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Getting the Mix Right Again: An Updated and Theoretical Rationale for Interaction

Getting the Mix Right Again: An Updated and Theoretical Rationale for Interaction
Terry AndersonAthabasca University – Canada’s Open University No topic raises more contentious debate among educators than the role of interaction as a crucial component of the education process. This debate is fueled by surface problems of definition and vested interests of professional educators, but is more deeply marked by epistemological assumptions relative to the role of humans and human interaction in education and learning. The seminal article by Daniel and Marquis (1979) challenged distance educators to get the mixture right between independent study and interactive learning strategies and activities. They quite rightly pointed out that these two primary forms of education have differing economic, pedagogical, and social characteristics, and that we are unlikely to find a “perfect” mix that meets all learner and institutional needs across all curricula and content. Nonetheless, hard decisions have to be made. Defining and Valuing Interaction in Distance Education Figure 1.

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The Methods and Means to grading Student Participation in Online Discussions This is the final post in a three-part series on how to create effective discussions in an online environment in the context of courses for credit. In this post I’ll share how to grade and asses students contributions in online discussion forums – the final yet essential step that solidifies and reinforces student learning. I am eager to share my insight into the measurement component of online discussions, as we found within our own institution’s online program that it was the assessment aspect, through the use of a rubric was the critical element that raised the bar for our threaded discussions. The rubric allowed course instructors to give ‘good’ feedback to students, clarified for students what was expected of them in discussions and to the astonishment of some of our professors, it [the rubric] improved the quality and quantity of discussion postings significantly.

7 guidelines for effective teaching online Inside Digital Learning asked four authors of books about online education for their expert advice on how instructors and their institutions can excel in virtual course instruction. The authors agreed that the online classroom is different enough from the traditional one that faculty members and adjuncts need to create courses for digital delivery that are substantially different from those they teach on campus. And they said teaching online requires an even keener focus on student engagement than the face-to-face model does. “Years ago, we used to say the danger of online courses was they were just going to become electronic correspondence courses,” said Rita-Marie Conrad, who along with Judith V. Boettcher, wrote The Online Teaching Survival Guide. “That’s still a danger.

Using Rubrics to Grade Online Discussions - ELC Support A rubric is a scoring scale used to evaluate a student's work. Rubrics spell out to students exactly what is expected of them, and they list the criteria instructors use to assess students' work. Rubrics also help instructors by providing guidelines for more objective grading. The Value of Rubrics

Tools for Interactive Teaching and Learning: IU - Teaching Online It is tempting to fall into the habit of thinking that you have to use a lot of complicated online tools to provide opportunities for meaningful active learning. You can provide meaningful interaction with quite basic tools as long as they are well-structured and clearly support students in reaching learning outcomes. Consider the Experience Critical thinking in the Online Classroom This is part 3 in a 3 part series discussing the concept of ‘presence’ in online learning communities. I’ve been writing about online presence in this series and though complex, it is best understood by the Community of Inquiry (CoI) model, a framework of three dimensions that work together to create what I call a complete learning experience (though the creators of the model call it an ‘educational experience’ where all three coincide (Garrison et al., 2000). In part one, I reviewed instructor presence and part two, social presence. Though this third dimension is officially labeled ‘cognitive presence‘ I have made reference to critical thinking, as this is what should be happening in the cognitive presence domain, which I’ll elaborate on further in the post. What is Cognitive Presence? I thought social presence was the most abstract and elusive, but I was wrong, it’s this dimension, Cognitive Presence that is the hardest to get my head around and put on paper.

Wikis – ION Professional eLearning Programs - University of Illinois Springfield - UIS Description of Lesson: Although the idea is simple and the name evolved from a slang term for quick, wikis have quickly become a standard method of collaborative creation. A wiki represents a tool whereby users can jointly work on the same document that is stored externally on a wiki server. In a wiki-based lesson, students work to collaboratively construct a document designed to meet some educational objective. Appropriate Content Areas: All Examples: Annotated Bibliography construction For more examples of how to use Wikis in education, see the additional readings below.

Student Motivation and Engagement by Selby Cull, Washington University in St. Louis Don Reed, Dept. of Geology, San Jose State UniversityKarin Kirk, Science Education Resource Center authored as part of the 2010 workshop, Teaching Geoscience Online - A Workshop for Digital Faculty Jump down to: The Nature of Online Learners | Pedagogic Design | Instructor Behavior | References and Resources Creating the Foundation for a Warm Classroom Climate Although the course syllabus is often overlooked or undervalued as the first form of communication between students and their instructors, it plays an important role for both. For students, the syllabus communicates information about the course that they require throughout the semester. For instructors, it assists with planning and demonstrates to students the instructor’s concerns for the course and for them (Hammons & Shock, 1994). Importantly, the syllabus creates a first impression about the instructor and his or her attitudes toward teaching (Grunert, 1997).

Learning analytics don't just measure students' progress – they can shape it As a society, we assess what we value. Within education, we use metrics and grades to give students a sense of what "good" looks like and how they can achieve this. That's the aim. In practice, we end up assessing the knowledge and skills that we are able to measure, and setting aside others that we value. The development of learning analytics – data collected from students' online footprints showing how or when they study – gives us an opportunity to change this practice.

Poorvu Center for Teaching and Learning Examples and Recommendations Active learning includes techniques for large lecture courses in auditoriums with fixed seating, as well as for small classes with students seated in seminar-style rooms. 1.) Conceptions of effective teaching in higher education: extending the boundaries - Teaching in Higher Education - Volume 12, Issue 1 This paper examines university teachers’ conceptions of effective teaching. It reports a small illuminatory study of eight teachers. Their narratives identify rich insights. Conceptions of ‘learning through dialogue’, ‘community of learners’ and ‘meta-learning’ emerge as crucial in supporting students’ learning. These conceptions extend understanding of effective teaching in higher education and illuminate how teachers transform their teaching to transform learning. Insights emerge about the importance of social contexts.

Poorvu Center for Teaching and Learning Learning outcomes can be defined as the particular knowledge, skills, and abilities that an instructor intends for students to learn or develop. Outcomes are more specific than learning goals, which take a 10,000-foot view of what an instructor desires for students to gain from a course. Research suggests that when they are well written, clear, and measurable, learning outcomes can improve learning and motivate student engagement. Research shows that learning outcomes improve learning when they describe specific, measurable takeaways (Richmond et. al, 2016). The Backward Design process helps achieve these outcomes through alignment, where learning outcomes are written first during course development to serve as a framework from which all class activities and assessments are selected or designed (Wiggins and McTighe, 2005).

Improving student assessment The issue Effective assessment has greater bearing on successful learning than almost any other factor. Increasing student numbers are adding to marking workloads for staff and students express more dissatisfaction with assessment and feedback than with any other aspect of their learning experience, according to the National Student Survey (2011). How technology can help Technology can enable different, new and more immediate methods of assessment, helping to reduce staff workloads whilst improving the quality of assessment and feedback for students.

Social Media in the Classroom: Opportunities, Challenges & Recommendations Overview The EDUCAUSE Center for Analysis and Research (ECAR) conducts an annual survey of over 250 institutions of higher education, including the University of Washington, examining the technology experiences of undergraduates and faculty. A recent ECAR survey included questions exploring faculty and student perceptions of and experiences with social media as an academic resource. While the ECAR findings raise more questions than they answer, there is significant evidence that UW faculty and students are interested in the potential utility of social media as a learning tool. Read on for to learn about opportunities and challenges with social media in the classroom as well as recommendations, authored in consultation with the University Registrar, for incorporating the use of social media in academic work. Opportunities & Challenges with Social Media