Because the online environment facilitates
group communication, it is ideal for the types of information exchange
typical in forums. In fact, the forum can be more convenient and effective
in the online environment than in the traditional classroom because speakers,
experts and moderator can participate without having to travel or even
be available at a particular time. Both synchronous and asynchronous
communication can be utilized to support online learning forums
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Instructional Strategies for Online Courses - 0 views
www.ion.uillinois.edu/...instructionalstrategies.asp
teaching instructional strategies online courses module elearning web2.0 discussion education
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Because the online environment facilitates group communication, it is ideal for the types of information exchange typical in forums. In fact, the forum can be more convenient and effective in the online environment than in the traditional classroom because speakers, experts and moderator can participate without having to travel or even be available at a particular time. Both synchronous and asynchronous communication can be utilized to support online learning forums
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Establishing an Online Teaching Presence - 0 views
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the importance of your online teaching presence is that it contributes to online students’ sense of learning and perception of community. An online teaching presence “is the binding element in cultivating a learning community” (Persico, et al, 2010). According to Shea, Li & Pickett (2006), “There is a clear connection between perceived teaching presence and students’ sense of learning community.”
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For an online learning environment, the emphasis shifts from preparing class sessions to preparing learning modules with specific learning goals, reading assignments, brief instructional materials, learning activities, discussion board posting requirements, assessment procedures, etc. While you design the modules for your course, you should regularly ask: What do I want students to learn in this module? How will students demonstrate their learning of the materials in this module? What assignments or learning activities will support the learning for this module? By asking yourself these questions while designing modules, you will support student learning and will establish your teaching presence in the design of the course.
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“Skillful facilitation allows students to interact with one another and the instructor at a high level” (Palloff and Prat, 2011). At the beginning of the course, faculty members can help facilitate discourse through ice breakers that ask students to introduce themselves and find commonalities with other students.
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Peterson and colleagues (2001) suggest, “Summarize the discussion periodically to demonstrate the relation of the discussion to the course content and to point out missing information.”
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Indicators of direct instruction “include presenting content and questions, focusing the discussion on specific issues, summarizing discussion, confirming understanding, disposing misperceptions, injecting knowledge from diverse sources and responding to technical concerns” (Shea, et al, 2006).
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A strong online teaching presence makes for a strong online learning experience and a sense of community for your students.
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Technology and Education Online Discussion Forums: It's in the Response - 0 views
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participation in online discussion forums provides opportunities for responsibility and active learning through the expectation of regular participation in online discussions.
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hey construct knowledge through the shared experiences that each participant brings to the collaborative discussions. The online web courses about teaching offer deeper perspectives and opportunities to learn because the participants are teachers from school districts around the state and other states.
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This particular use of the discussion forum, to negotiate and construct knowledge, is an example of using the technology as a cognitive tool and not simply as another kind of blackboard or one-way communication method. Cognitive tools and environments stimulate cognitive learning strategies and critical thinking (Jonassen, 1998). Students engaged with course content in discussions and group work with other students engage in generative processing of information.
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his involves the processes of reflection and the construction and re-construction of domains of knowledge. The resulting kinds of learning from these processes are not a regurgitation of a lecture or reading. It is a negotiated interpretation of knowledge
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The discussion forum makes active participation by all students the price of citizenship within this learning community.
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Students quickly discover that their peers are also holders of knowledge and they initiate discussions and respond to one another's postings
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It is possible to feel invisible in an online discussion forum if no one responds to an individual's postings. Part of a course design should include a requirement that students respond to at least 3 or more students each week and at least 1 of those should be a student not previously responded to. This helps distribute the responses. Responses are a hook to student motivation to participate above and beyond grades.
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They recommended that, "Instructors can encourage and model this behavior from the beginning of a course, thereby creating a safe learning environment of acceptance and trust. Activities that enhance sharing and cooperation can further develop openness and solidarity within groups." (McDonald & Gibson, 1998, p.21)
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Web environments can make use of interactive components and educators should design and look for activities that are problem oriented, interactive, and engage students in an application of knowledge, principles, and values (Hazari & Schnorr, 1999).
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he stage for disagreement within the discussion forum is also a motivation and invitation for students to become more engaged in the discussions.
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instructors should have the syllabus developed and the course up and online before the first day of class
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Instructors need to be a "presence" in the virtual conference center as they monitor the discussions and provide continuous guidance to students to focus on the course goals by utilizing a technique called "weaving". This is a skill that involves using a part of a student comment in a posting and re-directing it to the main topic without an explicit negative value judgment. Instructors in a discussion forum will set and maintain the type of language and tone used in the virtual conference center. It is harder to interpret the tone and therefore the meaning of a message without visual clues or the sound of a voice. Instructors fulfill a role like that of a list moderator as they support and give students guidance in communicating successfully within the environment.
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Feedback has long been recognized as critical to the learning process and timely feedback is potent.
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The need for affection is also present in a virtual discussion forum. This need is characterized by trust, self-disclosure and willingness to reveal experiences, thoughts and interpretations.
