The authors explore the psychological and social aspects of online presence from both the instructor and student perspective and provide an instructional design framework for developing effective online learning.
While neuroscience hasn’t yet radically changed the way we think about teaching and learning, it is helping to shape educational policies and influencing new ways of implementing technology, improving special education, and streamlining day-to-day interactions between teachers and students. While there is still a long way to go before we truly understand the science of learning and how to use those findings in the real world classroom, it’s important to highlight some of the key ways that neuroscience is changing the classroom of today for the better.
Hybrid Pedagogy is an academic and networked journal of teaching and technology that combines the strands of critical and digital pedagogy to arrive at the best social and civil uses of technology and digital media in education.
Since I am a great fun of open source software (Open Source Authoring Tools for e-Learning, Free and Open Source Web Conferencing Tools for e-Learning) and active member of online communities I created the following list with free e-Learning books.
Students’ participation in online discussions is central in online learning courses as it contributes to a participative and meaningful instruction where learners build their knowledge in a constructive way with instructors, colleagues, informal sources and by reflecting upon the process.
Debbie Morrison is posting a triplet series on how to create effective discussions in an online learning environment. In part I she presents components which make online discussions effective, namely:
1. A solid course design
2. Guidelines and expectations for students
3. Well constructed topics/questions
4. The existence of a skilled facilitator or moderator
5. An assessment component
Wang Y. & Victor Der-Thang Chen (2008). Essential Elements in Designing Online Discussions to Promote Cognitive Presence, Journal of Asynchronous Communication. Journal of Asynchronous Learning Networks, 3-4 (12).
Wade, D. A., Bentley, J. P. H., & Waters, S. H. (2006). Twenty guidelines for successful threaded discussions: A learning environment approach. Distance Learning, 3(3), 1-8.
"In an online environment, human interaction does not just happen naturally. Your online students need a way to get to know you, the instructor, and others. There are several ways to encourage your students to interact with each other. The idea is to be creative and set several guidelines for students to follow in order to stimulate asynchronous discussions."
You’ll find here a bunch of techniques and suggestions. Save them for future use.
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