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Anchored discussion is a form of collaborative literature processing. It "starts from the notion of collaborative discussion that is contextualized or anchored within a specific content" (van der Pol, Admiraal & Simons, 2006). In this course, the discussions we participate in are based on prompts that address ideas included in each of the required resources for each module. However, an anchored discussion is a discussion that is focused on one piece of literature. As students read and digest the material, discussions about the meaning of that material occur within a window where the material is present. It is like having an asynchronous chat window open next to a research article. (van der Pol et al., 2006) As I started learning about anchored discussions, I saw many connections to shared annotation such as what we use Diigo for. Van der Pol et al. (2006) state that "shared annotation might leave more room for individual processes, but is shown to have some limitations in supporting interactivity". Anchored discussions take shared annotation a step further in that it requires conversation (as opposed to individual notes) regarding a resource. The collaborative piece of anchored discussions really got my attention in that it provides greater opportunity for the development of teaching presence by both students and the instructor. The opportunity to facilitate a discussion within the context of a required reading is an exciting idea for me. The use of anchored discussion allows for all three facets of teaching presence: instructional design and organization, facilitating discourse, and direct instruction (Shea, Pickett, & Pelz, 2003). I am wondering if there is a way to use Diigo in creating anchored discussions.

Does class size matter? http://www.magnapubs.com/newsletter/distance-education-report/270/Does-Class-Size-Matter-13523-1.html This article originally appeared in Distance Education Report. I've been the director of online education at my institution since 2007. One question I've been asked many times over the years is "What is the optimal number of students to have in an online class?" My usual response is to pretend I didn't hear the question and walk away as quickly as possible. Well, that's not totally true. But as you can imagine, this is not an easy question to answer, as there are many variables that come into play--the topic of the class, the overall course design, the academic rank of students in the class, the experience of the instructor teaching the class, etc. I've had many interesting discussions with students, staff and administrators over the years about enrollments in online courses. When I first started teaching online, my courses would fill almost immediately, sometimes within minutes. Inevitably, students would contact me and request an override for the course - not just one or two students, but dozens upon dozens of students. They were usually surprised when I said no. These frustrated students would often reply with a comment such as, "But it's an online class, so you can take unlimited numbers of students and it won't be any additional work for you." Surprisingly, I've heard this kind of comment from some faculty, staff and administrators as well. I usually view these interactions as opportunities to offer a bit of education about online learning. So I might say, for example, that if I had seven graded assignments in my online course, and 25 students, I would end up grading 175 assignments--with the emphasis on "I." However, if I doubled the number of students in my class and graded seven assignments for 50 students, that would be 350 assignments to grade. There were also 22 quizzes, two exams and multiple

Schools see valuable opportunities in moving course evaluations online, but only if they can raise student-participation levels.

"# I use Twitter to get the pulse of people in the larger online world. # I use Twitter to communicate in two directions. # I use Twitter to promote important causes, as well as business opportunities. # I use Twitter to promote other people's stuff 12 times as much I as do mine (12:1 rule). # I use Twitter to stay updated on people's shared news. # I use Twitter as a quick pulse-taking service. # I use Twitter to find business (via search). # I use Twitter to stream links to my stuff and to others' stuff. # I use Twitter to connect with humans. "

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SLN (SUNY Learning Network) Senior Online Instructional Designer http://t.co/4lXQIKWcZM #SUNY Learning Network is looking for an online instructional designer https://t.co/RaLzh0AZ29 #onlinelearning #lrnchat #instructionaldesign