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These "getting-to-know-you" scenarios are as important as course content in reaching the goal of a collaborative community of learners. The instructor needs to be sensitive to this need and find a balance within the discourse.
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If they are left dangling for days on end, they lose a feeling of connection and begin to feel lost in Cyberspace.
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Evolution of Technological Design and Pedagogy in an Online Learning Community - Google... - 0 views
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Lost in Translation: Importance of Effective Communication in Online Education - 0 views
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Learning and Ownership Realized | Alex Nana-Sinkam - 2 views
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"A couple examples, from Howard's The Art of Hosting Good Conversations Online: A good online learning community: has a shared commitment to work together toward better communication, better conversations. is a place where everybody builds social capital individually by improving each other's knowledge capital collaboratively. a spirit of group creativity, experimentation, exploration, good will. enables people to 'entertain' themselves rather than being just the passive consumers of canned 'entertainment'."
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An absolutely riveting online course: Nine principles for excellence in web-based teach... - 2 views
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Principle 7: A great web interface will not save a poor course; but a poor web interface will destroy a potentially great course.
Connecting Dots - 5 views
Connecting Dots - 3 views
Connecting Dots - 3 views
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AJET 26(3) Drexler (2010) - The networked student model for construction of personal le... - 0 views
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Personal learning suggests learner autonomy and increased self regulation (Atwell, 2007; Aviram et al., 2008). However, increased responsibility and control on the part of the learner do not necessarily equate to learner motivation (Dede, 1996). Students engaging in networked learning research must be more self-directed. Not only are they navigating a number of web-based applications for the first time, they are also required to take an active role in the learning process by making decisions about how to search, where to search, and why certain content meets a learning objective.
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Teachers, on the other hand, are challenged to provide an appropriate balance between structure and learner autonomy in order to facilitate self-directed, personalised learning (Beaudoin, 1990; McLoughlin & Lee, 2010).
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The role of a teacher within a student-centered approach to instruction is that of a facilitator or coach (Wang, 2006). "He or she supports the students in their search and supply of relevant material, coordinates the students' presentations of individual milestones of their projects, moderates discussions, consults in all kinds of problem-solving and seeking for solutions, lectures on topics that are selected in plenary discussions with the students and conforms to the curriculum" (Motschnig-Pitrik & Holzinger, 2002, p. 166).
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ouros (2008) developed a model of the networked teacher that represents an educator's professional personal learning environment (PLE). A teacher is better equipped to facilitate networked learning if he or she has experienced the construction of such a model first hand. The significant connections in Couros' view of the network include colleagues, popular media, print and digital resources, the local community, blogs, wikis, video conferencing, chat/IRC, social networking services, online communities, social bookmarking, digital photo sharing, and content development communities (Couros, 2008).
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In a traditional classroom setting, the teacher has primary control over the content. He or she selects or designs the curriculum. Networked learning gives students the ability and the control to connect with subject matter experts in virtually any field.
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The networked student follows a constructivist approach to learning. He or she constructs knowledge based on experiences and social interactions (Jonassen et al., 2003). Constructivism encourages "greater participation by students in their appropriation of scholarly knowledge" (Larochelle et al., 1998).
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Technology supports this appropriation as a collection of tools that promote knowledge construction, an information vehicle for exploring knowledge, an active learning tool, a social medium to promote conversing, and an intellectual partner to facilitate reflection (Jonassen et al., 2003)
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Developing a model of the networked student The Networked Student Model adapts Couros' vision for teacher professional development in a format that is applicable to the K-12 student. It includes four primary categories, each with many components evident in the networked teacher version (Figure 2).
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That connection expands to include access to resources and creative artifacts. Computers and mobile devices continue to broaden access to all types of information and learning sources. As quickly as content becomes available, web applications are released to assist in the management of that content
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The networked student constructs a personal learning environment one node at a time. Once these connections are formed, they must be revisited and built upon to facilitate further learning. The personal learning environment lives beyond time spent in a classroom
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With so much information to manage, it is increasingly difficult to stay abreast of changes in a given field, much less track implications arising from related fields. Really Simple Syndication (RSS) allows learners to subscribe to changing content and makes tracking changes easier.
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Ultimately, meaningful learning occurs with knowledge construction, not reproduction; conversation, not reception; articulation, not repetition; collaboration, not competition; and reflection, not prescription (Jonassen et al., 2003).
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Construction of a personal learning environment does not necessarily facilitate comprehension or deep understanding. Learning potential exists in what the student does with the compilation of content and how it is synthesised. The networked student model is one of inquiry, or the process of "exploring problems, asking questions, making discoveries, achieving new understanding and fulfilling personal curiosity" (National Science Foundation, as quoted by Chang & Wang, 2009, p. 169).
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Principles of connectivism equate to fundamentals of learning in a networked world. The design of the teacher-facilitated, student-created personal learning environment in this study adheres to constructivist and connectivist principles with the goal of developing a networked student who will take more responsibility for his or her learning while navigating an increasingly complex content base.
