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anita z boudreau

Best Practices in Online Teaching - During Teaching - Assess Messages in Online Discuss... - 0 views

cnx.org/latest

elearning online discussions asynchronous Assessment best practices

shared by anita z boudreau on 22 Sep 13 - No Cached
  • anita z boudreau on 22 Sep 13
     
    "This module focuses on how to assess student messages in an online discussion forum when teaching in an online environment. This module is part of the Best Practices in Online Teaching Course created by Penn State University World Campus as a guide for faculty who are new to teaching in an online environment."
anita z boudreau

Creating a community of inquiry in online environments: An exploratory study on the eff... - 0 views

www.sciencedirect.com/...S0360131511001679

community inquiry coi Online Teaching online learning asynchronous discussions

shared by anita z boudreau on 22 Sep 13 - No Cached
  • anita z boudreau on 22 Sep 13
     
    Zydney et al. Creating a community of inquiry in online environments: An exploratory study on the effect of a protocol on interactions within asynchronous discussions"
anita z boudreau

Facilitating Students' Critical Thinking in Online Discussion: An Instructor's - 0 views

docs.google.com/viewer

elearning asynchronous discussions

shared by anita z boudreau on 30 Sep 13 - No Cached
  • anita z boudreau on 30 Sep 13
     
    This paper reported using the practical inquiry model as discourse guide to facilitate students' critical thinking in online discussion. It was found that almost all the postings of the students who had no knowledge of the inquiry model fell into exploration phase except three postings in triggering events phase and two in integration phase. In comparison, the postings of the students who used the model as the guide included more instances of integration than the postings of those who did not know about the model. No instance in resolution phase was found. The findings indicated that providing students inquiry model raised their awareness of critical thinking and helped them intentionally engage in reflection and higher-order thinking when responding online.
anita z boudreau

Critical Thinking in Asynchronous Discussions - 0 views

itdl.org/...article02.htm

e-learning asynchronous discussions critical_thinking

shared by anita z boudreau on 20 Sep 13 - Cached
  • anita z boudreau on 20 Sep 13
     
