.BOE: Module 6 Presentations - 0 views
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presentation
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link?
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ALM.BOE: Find and Share an Article on Gamification and/or Motivation - 0 views
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ramification
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spelling
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Online Community of Inquiry Review: Social, Cognitive, and Teaching Presence Issues - 0 views
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using play in a community
JD science 4th: Mrs. DelPapa - 3 views
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(each of you should start reply to me
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check this sentence.
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I fixed it I think :) I am a little unsure if making a profile will be needed now that I am for sure doing a 50/50 class so it will be realistic.
JD science 4th: Hello - 0 views
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ourselfs
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spelling
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