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so I guess that will most likely be my audience.

Go for vanilla the first time and work your way up to rocky road.

Such discussion places many learners at a disadvantage - those who are introverted, those for whom English is not their first language, those who don't like to interrupt, those who like to think more before they speak, and many others

only 20% of the students do 80% of the discussing. Online, 65% of the students do 80% of the discussing.

Consequently, online students do more work and cover more subject matter.

3. What is the time requirement for physical education per calendar week? 120 minutes per calendar week exclusive of any time that may be required for dressing and showering.

The purpose of this study was to analyze a five-week graduate-level education course taught entirely at a distance via the Internet using the Blackboard.comSM e-learning system, with emphasis on exploring the dynamics of sense of classroom community. Subjects were 20 adult learners, evenly divided between males and females, who were administered the sense of classroom community index at the beginning and end of the course in order to measure classroom community. Findings indicated that on-line learners took advantage of the “learn anytime” characteristics of the Internet by accessing the course seven days per week, 24 hours per day. Sense of classroom community grew significantly during the course. Females manifested a stronger sense of community than their male counterparts both at the start and end of the course. Additionally, female students exhibited a mostly connected communication pattern while the communication pattern of males was mostly independent.

The first half of my course is more familiar to me as I have taught this material in a face to face setting (albeit differently than I will be teaching it online).  I can anticipate the questions, confusion, and challenges that students will face.  The second half of my course contains material I have never formally taught anyone.  Maybe this is why I am stalled?

“Why we are doing this?” piece for each of my discussion and reflection assignments.  I want my students to understand that these activities have a true purpose. 

It is through design that teachers set the stage for a community of inquiry, but it is through the facilitation and experience with that design that the community is actually established.

imagine the design as being the outline of a painting.  As the community is established and evolves its members fill the outline with color.  Together they create a picture of learning.  The more active and engaged the participants, the more the picture will evolve.  Ultimately, my goal is for the community to paint a picture with detail, depth, subtlety, and nuance.  I want my students to take the picture with them after the course and bring it into a new community and continue to share and develop it.   In turn, I will take the picture I am left with at the end of the course and look for pieces where my design succeeded in encouraging color with detail, depth, subtlety and nuance as well as pieces that maybe weren’t colored in as much or as well.  I will adapt my design based on the influence of the community in an attempt to maximize its potential to create a high quality picture of learning.

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? 

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?

“It’s going to raise some eyebrows,

blending liberal-arts teaching with online learning.

explore how online courseware could fit into the close-knit liberal-arts experience

Growing public concern about student-data privacy is prompting fresh scrutiny of the ways technology vendors handle children's educational information—and opening the gates for a flood of new questions and worries from advocates and school officials.

"We're just scratching the surface with our understanding of how the education sector is gathering and looking to monetize student information," said Joel R. Reidenberg, a law professor at Fordham University, in New York, and Princeton University. "We as a society need to have a very clear discussion about how we want to protect the privacy of our children in this environment."

But many are concerned that the horse is already out of the barn. Last month, for example, Education Week