    Critical Thinking in Asynchronous Discussion
anita z boudreau

Half an Hour: MOOC - The Resurgence of Community in Online Learning - 0 views

halfanhour.blogspot.com/...ce-of-community-in-online.html

MOOC community online learning

shared by anita z boudreau on 06 Sep 13 - No Cached
  • My understanding of the term ‘MOOC’ is a bit different; it is derived from a theory of learning based on engagement and interaction within a community of practitioners, without predetermined outcomes, and without a body of knowledge that we can simply ‘transfer’ to the learner.
  • “to teach is to model and to demonstrate; to learn is to practice and reflect.”
  • What we are attempting to repeat on a massive scale in a MOOC is not the delivery of instruction or the management of learning resources. We are trying to emulate, on a massive scale, these small-scale and personal one-to-one interactions. It is this interaction that is the most significant in learning, but also often the most important, and for a course to be truly massive, it must enable, and even encourage, hundreds or even thousands of these small interpersonal interactions.
  • ...14 more annotations...
  • ‘wrapped’ MOOCs, which postulate the use of a MOOC within the context of a traditional location-based course; the material offered by the MOOC is hence ‘wrapped’ with the trappings of a more traditional education. This is the sort of approach to MOOCs which treats them more as modern-day textbooks, rather than as courses in and of themselves.  
  • Our thesis that knowledge is distributed across a network of connections, and therefore that learning consists of the ability to construct and traverse those networks. Knowledge, therefore, is not acquired, as though it were a thing. It is not transmitted, as though it were some type of communication. You can’t ‘promote’ something simply by assembling course packages and sending them out into the world.
  • The idea of a connectivist course is that a learner is immersed within a community of practitioners and introduced to ways of doing the sorts of things practitioners do, and through that practice, becomes more similar in act, thought and values to members of that community.
  • So what a connectivist course becomes is a community of educators attempting to learn how it is that they learn, with the objective of allowing them to be able to help other people learn. We are all educators, or at least, learning to be educators, creating and promoting the (connective) practice of education by actually practicing it.
  • he course design gradually began to look less and less like a traditional course, and more like a network, with a wide range of resources connected to each other and to participants. And the course became much less about acquiring content or skills, and much more about making these connections, and learning from what emerged as a result of them.
  • Learning is a social activity, and that is why the picture of distance learning wherein each person studies from their own home, supported by a personal computer and desk videophone, is wrong.
  • one of the keys is ownership. By that, what I mean is that the members of the community play a key role in shaping the community.
  • It is not a place where the organizer provides material and the members consume it. It is a shared and constructed environment, where the members along with the organizers play roughly equal roles in content creation.
  • The MOOC is for us a device created in order to connect these distributed voices together, not to create community, not to create culture, but to create a place where community and culture can flourish,
  • People talk of ‘learning communities’ but strictly speaking there is no such thing as a ‘learning community’ – save, perhaps, the strained and artificial creations of educational institutions that try to cram classes into collectives, creating personal relationships where none naturally exist.
  • The value of a community, however, and especially of a learning community, comes from the diversity in the community. Students gather around an instructor precisely because the instructor has knowledge, beliefs and opinions that the students don’t share. They gather around each other because they each have unique experiences. Fostering a learning community is as much a matter of drawing on the differences as it is a matter of underlining the similarities.
  • To learn is not to acquire or to accumulate, but rather, to develop or to grow. The process of learning is a process of becoming, a process of developing one’s own self.
  • ecent discussions of MOOCs have focused almost exclusively on the online community, with almost no discussion of the individual learner, and no discussion peer community. But to my mind over time all three elements will be seen to be equally important.
  • We might also define three key roles in online learning: the student, the instructor, and the facilitator. The ‘instructor’ is the person responsible for the online community, while the ‘facilitator’ is the person responsible for the peer community.
anita z boudreau

The Discussion Board Book - Academic Outreach ECU - 0 views

net.educause.edu/...DBBook.html

elearning online discussions asynchronous Assessment

shared by anita z boudreau on 22 Sep 13 - No Cached
  • anita z boudreau on 22 Sep 13
     
    resource for using and assessing online discussions
anita z boudreau

http://researchrepository.murdoch.edu.au/7034/1/authentic_activities_online_HERDSA_2002... - 0 views

researchrepository.murdoch.edu.au/...ivities_online_HERDSA_2002.pdf

authentic_learning elearning PBL

shared by anita z boudreau on 11 Oct 13 - No Cached
  • anita z boudreau on 11 Oct 13
     
    Reeves et al. Authentic activities in online There has been a renewed interest in the role of student activities within course units as constructivist philosophy and advances in technology impact on educational design and practice. This paper proposes ten characteristics of authentic activities, based on a substantial body of educational theory and research, which can assist teachers to design more authentic activities for online learning environments. The paper includes a short review of the literature, together with the list of characteristics attributed to appropriate authors and theorists. The paper concludes with a discussion of how the affordances of Internet technologies can facilitate the operationalisation of authentic activities in online courses of study.
anita z boudreau

http://eac595b.pbworks.com/f/macknight+2000+questions%5B1%5D.pdf - 0 views

eac595b.pbworks.com/...ight+2000+questions%5B1%5D.pdf

critical_thinking discussions elearning

shared by anita z boudreau on 11 Oct 13 - No Cached
  • anita z boudreau on 11 Oct 13
     
    MacKnight - Teaching Critical Thinking Through Online Discussion
anita z boudreau

JOLT - Journal of Online Learning and Teaching - 0 views

jolt.merlot.org/...brinthaupt_1211.htm

e-learning practices online teaching

shared by anita z boudreau on 16 Sep 13 - No Cached
  • anita z boudreau on 16 Sep 13
     
