Group items tagged

Synchronous and Asynchronous Communication: Tools for Collaboration This page was authored by Byron Kask (2009) and revised by Sarah Wood (2010), and Brett Williams (2014)

The University of Oregon's Teaching Effectiveness Program (TEP) works with educators to assess and improve teaching. TEP provides assitance with setting up midterm analysis of teaching, videotaping assessments, consultations, library search services, using technology, and teaching portfolio assistance to the UO academic community. TEP also maintains an extensive library of education resources, many of which are available online.

Stories for Change is an online meeting place for community digital storytelling facilitators and advocates. Learn more about how we're using this unique medium for social change and join the network.

Abstract: As more and more instructors enter the world of online teaching and learning, a body of knowledge is emerging around the challenge of facilitating online interaction and fostering online collaboration. This paper draws from the literature on asynchronous learning and the authors' own experiences with online discussion and collaborative online projects. We identify a variety of techniques for focusing student dialogue, fostering an online learning community, and promoting successful collaboration. Instructors who are teaching wholly online courses or simply integrating online components into face-to-face classes will benefit from the observations and discussion.

Social Networking in Education Ning Community

In this short article Ryan Dube argues that educational blogging tools are ideal for promoting communication within the educational system.

Northwestern University, United States Received 18 May 2015, Revised 14 December 2015, Accepted 18 December 2015, Available online 23 December 2015 * Enterprise social network systems (ESNs) provide online spaces for informal learning. * Community members actively participate in non-mandatory, informal ESN spaces. * Social presence is the most frequent Community of Inquiry element in these spaces.

This course site and presentation will illustrate how the "Seven Principles of Good Practice in Undergraduate Education" (Chickering and Gamson, 1991) can be supported using the features of Blackboard Learn. Several online course design rubrics will also guide our showcase of quality instructional design options related to course structure, navigation, activities, assignments (individual and group), and communication. "Seven Principles of Good Practice in Undergraduate Education" (Chickering and Gamson, 1991), states a quality teaching and learning environment is one that: (1) Encourages contact between students and faculty, (2) Develops reciprocity and cooperation among students, (3) Encourages active learning, (4) Gives prompt feedback, (5) Emphasizes time on task, (6) Communicates high expectations, and (7) Respects diverse talents and ways of learning.

#TT1921 An online communication that takes place independent of location but at the same time (real time). Participants must agree on a time to log into the chat room and messages are received at the moment they are sent

Social networking communities are here to stay. Facebook has over 500 million users, while Twitter has over 200 million. That's not even counting blogs or YouTube video blogs. There's no doubt that students are actively engaged in online communities, but what kind of effects are these sites having and how can parents counteract the bad and bolster the positive?

Lucidchart is a great mind-mapping tech tool that can be used for content creation, group work, asynchronous AND synchronous communication! If you're looking for an "elective" or any of the other categories I just mentioned to round out your "scrapbook," this is one you might want to check out!

This article explains how synchronous communication techniques can effectively work to make graduate courses more relevant. It can also be used for the same purposes in an undergraduate course.

This is an interesting article that discusses the importance of creating "community" with social media and how it's important to incorporate into the classroom. The startling statistic that the authors cite is that 96% of students are using at least 1 form of social media.

It's no surprise that high school and college students spend a bulk of their time texting and tweeting. But who would have thought that social media would make its way into the classroom -- as an invited guest, no less? Developing community Forget the "no cell phones rule" -- these days, laptops and iPhones are a mainstay of the classroom.

GroupMe is an instant chat room developed by an individual of the group. The individual can seen a request to all individuals whom they would like to be involved in the the group. The individuals has to accept the invitation and then they can communicate within the group.

by Clive Shepherd The real-time online tutor Sometimes, life's simply too short to be asynchronous. The offending 'a' has to be removed to allow us to get on with things more quickly. In this article, we'll be looking at the various ways in which a more natural communication interface can be established between learners and tutors, by going real-time, or 'synchronous'.

Great article about responding to email in a timely manner, even when you don't have any answers for the sender or are incredibly busy. Enjoy!

MERLOT is a curated collection of free and open online teaching, learning, and faculty development services contributed and used by an international education community. Search peer reviewed open educational resources (OER), create Course ePortfolios, Bookmark Collections, and Learning Exercises, and build your own learning materials with our Content Builder.