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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.

Create your own classroom or self-directed gameshow style games, quizzes, tests and surveys using LearningWare's software templates, described below. All are Y3K compliant. Our mission is to make learning fun. For example, Quiz Rocket is a unique, easy-to-use quiz and survey program. Unlike other web-based tools, Quiz Rocket creates an interactive, media-rich environment for Web users. Using Quiz Rocket's fill-in-the-blanks, template approach, you can customize quizzes and surveys around any content and publish them on the Web for access anywhere, anytime. All six Flash Learning Interactions are included: multiple choice, matching, T/F, branching, short answer, and sequencing questions.

OSCELOT is a community that creates innovative open source solutions for the challenges facing the eLearning community. We believe in openness in education, the application of OPEN standards, the power of OPEN source, OPEN community, OPEN content, and OPEN education.

" Instructional design is generally executed by instructional designers. According to scholars, instructional designers are typically educators, trained in emerging technologies and pedagogy, who possess specialized skills (Steven, 2013). They must be able to conduct needs assessments, write objectives, and choose content, method, instructional strategies, and best practices (Schwier & Wilson, 2010). Professionally, instructional designers should be able to build interpersonal and trust-worthy relationships, communicate clearly, motivate, solve problems, manage projects and deadlines, outsource, train, and adapt. In addition, instructional designers should be intuitive, supportive, encouraging, organized, persuasive, flexible (Schwier & Wilson, 2010), capable, energetic, pragmatic, and helpful (Stevens, 2013). "

Skip to main content The National Academies of Sciences, Engineering, and Medicine The National Academies Press About Ordering Information New Releases Browse by Division Browse by Topic Login Register Help Cart How People Learn II: Learners, Contexts, and Cultures

Providing students with multiple ways to access content improves learning (Hattie, 2011). Providing students with multiple ways to demonstrate knowledge and skills increases engagement and learning, and provides teachers with more accurate understanding of students' knowledge and skills (Darling-Hammond, 2010). Instruction should be informed as much as possible by detailed knowledge about students' specific strengths, needs, and areas for growth (Tomlinson, 2014).