He suggests that each group have a student identified as a facilitator, recorder, and possibly, reflector, with those positions changing from project to project. After a group completes its work, the students can use the projector to share what they’ve learned with the whole class.

Don't forget: The Complete Guide to Google Wave is and will continue to be freely available to read online right here at completewaveguide.com.

Stewart Hase and Chris Kenyon (December 2000). "From Andragogy to Heutagogy". ultiBASE (Faculty of Education Language and Community Services, RMIT University). http://ultibase.rmit.edu.au/Articles/dec00/hase2.htm.  Jane Eberle and Marcus Childress (2009). "Using Heutagogy to Address the Needs of Online Learners". in Patricia Rogers, Gary A. Berg, Judith V. Boettecher, and Lorraine Justice. Encyclopedia of Distance Learning (2nd ed.). Idea Group Inc.. ISBN 1605661988.

Teaching in an online environment isn't the same as teaching in a traditional classroom, and online instructors need special skills and approaches to be successful. For example, communication can pose a challenge in online-learning environments, because online educators can't rely on visual cues as their colleagues can in bricks-and-mortar schools. Now, a new research brief from the International Association for K-12 Online Learning (iNACOL) looks at this challenge in greater detail, examining how successful programs and teachers are ensuring effective communication.

Teachers must use eMail, frequent telephone conversations, and collaborative tools, such as threaded discussions and synchronous chats, to closely connect with students.

Effective online teaching practices must include quickly responding to student and parent inquiries.

How does the design of the learning space influence the perception of the type of teaching and learning about to take place?  In other words, how does design inform the intent?