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Diane Gusa

Kaplan, Andreas - Users of the world, unite.pdf (application/pdf Object) - 0 views

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    Social presence is influenced by the intimacy (interpersonal vs.mediated) and immediacy (asynchronous vs. synchronous) of themedium, and can be expected to be lower for mediated (e.g., telephone conversation) than interpersonal (e.g., face-to-face discussion) and for asynchronous (e.g., e-mail) than synchronous (e.g., live chat) communications. The higher the social presence, the larger the social influence that the communication partners have on each other's behavior. Closely related to the idea of social presence is the concept of media richness. Media richness theory (Daft & Lengel, 1986) is based on the assumption that the goal of any communication is the resolution of ambiguity and the reduction of uncertainty. It states that media differ in the degree of richness they possess--that is, the amount of information they allow to be transmitted in a given time interval--and that therefore some media are more effective than others in resolving ambiguity and uncertainty. Applied to the context of Social Media, we assume that a first classification can be made based on the richness of the medium and the degree of social presence it allows. With respect to the social
Diane Gusa

Creating Social Presence in Online Environments - 7 views

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    Benefits of Social Presence Strategies for Creating Social Presence
Diane Gusa

A Holistic Approach for Establishing Social Presence in Online Courses & Programs - 0 views

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    "A Holistic Approach for Establishing Social Presence in Online Courses & Programs"
Nicole Frescura

The LMS Divide - Social Presence in Online Learning | online learning insights - 0 views

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    From my Module 3 blog
Alexandra DeLeo

Exhibit 2: Social, teaching, and cognitive presence - 1 views

  • social presence is to support the cognitive and affective objectives of learning by building an environment of trust and comfort.
  • Cognitive presence facilitates the construction of meaning through a process of individual or community inquiry that goes beyond merely covering course content
Nicole Frescura

Student perception of collaborative learning, social presence, and satisfaction - 1 views

"To better understand their perceptions of collaborative learning, social presence, and satisfaction, this study aims to analyze the experiences of learners in computer-mediated communication (CMC)...

Module 2

started by Nicole Frescura on 04 Jul 12 no follow-up yet
Nicole Frescura

Social Presence -- Pickett - YouTube - 0 views

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    from my Module 3 Blog
anonymous

Connecting Dots - 5 views

Speaker Annalie Killian, in our module video The learning paradox of ubiquitous connectivity, said that "More time spent online does not necessarily increase learning". Annalie Killian stated that...

started by anonymous on 25 Feb 14 no follow-up yet
anonymous

Connecting Dots - 3 views

Speaker Annalie Killian, in our module video The learning paradox of ubiquitous connectivity, said that “More time spent online does not necessarily increase learning”. Annalie Killian ...

EDU#300

started by anonymous on 16 Mar 14 no follow-up yet
anonymous

Connecting Dots - 3 views

Speaker Annalie Killian, in our module video The learning paradox of ubiquitous connectivity, said that "More time spent online does not necessarily increase learning". Annalie Killian stated that...

EDU#300

started by anonymous on 16 Mar 14 no follow-up yet
Diane Gusa

An absolutely riveting online course: Nine principles for excellence in web-based teach... - 2 views

  • Principle 1: The online world is a medium unto itself.
  • Principle 2: In the online world content is a verb.
  • Principle 5: Sense of community and social presence are essential to online excellence.
  • ...6 more annotations...
  • Principle 4: Great online courses are defined by teaching, not technology.
  • Principle 3: Technology is a vehicle, not a destination.
  • Principle 6: Excellence requires multiple areas of expertise.
  • Principle 7: A great web interface will not save a poor course; but a poor web interface will destroy a potentially great course.
  • Principle 8: Excellence comes from ongoing assessment and refinement.
  • Principle 9: Sometimes the little extras go a long way.
Nicole Frescura

Social Presence - Alexandra Pickett - 1 views

Alexandra Pickett is the Associate Director, SUNY Learning Network

started by Nicole Frescura on 04 Jul 12 no follow-up yet
Nicole Frescura

Social Presence - 1 views

This is one of the first reading listed in Module 3.

started by Nicole Frescura on 04 Jul 12 no follow-up yet
Alexandra DeLeo

http://www.designingforlearning.info/services/writing/ecoach/tips/tip51.html - 0 views

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    Review of social, teaching and cognitive presence.
Diane Gusa

How to Use Twitter in the College Classroom - 2 views

  • A user can be totally anonymous if that is their wish. This is an added bonus because as an instructor I would never want to involve my students in an activity that could cause them harm or make them feel uncomfortable in any way.
  • Use Twitter as an Announcement Board.
  • hey could just always have the Twitter in the background when they are at home and just look at it from time to time.
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  • Web-Pages. One of the best and most useful features of Twitter is the ability to post URL links in your Tweets
  • Use Twitter to Ask Questions.
  • Use Twitter to Connect Students
  • The student did not sign up for an online course and those boundaries must be respected
  • Don't mix Personal Twittering with Classroom Twittering
  • Do "Block" users who try to Follow your Tweets and are not your students. Most people on Twitter are trying to sell something.
  • Do Tweet often
  • Do keep your Twitter page Public. Th
  • Do include a blurb on netiquette in your course Syllabus.
  • Do Tweet on topics related to the course
  • In fact you should probably Tweet daily. Just
  • Do keep your Tweets professional.
  • Do delete non-fact related Tweets between semesters
  • Do Re-Tweet your updates.
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