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Intn'l & National Presentations:
Campus Technology Workshops
ISTE 2013 Mini-workshop
PASSHE 2012 Virtual Conference
Title V 2012 Symposium, San Juan
State Level Presentations:
MN TIES 2013
MN TIES 2014
100 Uses of a Document Camera
Animoto in Education
Digital Tools for PBL
Edmodo for Educators
Google in Education
Favorite iPad Apps
iPads for Administrators
Mobile Devices in Education
Moodle for Educators
QR Codes in Education
Smarter than a SMARTBoard
Social Media in Education
Twitter for Educators
Web 2.0 Tools for Teachers
Education T'nT Blog
Professional Portfolio Wiki
Jenna's Wiki Collection
Ed Tech Faculty Wikis:
"In an online classroom, it is the relationships and interactions among people through which knowledge is primarily generated. Key to the learning process are the interactions among students themselves, the interactions between faculty and students, and the collaboration in learning that results from these interactions" (Palloff and Pratt, 1999, p. 15).
Strategies to Engage Students in Collaborative Online Learning
Online Communities - Additional Research
How do you know if you are ready to be an online learner? Take this
Open up the Forum:
Establish a learning environment that encourages collaboration, interaction, self-reflection and the desire to be life-long learners.
Begin the Forum with an Icebreaker or Introductory Activity that allows:
Learners to examine their expectations and desires for the course
Learners to identify the necessary norms for the course
Learners to negotiate preliminary group norms for the course
Learners to gain skills in effectively communicating using an online asynchronous discussion board
Discussions should also promote:
A discussion that develops a common identity
An online relationship that is both comfortable and engaging
Have students create a list of Likes and Dislikes (Related to learning)
Fill in the Blank - Common Interests
Tour My Favorite Website
Three truths and 1 lie (Guess the lie)
Most people don't know this about me....
Activities should “provide learners with an opportunity to question assumptions, challenge attitudes, gain a broader perspective on issues, develop constructive study skills, and / or work with others to build proficiencies” (Watkins, 2005, p. 965).
Ownership of the Forum:
Provide students with the opportunity to establish some of the ground rules to online discussions.
Instructors should guide students in providing input and discussion related to ground rules that will be used to facilitate online course discussions
Instructors should guide students to agree on policies for managing asynchronous or synchronous online discussions
Establish ground rules, acceptable behavior, goals and objectives
Organize your Forum:
Topics should be organized by themes or units that are directly related to what is being taught in the classroom.
Organize the main forum around the Unit or Topic being taught
Create discussions that center around a theme each week
Ask questions that are guiding and allow students to elaborate on information
Activities in the classroom should prepare students to discuss ideas in the asynchronous discussion forum
Ask questions that establish what students understand, before moving to more complex questions
Ask follow up questions of your students, encourage them to develop or clarify responses
Bloom's Taxonomy and Online Discussion Questions
Online instructors must “continuously search for ways to improve student-to-student interaction in their courses, to create more personal and relevant learning experiences, and to promote the development of active and engaged learners” (Palloff and Pratt, 2005, p. 4).
Assess your Forum:
Determine what you want to assess and how. Rubrics are often used in assessing online forums.
Most rubrics grade on the following criteria (grade on quality not just quantity):
References / Support
Clarity / Mechanics
Allow students to debrief after the online discussions:
Make connections between discussions and classroom topics
Examples of Rubrics for Assessment of Online Discussions:
Rubric for Asynchronous Discussion Participation.pdf
Palloff, R.M. & Pratt, K. (2005).
Collaborating online: Learning together in community.
San Francisco, CA: Jossey-Bass
Watkins, R. (2005).
75 e-learning activities: Making online learning interactive
[Kindle Edition]. San Francisco, CA: Pfeiffer.
Tips and Strategies to Facilitating Online Discussions
help on how to format text
Turn off "Getting Started"