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in title, tags, annotations or urlMy Discussion Post Grading Rubric | sharing what i know - 0 views
Nine Ways to Improve Class Discussions - 3 views
e-Learning Online: 8 Online Discussion Response Techniques - 0 views
What Do Students Learn Through Discussion? | Faculty Focus - 1 views
Pump up Your Online Discussions with VoiceThread | Faculty Focus - 2 views
Five Tips for Improving Online Discussion Boards - Association for Psychological Science - 6 views
10 Tips for Effective Online Discussions | EDUCAUSE - 0 views
Online discussions: tips for instructors | Centre for Teaching Excellence - 1 views
How To Improve Online Discussion Posts - eLearning Industry - 1 views
Tips for Class Discussion - 2 views
Designing Online Discussions: Key Questions | The Sheridan Center for Teaching and Learning - 3 views
Online Discussion Boards: Strategies to Ease Instructor Burden and Promote Student Learning - OLC - 1 views
A Real Conversation - Making Online Discussions Awesome - OLC - 2 views
Discussion board tips - 2 views
An Open Letter to Professor Edmundson | Inside Higher Ed - 0 views
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"Given your critique of "online education," I find it ironic that learning designers and others who work day-in, day-out on online (and blended) learning spend much of our time saying similar things to our faculty partners and university stakeholders as you so eloquently articulated in the above quotes. The error that you make, and it is a fundamental error, is that you confuse what is going on at Stanford, Yale, Harvard, M.I.T. with edX and Coursera, with traditional online learning. You write as if you are critiquing online classes, but what you are really taking issue with are the new crop of massively open online courses (MOOCs). This error is not merely semantic. Confusing online learning with MOOCs disallows any meaningful analysis of the challenges and benefits of either format. Conflating online learning with MOOCs also closes the possibility of any substantive discussion of how institutions of higher education are responding to challenges around access, cost and quality. And perhaps most troubling, by conflating online learning with MOOCs you are mischaracterizing and devaluing the hard work of your fellow educators to bring the active learning principles, the principles that you yourself espouse, to new teaching modalities."
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