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Students use Glossary to augment their classroom discussion of a novel.

Social construction of understanding has long been a significant underlying principle of learning and teaching

Learning through dialogue with others has a long history.

main themes of learning theory

have the students introduce themselves by their "medieval vocational personality."

Presentation Objectives are to: 1) Educate faculty on the pedagogical uses of avatars in the online classroom, 2)Provide an opportunity for participants to practice developing their own avatar and 3)Promote interest and improve confidence in using avatars as part of established learning activities and spark generation of new ideas. Presentation Audience: Faculty who desire to see improvement in the richness of their students’ online experiences will find this presentation interesting and beneficial. Faculty who have never considered using or developed their own avatars will find practical assistance. Presentation Activities: In this highly interactive session, participants with laptop computers will have the opportunity to create and publish an avatar, which can be posted on their faculty webpage or other Web 2.0 forum. The facilitator will also present avatars developed by undergraduate students as part of a class project and will invite participants to generate ways that they can use this medium in own classrooms. Description: Avatars have typically been associated with gaming, recreation and entertainment, and most recently were the central characters in a hugely successful blockbuster movie. Their use in learning environments is much less popular, although it is growing. A central definition has not emerged, although the following are generally accepted: “a digital representation

Online instructors lament some of the same problems expressed by their students, not the least of which is the feeling of disconnection in the learning environmen

Allmendinger, K. (2010). Social presence in synchronous virtual learning situations: the role of nonverbal signals displayed by avatars. Educational Psychology Review, 22(1), 41-56

: A “one-minute paper” may be defined as a very short, in-class writing activity (taking one-minute or less to complete) in response to an instructor-posed question, which prompts students to reflect on the day’s lesson and provides the instructor with useful feedback.

What was the most important concept you learned in class today? Or, “What was the ‘muddiest’ or most confusing concept covered in today’s class?

more as a student-centered reflection strategy designed to help students discover their own meaning in relation to concepts covered in class, and to build instructor-student rapport