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Nine out of 15 students indicated that time management was the most difficult aspect of the course. Yet, of the fifteen students participating in the project, thirteen were able to manage weekly assignments per the schedule. Two students fell behind and expressed frustration at the amount of work required to catch up. Teacher intervention was required to facilitate their successful completion of the course. They were given a daily list of tasks designed to scaffold the time management aspects of the project. Time management issues were less associated with construction of the personal learning environment and more concerned with the blended format of the delivery. It was an adjustment for students to manage work outside of class even though they enjoyed the freedom of attending a formal class meeting only 3 out of 5 days a week.
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Achieving the delicate balance between teacher control and student autonomy is an ongoing challenge when facilitating student use of new technologies for self-regulated learning (McLoughlin & Lee, 2010). Motivation, self direction, and technical aptitude are key considerations for implementing a networked student design. The students constructing personal learning environments in this test case were successful in the contemporary issues course.
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spite of the challenges highlighted above, the Networked Student Model offers a design and framework through which teachers can explore a student-centered, 21st century approach to learning. It further provides a foundation for constructing a personal learning environment with potential to expand as new learning avenues emerge. The student is challenged to synthesise diverse and extensive digital materials, connect to others interacting in respectful and meaningful ways, self-regulate an active approach to learning, and develop an option for life long learning that applies to virtually any curricular area. Once a student has learned how to construct a personal learning environment, he or she is left with a model of learning that extends beyond the classroom walls, one in which the learner assumes full control. Regardless of teacher control, the students' success will depend on how well they have been prepared in the processes that support learning in an ever changing, increasingly networked world.
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If You Build It, They Will Come: Building Learning Communities Through Threaded Discuss... - 1 views
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Assessing Effectiveness of Student Participation in Online Discussions Student Name _______________________________________________________________ Unit _____
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Frequently attempts to direct the discussion and to present relevant viewpoints for consideration by group; interacts freely
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Occasionally posts off topic; most posts are short in length and offer no further insight into the topic
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Aware of needs of community; frequently attempts to motivate the group discussion; presents creative approaches to topic
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Occasionally makes meaningful reflection on group’s efforts; marginal effort to become involved with group
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Communities of Practice Online (CoPo): The Art of Facilitating Online Discussions course - 0 views
coponline.blogspot.com/...tating-online-discussions.html
module 3 discussion forums communities practice discussions
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A Holistic Approach for Establishing Social Presence in Online Courses & Programs - 0 views
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Productivity and online learning redux - 2 views
www.tonybates.ca/...vity-and-online-learning-redux
productivity discussion online learning innovation elearning pedagogy
shared by Diane Gusa on 18 Mar 14
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Instructional MOOCs (xMOOCs) have basically removed learner support, at least in terms of human (instructor) support, but this has resulted in a very low number of MOOC learners passing end-of-course assessments of learning. Indeed, prior research into credit-based learning has established that instructor online ‘presence’ is a critical factor in retaining students. So far, it has proved difficult to scale up learner support on a massive scale, except through the use of computer technology, such as automated feedback. However, Carey and Trick (2013) and indeed faculty at elite institutions who are offering xMOOCs (see Thrun and ‘the Magic of the Campus‘) have argued that such computer support does not support ‘the learning that matters most’.
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computer-based approaches to learner support to date has been inadequate for formal assessment of higher order learning skills such as original, critical or strategic thinking, evaluation of strategies or alternative explanations.
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In cMOOCs that are more like communities of practice and thus contain many participants with already high levels of expertise, that expertise and judgement can be provided by the participants themselves
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‘disruptive’ innovation, where a new technology results in sweeping away old ways of doing something.
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Thus knowledge management becomes more important than mere access to knowledge. If we look at xMOOCs though we have taken a new technology – video lecture capture and Internet transmission – and applied it to an outdated model of teaching. True innovation requires a change of process or method as well as a change of technology.
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.Content is only one component of teaching (and an increasingly less important component); other components such as learner support and assessment are even more important. Care is needed then because changes in methods of online content development and delivery could have negative knock-on cost and productivity consequences in other areas of course delivery, such as learner support and assessment. I
Reflections on Online Teaching - CIT 2013 - community and comraderie around o... - 0 views
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Education-2020 - Who is the Teacher? - 1 views
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In the video to the left teachers give a vision of 21st Century teachers. They are teachers who use Web 2.0 tools to facilitate social and collaborative learning.stress the importance of a global community and a community of learninguse interactive multimedia to engage studentsstress the development of critical thinking and problem solving skills in their studentshave their students construct their own knowledgehave students connect, communicate and create through multimedia projects using wikis, blogs, social media toolsuse differentiated instruction for different learning styleshave their students interact with others locally and globallyencourage students to be comfortable with uncertainty and nurture global confidenceprepare their students for the future not the past
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The LMS Divide - Social Presence in Online Learning | online learning insights - 0 views
onlinelearninginsights.wordpress.com/...al-presence-in-online-learning
social presence online learning learning community
shared by Nicole Frescura on 16 Jul 12
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