    "In this paper, we use Bain's (2004) book What the Best College Teachers Do to discuss some of the major ways that the practices of effective teaching in general can be applied to online teaching in particular. "
anita z boudreau

How to Promote Critical Thinking with Online Discussion Forums | online learning insights - 0 views

onlinelearninginsights.wordpress.com/...-with-online-discussion-forums

e-learning criticalthinking

shared by anita z boudreau on 11 Oct 13 - No Cached
  • anita z boudreau on 11 Oct 13
     
    "Critical thinking is an expected learning outcome of higher education along with mastery of a studied discipline. Yet several studies including one outlined in Academically Adrift, suggests that a significant percentage of students are graduating after four years of college with little intellectual growth; critical thinking gains barely budging from the 'before' to 'after' assessment."
anita z boudreau

http://blog.reyjunco.com/pdf/Chapter5.pdf - 0 views

blog.reyjunco.com/...Chapter5.pdf

elearning blog online learning Online Teaching

shared by anita z boudreau on 22 Sep 13 - No Cached
  • anita z boudreau on 22 Sep 13
     
    Nackerud & Scalette "This chapter discusses the use of blogs in higher education, including how students and instructors use blogs, the value of blogs in this setting, and privacy and security implications. The chapter also features an examination of the University of Minnesota's UThink blogging system."
anita z boudreau

7 Things You Should Know About the HyFlex Course Model | EDUCAUSE - 0 views

er.educause.edu/...link.aspx

HyFlex flexible learning

shared by anita z boudreau on 05 Oct 16 - No Cached
  • anita z boudreau on 05 Oct 16
     
    "HyFlex is a course design model that presents the components of hybrid learning in a flexible course structure that gives students the option of attending sessions in the classroom, participating online, or doing both. Students can change their mode of attendance weekly or by topic, according to need or preference. Models like HyFlex, which present multiple paths through course content, may work well for courses where students arrive with varying levels of expertise or background in the subject matter. Courses built on the HyFlex model help to break down the boundary between the virtual classroom and the physical one. By allowing students access to both platforms, the design encourages discussion threads to move from one platform to the other."
anita z boudreau

8 digital learning myths dispelled | eSchool News | eSchool News | 2 - 0 views

www.eschoolnews.com/...2

online learning e-learning myths eSN

shared by anita z boudreau on 24 Feb 14 - No Cached
  • anita z boudreau on 24 Feb 14
     
    "The toolkit links to additional resources for information on blended and digital learning, and suggests using social media to stay updated on the latest information and to connect with others who are discussing the topic. "
anita z boudreau

IMPLEMENTING THE SEVEN PRINCIPLES - Chickering and Ehrmann - 1 views

www.tltgroup.org/...seven.html

pedagogy elearning Online Teaching

shared by anita z boudreau on 13 Sep 13 - Cached
  • The biggest success story in this realm has been that of time-delayed (asynchronous) communication. Traditionally, time-delayed communication took place in education through the exchange of homework, either in class or by mail (for more distant learners). Such time-delayed exchange was often a rather impoverished form of conversation, typically limited to three conversational turns: The instructor poses a question (a task). The student responds (with homework). The instructor responds some time later with comments and a grade. The conversation often ends there; by the time the grade or comment is received, the course and student are off on new topics. Now, however, electronic mail, computer conferencing, and the World Wide Web increase opportunities for students and faculty to converse and exchange work much more speedily than before, and more thoughtfully and “safely” than when confronting each other in a classroom or faculty office. Total communication increases and, for many students, the result seems more intimate, protected, and convenient than the more intimidating demands of face-to-face communication with faculty.
    • anita z boudreau
      anita z boudreau on 13 Sep 13
       
      Addresses how to avoid ineffective threaded discussions
  • anita z boudreau on 13 Sep 13
     
    Chickering and Gamson's Seven Principles of Good Practice in Undergraduate Education, provide a meaningful lens for thinking about online teaching and learning.
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