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Building An Online Learning Community by Kevin Wilcoxon

Building An Online Learning Community by Kevin Wilcoxon
“One thing is certain, learning communities are more engaging and members more engaged than is the case with traditional instruction.” How can an instructional designer (ID) leverage social interaction online to engage learners, increase exchange and dialogue, and get better results, without losing the purposeful focus provided by an instructor or traditional course content and structure? Many IDs are intrigued by the potential of communal experiences online, but there is a great deal of uncertainty about how to proceed. Here are a couple of cases that you may find interesting. Afterward, I offer a roadmap for producing similar results. Online Statistics course Michelle Everson teaches a Statistics course online. Each group is required to work on eight small-group assignments during the course or series. Online Operations Management course Joel Mencena teaches Operations Management online. Learning communities Figure 1. We can further specify each element of a learning community. Figure 2.

http://www.learningsolutionsmag.com/articles/761/building-an-online-learning-community

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Copyright and Online Courses: Frequently Asked Questions Can I use copyrighted material in an online course module if access to the web page is restricted to students in the course? Perhaps. There are no guidelines specific for the use of copyright materials in developing online courses. Therefore, judgments must be made about the fair use of the material. See: What Does Fair Use Reallly Mean? Harvard Education Letter Students in Hayley Dupuy’s sixth-grade science class at the Jane Lathrop Stanford Middle School in Palo Alto, Calif., are beginning a unit on plate tectonics. In small groups, they are producing their own questions, quickly, one after another: What are plate tectonics? How fast do plates move? Why do plates move? Do plates affect temperature? What animals can sense the plates moving?

Copyright and Creative Commons Explained by Common Craft Julia’s dream is to make a living as a photographer. In this dream, she takes amazing photos, people buy them, and their purchases fund her future work. But it’s not that simple. Using Piazza to Encourage Interaction [This is a guest post by Abir Qasem, who teaches intro to programming, AI, cloud, and device programming courses for the Computer Science Department at Bridgewater College. You can find him online or follow him on Twitter at @abirqasem.--@JBJ]

Educators Guide to the use of Pinterest in Education Some educational Pinners to follow This is the editor of the famous blog cool cat teacher. It has over 69 boards all with more than 600 pins. Free Audio Books Sort by Titles Per Page 1 - 10 of 11030 Titles by C.S. Lewis Available on:Audio Download

How to Avoid Plagiarism Plagiarism is stealing; it is the act of passing off another person's intellectual property as your own and taking credit for another person's work. Colleges and universities take academic dishonesty very seriously and are very hard on students who commit plagiarism. Some possible consequences include receiving a failing grade for an assignment, failing the entire course, and even expulsion from school. Copyright is the law put in place to prevent plagiarism. When someone copyrights something, it means they own the rights to copying that item. Many things are copyrighted — images, articles, books, poetry, and even ideas.

Holiday Edition: 7 Resources for Detecting & Preventing Plagiarism 1. The first thing I do when I want to check a student's work for plagiarism is to do a quick search on Google. If you notice that a student has strung together some phrases that you don't think they've written, put the suspected phrase inside quotation marks and search. You may want to search on Google as well as on Google Scholar. For more Internet search tools and strategies please see my free ebook Beyond Google - Improve Your Search Results. 2.

ETLO Discussion Question Models This discussion format is designed to put participants in real-life experience situations where they are asked to share ideas and strategies for addressing issues they will face when they encounter concepts being taught in the course. This is a very popular discussion format because participants enjoy haveing a 'heads-up' about issues they are likely to face as well as coming away with ideas suggested by their colleagues and first-hand information from the facilitator. Example Question: Share at least one strategy for addressing discussion issues that may arise in a virtual course by responding to one or more of the scenarios posted below. Be sure to respond to your peers' posts with ideas and examples to extend the discussion. Scenario One: No Message Postings from Alicia You've just started Session Three of your Algebra 1 course and Alicia has not posted a message on the discussion board.

Discussion Rubric University of Wisconsin - Stout — Schedule of Online Courses, Online Certificate Programs, and Graduate Degree Follow us on Facebook. This rubric may be used for self-assessment and peer feedback. * Open class discussion is an important and significant part of an online course. While class discussion whether online or face to face, can be characterized by free flowing conversation, there are identifiable characteristics that distinguish exemplary contributions to class discussion from those of lesser quality. The criteria found on the rubric above will be used to assess the quality of your initial postings and responses to the postings and comments of peers during class discussion.

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